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The 10 Most Significant Education Studies of 2021

From reframing our notion of “good” schools to mining the magic of expert teachers, here’s a curated list of must-read research from 2021.

It was a year of unprecedented hardship for teachers and school leaders. We pored through hundreds of studies to see if we could follow the trail of exactly what happened: The research revealed a complex portrait of a grueling year during which persistent issues of burnout and mental and physical health impacted millions of educators. Meanwhile, many of the old debates continued: Does paper beat digital? Is project-based learning as effective as direct instruction? How do you define what a “good” school is?

Other studies grabbed our attention, and in a few cases, made headlines. Researchers from the University of Chicago and Columbia University turned artificial intelligence loose on some 1,130 award-winning children’s books in search of invisible patterns of bias. (Spoiler alert: They found some.) Another study revealed why many parents are reluctant to support social and emotional learning in schools—and provided hints about how educators can flip the script.

1. What Parents Fear About SEL (and How to Change Their Minds)

When researchers at the Fordham Institute asked parents to rank phrases associated with social and emotional learning , nothing seemed to add up. The term “social-emotional learning” was very unpopular; parents wanted to steer their kids clear of it. But when the researchers added a simple clause, forming a new phrase—”social-emotional & academic learning”—the program shot all the way up to No. 2 in the rankings.

What gives?

Parents were picking up subtle cues in the list of SEL-related terms that irked or worried them, the researchers suggest. Phrases like “soft skills” and “growth mindset” felt “nebulous” and devoid of academic content. For some, the language felt suspiciously like “code for liberal indoctrination.”

But the study suggests that parents might need the simplest of reassurances to break through the political noise. Removing the jargon, focusing on productive phrases like “life skills,” and relentlessly connecting SEL to academic progress puts parents at ease—and seems to save social and emotional learning in the process.

2. The Secret Management Techniques of Expert Teachers

In the hands of experienced teachers, classroom management can seem almost invisible: Subtle techniques are quietly at work behind the scenes, with students falling into orderly routines and engaging in rigorous academic tasks almost as if by magic. 

That’s no accident, according to new research . While outbursts are inevitable in school settings, expert teachers seed their classrooms with proactive, relationship-building strategies that often prevent misbehavior before it erupts. They also approach discipline more holistically than their less-experienced counterparts, consistently reframing misbehavior in the broader context of how lessons can be more engaging, or how clearly they communicate expectations.

Focusing on the underlying dynamics of classroom behavior—and not on surface-level disruptions—means that expert teachers often look the other way at all the right times, too. Rather than rise to the bait of a minor breach in etiquette, a common mistake of new teachers, they tend to play the long game, asking questions about the origins of misbehavior, deftly navigating the terrain between discipline and student autonomy, and opting to confront misconduct privately when possible.

3. The Surprising Power of Pretesting

Asking students to take a practice test before they’ve even encountered the material may seem like a waste of time—after all, they’d just be guessing.

But new research concludes that the approach, called pretesting, is actually more effective than other typical study strategies. Surprisingly, pretesting even beat out taking practice tests after learning the material, a proven strategy endorsed by cognitive scientists and educators alike. In the study, students who took a practice test before learning the material outperformed their peers who studied more traditionally by 49 percent on a follow-up test, while outperforming students who took practice tests after studying the material by 27 percent.

The researchers hypothesize that the “generation of errors” was a key to the strategy’s success, spurring student curiosity and priming them to “search for the correct answers” when they finally explored the new material—and adding grist to a 2018 study that found that making educated guesses helped students connect background knowledge to new material.

Learning is more durable when students do the hard work of correcting misconceptions, the research suggests, reminding us yet again that being wrong is an important milestone on the road to being right.

4. Confronting an Old Myth About Immigrant Students

Immigrant students are sometimes portrayed as a costly expense to the education system, but new research is systematically dismantling that myth.

In a 2021 study , researchers analyzed over 1.3 million academic and birth records for students in Florida communities, and concluded that the presence of immigrant students actually has “a positive effect on the academic achievement of U.S.-born students,” raising test scores as the size of the immigrant school population increases. The benefits were especially powerful for low-income students.

While immigrants initially “face challenges in assimilation that may require additional school resources,” the researchers concluded, hard work and resilience may allow them to excel and thus “positively affect exposed U.S.-born students’ attitudes and behavior.” But according to teacher Larry Ferlazzo, the improvements might stem from the fact that having English language learners in classes improves pedagogy , pushing teachers to consider “issues like prior knowledge, scaffolding, and maximizing accessibility.”

5. A Fuller Picture of What a ‘Good’ School Is

It’s time to rethink our definition of what a “good school” is, researchers assert in a study published in late 2020.⁣ That’s because typical measures of school quality like test scores often provide an incomplete and misleading picture, the researchers found.

The study looked at over 150,000 ninth-grade students who attended Chicago public schools and concluded that emphasizing the social and emotional dimensions of learning—relationship-building, a sense of belonging, and resilience, for example—improves high school graduation and college matriculation rates for both high- and low-income students, beating out schools that focus primarily on improving test scores.⁣

“Schools that promote socio-emotional development actually have a really big positive impact on kids,” said lead researcher C. Kirabo Jackson in an interview with Edutopia . “And these impacts are particularly large for vulnerable student populations who don’t tend to do very well in the education system.”

The findings reinforce the importance of a holistic approach to measuring student progress, and are a reminder that schools—and teachers—can influence students in ways that are difficult to measure, and may only materialize well into the future.⁣

6. Teaching Is Learning

One of the best ways to learn a concept is to teach it to someone else. But do you actually have to step into the shoes of a teacher, or does the mere expectation of teaching do the trick?

In a 2021 study , researchers split students into two groups and gave them each a science passage about the Doppler effect—a phenomenon associated with sound and light waves that explains the gradual change in tone and pitch as a car races off into the distance, for example. One group studied the text as preparation for a test; the other was told that they’d be teaching the material to another student.

The researchers never carried out the second half of the activity—students read the passages but never taught the lesson. All of the participants were then tested on their factual recall of the Doppler effect, and their ability to draw deeper conclusions from the reading.

The upshot? Students who prepared to teach outperformed their counterparts in both duration and depth of learning, scoring 9 percent higher on factual recall a week after the lessons concluded, and 24 percent higher on their ability to make inferences. The research suggests that asking students to prepare to teach something—or encouraging them to think “could I teach this to someone else?”—can significantly alter their learning trajectories.

7. A Disturbing Strain of Bias in Kids’ Books

Some of the most popular and well-regarded children’s books—Caldecott and Newbery honorees among them—persistently depict Black, Asian, and Hispanic characters with lighter skin, according to new research .

Using artificial intelligence, researchers combed through 1,130 children’s books written in the last century, comparing two sets of diverse children’s books—one a collection of popular books that garnered major literary awards, the other favored by identity-based awards. The software analyzed data on skin tone, race, age, and gender.

Among the findings: While more characters with darker skin color begin to appear over time, the most popular books—those most frequently checked out of libraries and lining classroom bookshelves—continue to depict people of color in lighter skin tones. More insidiously, when adult characters are “moral or upstanding,” their skin color tends to appear lighter, the study’s lead author, Anjali Aduki,  told The 74 , with some books converting “Martin Luther King Jr.’s chocolate complexion to a light brown or beige.” Female characters, meanwhile, are often seen but not heard.

Cultural representations are a reflection of our values, the researchers conclude: “Inequality in representation, therefore, constitutes an explicit statement of inequality of value.”

8. The Never-Ending ‘Paper Versus Digital’ War

The argument goes like this: Digital screens turn reading into a cold and impersonal task; they’re good for information foraging, and not much more. “Real” books, meanwhile, have a heft and “tactility”  that make them intimate, enchanting—and irreplaceable.

But researchers have often found weak or equivocal evidence for the superiority of reading on paper. While a recent study concluded that paper books yielded better comprehension than e-books when many of the digital tools had been removed, the effect sizes were small. A 2021 meta-analysis further muddies the water: When digital and paper books are “mostly similar,” kids comprehend the print version more readily—but when enhancements like motion and sound “target the story content,” e-books generally have the edge.

Nostalgia is a force that every new technology must eventually confront. There’s plenty of evidence that writing with pen and paper encodes learning more deeply than typing. But new digital book formats come preloaded with powerful tools that allow readers to annotate, look up words, answer embedded questions, and share their thinking with other readers.

We may not be ready to admit it, but these are precisely the kinds of activities that drive deeper engagement, enhance comprehension, and leave us with a lasting memory of what we’ve read. The future of e-reading, despite the naysayers, remains promising.

9. New Research Makes a Powerful Case for PBL

Many classrooms today still look like they did 100 years ago, when students were preparing for factory jobs. But the world’s moved on: Modern careers demand a more sophisticated set of skills—collaboration, advanced problem-solving, and creativity, for example—and those can be difficult to teach in classrooms that rarely give students the time and space to develop those competencies.

Project-based learning (PBL) would seem like an ideal solution. But critics say PBL places too much responsibility on novice learners, ignoring the evidence about the effectiveness of direct instruction and ultimately undermining subject fluency. Advocates counter that student-centered learning and direct instruction can and should coexist in classrooms.

Now two new large-scale studies —encompassing over 6,000 students in 114 diverse schools across the nation—provide evidence that a well-structured, project-based approach boosts learning for a wide range of students.

In the studies, which were funded by Lucas Education Research, a sister division of Edutopia , elementary and high school students engaged in challenging projects that had them designing water systems for local farms, or creating toys using simple household objects to learn about gravity, friction, and force. Subsequent testing revealed notable learning gains—well above those experienced by students in traditional classrooms—and those gains seemed to raise all boats, persisting across socioeconomic class, race, and reading levels.

10. Tracking a Tumultuous Year for Teachers

The Covid-19 pandemic cast a long shadow over the lives of educators in 2021, according to a year’s worth of research.

The average teacher’s workload suddenly “spiked last spring,” wrote the Center for Reinventing Public Education in its January 2021 report, and then—in defiance of the laws of motion—simply never let up. By the fall, a RAND study recorded an astonishing shift in work habits: 24 percent of teachers reported that they were working 56 hours or more per week, compared to 5 percent pre-pandemic.

The vaccine was the promised land, but when it arrived nothing seemed to change. In an April 2021 survey  conducted four months after the first vaccine was administered in New York City, 92 percent of teachers said their jobs were more stressful than prior to the pandemic, up from 81 percent in an earlier survey.

It wasn’t just the length of the work days; a close look at the research reveals that the school system’s failure to adjust expectations was ruinous. It seemed to start with the obligations of hybrid teaching, which surfaced in Edutopia ’s coverage of overseas school reopenings. In June 2020, well before many U.S. schools reopened, we reported that hybrid teaching was an emerging problem internationally, and warned that if the “model is to work well for any period of time,” schools must “recognize and seek to reduce the workload for teachers.” Almost eight months later, a 2021 RAND study identified hybrid teaching as a primary source of teacher stress in the U.S., easily outpacing factors like the health of a high-risk loved one.

New and ever-increasing demands for tech solutions put teachers on a knife’s edge. In several important 2021 studies, researchers concluded that teachers were being pushed to adopt new technology without the “resources and equipment necessary for its correct didactic use.” Consequently, they were spending more than 20 hours a week adapting lessons for online use, and experiencing an unprecedented erosion of the boundaries between their work and home lives, leading to an unsustainable “always on” mentality. When it seemed like nothing more could be piled on—when all of the lights were blinking red—the federal government restarted standardized testing .

Change will be hard; many of the pathologies that exist in the system now predate the pandemic. But creating strict school policies that separate work from rest, eliminating the adoption of new tech tools without proper supports, distributing surveys regularly to gauge teacher well-being, and above all listening to educators to identify and confront emerging problems might be a good place to start, if the research can be believed.

Introduction to Education Research

• First Online: 29 November 2023

Cite this chapter

• Sharon K. Park 3 ,
• Khanh-Van Le-Bucklin 4 &
• Julie Youm 4  

Educators rely on the discovery of new knowledge of teaching practices and frameworks to improve and evolve education for trainees. An important consideration that should be made when embarking on a career conducting education research is finding a scholarship niche. An education researcher can then develop the conceptual framework that describes the state of knowledge, realize gaps in understanding of the phenomenon or problem, and develop an outline for the methodological underpinnings of the research project. In response to Ernest Boyer’s seminal report, Priorities of the Professoriate , research was conducted about the criteria and decision processes for grants and publications. Six standards known as the Glassick’s criteria provide a tangible measure by which educators can assess the quality and structure of their education research—clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique. Ultimately, the promise of education research is to realize advances and innovation for learners that are informed by evidence-based knowledge and practices.

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Park, S.K., Le-Bucklin, KV., Youm, J. (2023). Introduction to Education Research. In: Fitzgerald, A.S., Bosch, G. (eds) Education Scholarship in Healthcare. Springer, Cham. https://doi.org/10.1007/978-3-031-38534-6_2

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The state of the global education crisis, a path to recovery.

The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children’s learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected.

The State of the Global Education Crisis: A Path to Recovery charts a path out of the global education crisis and towards building more effective, equitable and resilient education systems.

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The 10 Education Issues Everybody Should Be Talking About

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What issues have the potential to define—or re define—education in the year ahead? Is there a next “big thing” that could shift the K-12 experience or conversation?

These were the questions Education Week set out to answer in this second annual “10 Big Ideas in Education” report.

You can read about last year’s ideas here . In 2019, though, things are different.

This year, we asked Education Week reporters to read the tea leaves and analyze what was happening in classrooms, school districts, and legislatures across the country. What insights could reporters offer practitioners for the year ahead?

Some of the ideas here are speculative. Some are warning shots, others more optimistic. But all 10 of them here have one thing in common: They share a sense of urgency.

Accompanied by compelling illustrations and outside perspectives from leading researchers, advocates, and practitioners, this year’s Big Ideas might make you uncomfortable, or seem improbable. The goal was to provoke and empower you as you consider them.

Let us know what you think, and what big ideas matter to your classroom, school, or district. Tweet your comments with #K12BigIdeas .

No. 1: Kids are right. School is boring.

Out-of-school learning is often more meaningful than anything that happens in a classroom, writes Kevin Bushweller, the Executive Editor of EdWeek Market Brief. His essay tackling the relevance gap is accompanied by a Q&A with advice on nurturing, rather than stifling students’ natural curiosity. Read more.

No. 2: Teachers have trust issues. And it’s no wonder why.

Many teachers may have lost faith in the system, says Andrew Ujifusa, but they haven’t lost hope. The Assistant Editor unpacks this year’s outbreak of teacher activism. And read an account from a disaffected educator on how he built a coalition of his own. Read more.

No. 3: Special education is broken.

Forty years since students with disabilities were legally guaranteed a public school education, many still don’t receive the education they deserve, writes Associate Editor Christina A. Samuels. Delve into her argument and hear from a disability civil rights pioneer on how to create an equitable path for students. Read more.

No. 4: Schools are embracing bilingualism, but only for some students.

Staff Writer Corey Mitchell explains the inclusion problem at the heart of bilingual education. His essay includes a perspective from a researcher on dismantling elite bilingualism. Read more.

No. 5: A world without annual testing may be closer than you think.

There’s agreement that we have a dysfunctional standardized-testing system in the United States, Associate Editor Stephen Sawchuk writes. But killing it would come with some serious tradeoffs. Sawchuk’s musing on the alternatives to annual tests is accompanied by an argument for more rigorous classroom assignments by a teacher-practice expert. Read more.

No. 6: There are lessons to be learned from the educational experiences of black students in military families.

Drawing on his personal experience growing up in an Air Force family, Staff Writer Daarel Burnette II highlights emerging research on military-connected students. Learn more about his findings and hear from two researchers on what a new ESSA mandate means for these students. Read more.

No. 7: School segregation is not an intractable American problem.

Racial and economic segregation remains deeply entrenched in American schools. Staff Writer Denisa R. Superville considers the six steps one district is taking to change that. Her analysis is accompanied by an essay from the president of the American Educational Research Association on what is perpetuating education inequality. Read more.

No. 8: Consent doesn’t just belong in sex ed. class. It needs to start a lot earlier.

Assistant Editor Sarah D. Sparks looked at the research on teaching consent and found schools and families do way too little, way too late. Her report is partnered with a researcher’s practical guide to developmentally appropriate consent education. Read more.

No. 9: Education has an innovation problem.

Are education leaders spending too much time chasing the latest tech trends to maintain what they have? Staff Writer Benjamin Herold explores the innovation trap. Two technologists offer three tips for putting maintenance front and center in school management. Read more.

No. 10: There are two powerful forces changing college admissions.

Some colleges are rewriting the admissions script for potential students. Senior Contributing Writer Catherine Gewertz surveys this changing college admissions landscape. Her insights are accompanied by one teacher’s advice for navigating underserved students through the college application process. Read more.

Wait, there’s more.

Want to know what educators really think about innovation? A new Education Week Research Center survey delves into what’s behind the common buzzword for teachers, principals, and district leaders. Take a look at the survey results.

A version of this article appeared in the January 09, 2019 edition of Education Week as What’s on the Horizon for 2019?

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Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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The "Threshold of Certainty" and Other Dilemmas

Overpromising: exuberance for evidence-poor practices, underdelivering: ignoring science that might help, causes of misjudgment in the use of science, of values, science, and education, making it better.

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Daniel T. Willingham is professor of psychology at the University of Virginia. He is the author of several books, including Why Don’t Students Like School? (Jossey-Bass, 2010) and most recently Outsmart Your Brain (Gallery, 2023).

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16.4 Issues and Problems in Education

Learning objectives.

• Describe how schooling in the United States helps perpetuate social inequality.
• Explain the difference between de jure segregation and de facto segregation.
• Summarize the evidence on the effectiveness of single-sex education.
• Describe the extent of school violence and the controversy over zero-tolerance policies.
• Discuss how and why social inequality in the larger society manifests itself in higher education.

The education system today faces many issues and problems of interest not just to educators and families but also to sociologists and other social scientists. We cannot discuss all of these issues here, but we will highlight some of the most interesting and important.

Schools and Inequality

Earlier we mentioned that schools differ greatly in their funding, their conditions, and other aspects. Noted author and education critic Jonathan Kozol refers to these differences as “savage inequalities,” to quote the title of one of his books (Kozol, 1991). Kozol’s concern over inequality in the schools stemmed from his experience as a young teacher in a public elementary school in a Boston inner-city neighborhood in the 1960s. Kozol was shocked to see that his school was literally falling apart. The physical plant was decrepit, with plaster falling off the walls and bathrooms and other facilities substandard. Classes were large, and the school was so overcrowded that Kozol’s fourth-grade class had to meet in an auditorium, which it shared with another class, the school choir, and, for a time, a group of students practicing for the Christmas play. Kozol’s observations led to the writing of his first award-winning book, Death at an Early Age (Kozol, 1967).

Jonathan Kozol has written movingly of “savage inequalities” in American schools arising from large differences in their funding and in the condition of their physical facilities.

Thomas Hawk – El Paso High School – CC BY-NC 2.0; Nitram242 – Detroit School – CC BY 2.0.

Kozol left this school after being fired for departing from the prescribed curriculum by teaching poems by Robert Frost and Langston Hughes to his fourth graders. He then taught in a wealthy school in one of Boston’s suburbs, where his class had only 21 students. The conditions he saw there were far superior to those in his inner-city Boston school. “The shock of going from one of the poorest schools to one of the wealthiest cannot be overstated,” he later wrote (Kozol, 1991, p. 2).

During the late 1980s, Kozol (1991) traveled around the country and systematically compared public schools in several cities’ inner-city neighborhoods to those in the cities’ suburbs. Everywhere he went, he found great discrepancies in school spending and in the quality of instruction. In schools in Camden, New Jersey, for example, spending per pupil was less than half the amount spent in the nearby, much wealthier town of Princeton. Chicago and New York City schools spent only about half the amount that some of the schools in nearby suburbs spent.

Learning From Other Societies

Successful Schooling in Denmark

Denmark’s model for schooling from the earliest years up through high school offers several important lessons for U.S. education. The Danish model reflects that nation’s strong belief that significant income inequality causes many problems and that it is the role of government to help the poorest members of society. This philosophy is seen in both the Danish approach to early childhood education and its approach to secondary schooling (Morrill, 2007).

In early childhood education, Denmark’s policies also reflect its recognition of the importance of child cognitive and emotional development during the first few years of life, as well as its recognition to take special steps to help children of families living in poverty. Accordingly, along with several other Nordic and Western European nations, Denmark provides preschool and day care education for all children. According to one Danish scholar, “intervention in day-care/pre-school is considered the best way to give children a good beginning in life, particularly socially endangered children. [T]he dominant view is that the earlier children develop academic skills and knowledge the better, as these skills will enable them to participate in society on equal terms with children of the same age” (Jensen, 2009, p. 6).

Once students start elementary school, they join a class of about 20 students. Rather than being tracked (grouped by ability), students are simply assigned to a class with other children from their neighborhood. The class remains with the same “class teacher” from grades 1 through 9; this teacher instructs them in Danish language and literature. Other teachers teach them subjects such as arithmetic/mathematics, music, social studies, and science. Because the “class teacher” is with the students for so many years, they get to know each other very well, and the teacher and each child’s parents also become very well acquainted. These rather close relationships help the teacher deal with any academic or behavioral problems that might occur. Because a class stays together for 9 years, the students develop close relationships with each other and a special sense of belonging to their class and to their school (Morrill, 2007).

The commitment to free or low-cost, high-quality early childhood education found in Denmark and many other Nordic and Western European nations is lacking in the United States, where parents who desire such education for their children usually must pay hundreds of dollars monthly. Many education scholars think the United States would do well to follow the example of these other nations in this regard. The interesting “class teacher” model in Denmark’s lower grades seems to provide several advantages that the United States should also consider. In both these respects, the United States may have much to learn from Denmark’s approach to how children should learn.

These numbers were reflected in other differences Kozol found when he visited city and suburban schools. In East St. Louis, Illinois, where most of the residents are poor and almost all are African American, schools had to shut down once because of sewage backups. The high school’s science labs were 30 to 50 years out of date when Kozol visited them; the biology lab had no dissecting kits. A history teacher had 110 students but only 26 textbooks, some of which were missing their first 100 pages. At one of the city’s junior high schools, many window frames lacked any glass, and the hallways were dark because light bulbs were missing or not working. Visitors could smell urinals 100 feet from the bathroom. When he visited an urban high school in New Jersey, Kozol found it had no showers for gym students, who had to wait 20 minutes to shoot one basketball because seven classes would use the school’s gym at the same time.

Contrast these schools with those Kozol visited in suburbs. A high school in a Chicago suburb had seven gyms and an Olympic-sized swimming pool. Students there could take classes in seven foreign languages. A suburban New Jersey high school offered 14 AP courses, fencing, golf, ice hockey, and lacrosse, and the school district there had 10 music teachers and an extensive music program.

From his observations, Kozol concluded that the United States is shortchanging its children in poor rural and urban areas. As we saw in Chapter 8 “Social Stratification” , poor children start out in life with many strikes against them. The schools they attend compound their problems and help ensure that the American ideal of equal opportunity for all remains just that—an ideal—rather than reality. As Kozol (1991, p. 233) observed, “All our children ought to be allowed a stake in the enormous richness of America. Whether they were born to poor white Appalachians or to wealthy Texans, to poor black people in the Bronx or to rich people in Manhasset or Winnetka, they are all quite wonderful and innocent when they are small. We soil them needlessly.”

Although the book in which Kozol reported these conditions was published about 20 years ago, ample evidence indicates that little, if anything, has changed in the poor schools of the United States since then, with large funding differences continuing. In Philadelphia, for example, annual per-pupil expenditure is about $9,000; in nearby Lower Merion Township, it is more than twice as high, at about $19,000. Just a few years ago, a news report discussed public schools in Washington, DC. More than 75% of the schools in the city had a leaking roof at the time the report was published, and 87% had electrical problems, some of which involved shocks or sparks. Most of the schools’ cafeterias, 85%, had health violations, including peeling paint near food and rodent and roach infestation. Thousands of requests for building repairs, including 1,100 labeled “urgent” or “dangerous,” had been waiting more than a year to be addressed. More than one-third of the schools had a mouse infestation, and in one elementary school, there were so many mice that the students gave them names and drew their pictures. An official with the city’s school system said, “I don’t know if anybody knows the magnitude of problems at D.C. public schools. It’s mind-boggling” (Keating & Haynes, 2007, p. A1).

Although it is widely assumed that school conditions like the ones in Washington, DC, and those depicted in Kozol’s books impair student learning, there is surprisingly little research on this issue. Addressing this scholarly neglect, a recent study found that poor school conditions indeed impair learning, in part because they reduce students’ attendance, which in turn impairs their learning (Durán-Narucki, 2008).

School Segregation

A related issue to inequality in the schools is school segregation. Before 1954, schools in the South were segregated by law ( de jure segregation ). Communities and states had laws that dictated which schools white children attended and which schools African American children attended. Schools were either all white or all African American, and, inevitably, white schools were much better funded than African American schools. Then in 1954, the U.S. Supreme Court outlawed de jure school segregation in its famous Brown v. Board of Education decision. In this decision the Court explicitly overturned its earlier, 1896 decision in Plessy v. Ferguson , which said that schools could be racially separate but equal. Brown rejected this conclusion as contrary to American egalitarian ideals and as also not supported by empirical evidence, which finds that segregated schools are indeed unequal. Southern school districts fought the Brown decision with legal machinations, and de jure school segregation did not really end in the South until the civil rights movement won its major victories a decade later.

Meanwhile, northern schools were also segregated and, in the years since the Brown decision, have become even more segregated. School segregation in the North stemmed, both then and now, not from the law but from neighborhood residential patterns. Because children usually go to schools near their homes, if adjacent neighborhoods are all white or all African American, then the schools children from these neighborhoods attend will also be all white or all African American, or mostly so. This type of segregation is called de facto segregation .

Many children today attend schools that are racially segregated because of neighborhood residential patterns.

halfrain – Swings – CC BY-SA 2.0.

Today many children continue to go to schools that are segregated because of neighborhood residential patterns, a situation that Kozol (2005) calls “apartheid schooling.” About 40% of African American and Latino children attend schools that are very segregated (at least 90% of their students are of color); this level of segregation is higher than it was four decades ago. Although such segregation is legal, it still results in schools that are all African American and/or all Latino and that suffer severely from lack of funding, poor physical facilities, and inadequate teachers (Orfield, 2009).

During the 1960s and 1970s, states, municipalities, and federal courts tried to reduce de facto segregation by busing urban African American children to suburban white schools and, less often, by busing white suburban children to African American urban schools. Busing inflamed passions as perhaps few other issues during those decades (Lukas, 1985). White parents opposed it because they did not want their children bused to urban schools, where, they feared, the children would receive an inferior education and face risks to their safety. The racial prejudice that many white parents shared heightened their concerns over these issues. African American parents were more likely to see the need for busing, but they, too, wondered about its merits, especially because it was their children who were bused most often and faced racial hostility when they entered formerly all-white schools.

As one possible solution to reduce school segregation, some cities have established magnet schools , schools for high-achieving students of all races to which the students and their families apply for admission (Davis, 2007). Although these schools do help some students whose families are poor and of color, their impact on school segregation has been minimal because the number of magnet schools is low and because they are open only to the very best students who, by definition, are also few in number. Some critics also say that magnet schools siphon needed resources from public school systems and that their reliance on standardized tests makes it difficult for African American and Latino students to gain admission.

School Vouchers and School Choice

Another issue involving schools today is school choice . In a school choice program, the government gives parents certificates, or vouchers, that they can use as tuition at private or parochial (religious) schools.

Advocates of school choice programs say they give poor parents an option for high-quality education they otherwise would not be able to afford. These programs, the advocates add, also help improve the public schools by forcing them to compete for students with their private and parochial counterparts. In order to keep a large number of parents from using vouchers to send their children to the latter schools, public schools have to upgrade their facilities, improve their instruction, and undertake other steps to make their brand of education an attractive alternative. In this way, school choice advocates argue, vouchers have a “competitive impact” that forces public schools to make themselves more attractive to prospective students (Walberg, 2007).

Critics of school choice programs say they hurt the public schools by decreasing their enrollments and therefore their funding. Public schools do not have the money now to compete with private and parochial ones, and neither will they have the money to compete with them if vouchers become more widespread. Critics also worry that voucher programs will lead to a “brain drain” of the most academically motivated children and families from low-income schools (Caldas & Bankston, 2005).

Because school choice programs and school voucher systems are still relatively new, scholars have not yet had time to assess whether they improve the academic achievement of the students who attend them. Although some studies do find small improvements, methodological problems make it difficult to reach any firm conclusions at this point (DeLuca & Dayton, 2009). Although there is similarly little research on the impact of school choice programs on funding and other aspects of public school systems, some evidence does indicate a negative impact. In Milwaukee, for example, enrollment decline from the use of vouchers cost the school system $26 million in state aid during the 1990s, forcing a rise in property taxes to replace the lost funds. Because the students who left the Milwaukee school system came from most of its 157 public schools, only a few left any one school, diluting the voucher system’s competitive impact. Another city, Cleveland, also lost state aid in the late 1990s because of the use of vouchers, and there, too, the competitive impact was small. Thus, although school choice programs may give some families alternatives to public schools, they might not have the competitive impact on public schools that their advocates claim, and they may cost public school systems state aid (Cooper, 1999; Lewin, 1999).

Single-Sex Schools and Classes

Before the late 1960s and early 1970s, many colleges and universities, including several highly selective campuses, were single-sex institutions. Since that time, almost all the male colleges and many of the female colleges have gone coed. A few women’s colleges still remain, as their administrators and alumnae say that women can achieve much more in a women’s college than in a coed institution. The issue of single-sex institutions has been more muted at the secondary school level, as most public schools have been coeducational since the advent of free, compulsory education during the 19th century. However, several private schools were single-sex ones from their outset, and many of these remain today. Still, the trend throughout the educational world was toward coeducation.

Single-sex schools and classes have become more popular for several reasons. The research so far indicates that single-sex education may be beneficial in certain respects for the students experiencing it.

Wikimedia Commons – CC BY 3.0.

Since the 1990s, however, some education specialists and other observers have considered whether single-sex secondary schools, or at least single-sex classes, might make sense for girls or for boys; in response, single-sex classes and single-sex schools have arisen in at least 17 U.S. cities. The argument for single-sex learning for girls rests on the same reasons advanced by advocates for women’s colleges: girls can do better academically, and perhaps especially in math and science classes, when they are by themselves. The argument for boys rests on a different set of reasons (Sax, 2009). Boys in classes with girls are more likely to act “macho” and thus to engage in disruptive behavior; in single-sex classes, boys thus behave better and are more committed to their studies. They also feel freer to exhibit an interest in music, the arts, and other subjects not usually thought of as “macho” topics. Furthermore, because the best students in coed schools are often girls, many boys tend to devalue academic success in coed settings and are more likely to value it in single-sex settings. Finally, in a boys-only setting, teachers can use examples and certain teaching techniques that boys may find especially interesting, such as the use of snakes to teach biology. To the extent that single-sex education may benefit boys for any of these reasons, these benefits are often thought to be highest for boys from families living in poverty or near poverty.

What does the research evidence say about the benefits of single-sex schooling? A recent review of several dozen studies concluded that the results of single-sex schooling are mixed overall but that there are slightly more favorable outcomes for single-sex schools compared to coeducational schools: “There is some support for the premise that single-sex schooling can be helpful, especially for certain outcomes related to academic achievement and more positive academic aspirations. For many outcomes, there is no evidence of either benefit or harm” (U.S. Department of Education, 2005). None of the studies involved random assignment of students to single-sex or coeducational schooling, and the review cautioned that firmer conclusions must await higher-quality research of this nature (which may be ideal in terms of the research process but difficult and perhaps impossible to perform in real life). Also, because all the studies involved high school students and a majority involved students in Catholic schools, the review called for additional studies of younger students and those in public schools.

School Violence

The issue of school violence won major headlines during the 1990s, when many children, teachers, and other individuals died in the nation’s schools. From 1992 until 1999, 248 students, teachers, and other people died from violent acts (including suicide) on school property, during travel to and from school, or at a school-related event, for an average of about 35 violent deaths per year (Zuckoff, 1999). Against this backdrop, the infamous April 1999 school shootings at Columbine High School in Littleton, Colorado, where two students murdered 12 other students and one teacher before killing themselves, led to national soul-searching over the causes of teen and school violence and on possible ways to reduce it.

The murders in Littleton were so numerous and cold-blooded that they would have aroused national concern under any circumstances, but they also followed a string of other mass shootings at schools. In just a few examples, in December 1997 a student in a Kentucky high school shot and killed three students in a before-school prayer group. In March 1998 two middle school students in Arkansas pulled a fire alarm to evacuate their school and then shot and killed four students and one teacher as they emerged. Two months later an Oregon high school student killed his parents and then went to his school cafeteria, where he killed two students and wounded 22 others. Against this backdrop, Littleton seemed like the last straw. Within days, school after school across the nation installed metal detectors, located police at building entrances and in hallways, and began questioning or suspending students joking about committing violence. People everywhere wondered why the schools were becoming so violent and what could be done about it (Zuckoff, 1999).

Violence can also happen on college and university campuses, although shootings are very rare. However, two recent examples illustrate that students and faculty are not immune from gun violence. In February 2010, Amy Bishop, a biology professor at the University of Alabama in Huntsville who had recently been denied tenure, allegedly shot and killed three faculty at a department meeting and wounded three others. Almost 3 years earlier, a student at Virginia Tech went on a shooting rampage and killed 32 students and faculty before killing himself.

Sociology Making a Difference

School Bonding and Delinquency

As discussed in Chapter 7 “Deviance, Crime, and Social Control” , the social control theory of delinquency assumes that weak social bonds to family, schools, and other social institutions help promote juvenile delinquency. This theory was developed by sociologist Travis Hirschi (1969) about four decades ago. Hirschi’s emphasis on social bonds was inspired by the work of sociology founder Émile Durkheim, who more broadly emphasized the importance of strong ties to society for social cohesion and individual well-being.

Since the development of social bonding theory, most studies testing it have focused on family and school bonds. They generally support Hirschi’s view that weak bonds to family and school help promote delinquency. One issue that has received less study is whether strong bonds to school might help prevent delinquency by youths who otherwise might be at high risk for such behavior—for example, those who were born to a teenaged mother, who exhibited aggressive behavior during childhood, or who have delinquent friends.

A Canadian team of researchers examined this possibility with national data on youths studied from childhood to young adulthood (Sprott, Jenkins, & Doob, 2005). They identified children aged 10–11 with various risk factors for antisocial behavior and measured how strongly bonded they felt to their schools, based on their responses to several questions (including how much they liked their school and how often they finish their homework). They also determined the extent of their delinquency at ages 12–13 based on the youths’ responses to a series of questions. Confirming their hypothesis, the researchers found that high-risk children were less likely to be delinquent at ages 12–13 if they had strong school bonds at ages 10–11 than if they had weak bonds. The researchers concluded that strong school bonds help prevent delinquency even by high-risk children, and they further speculated that zero-tolerance policies (as discussed in the text) that lead to suspension or expulsion may ironically promote delinquency because they weaken school bonding for the children who leave school.

As should be clear, the body of research on school bonding and delinquency inspired by social control theory suggests that schools play an important role in whether students misbehave both inside and outside school. It also suggests that efforts to improve the nation’s schools will also reduce delinquency because these efforts will almost certainly strengthen the bonds children feel to their schools. As social control theory is ultimately rooted in the work of Émile Durkheim, sociology is again making a difference.

Fortunately, school violence has declined during the past decade, as fewer students and other people have died at the nation’s schools than during 1990s. As this trend indicates, the risk of school violence should not be exaggerated: statistically speaking, schools are very safe. Less than 1% of homicides involving school-aged children take place in or near school. About 56 million students attend elementary and secondary schools. With about 17 student homicides a year, the chances are less than one in 3 million that a student will be killed at school. The annual rate of other serious violence (rape and sexual assault, aggravated assault, and robbery) is only 3 crimes per 100 students; although this is still three too many, it does indicate that 97% of students do not suffer these crimes. Bullying is a much more common problem, with about one-third of students reporting being bullied annually (National Center for Injury Prevention and Control, 2010).

To reduce school violence, many school districts have zero-tolerance policies involving weapons. These policies call for automatic suspension or expulsion of a student who has anything resembling a weapon for any reason. For better or worse, however, there have been many instances in which these policies have been applied too rigidly. In a recent example, a 6-year-old boy in Delaware excitedly took his new camping utensil—a combination of knife, fork, and spoon—from Cub Scouts to school to use at lunch. He was suspended for having a knife and ordered to spend 45 days in reform school. His mother said her son certainly posed no threat to anyone at school, but school officials replied that their policy had to be strictly enforced because it is difficult to determine who actually poses a threat from who does not (Urbina, 2009). In another case, a ninth grader took a knife and cigarette lighter away from a student who had used them to threaten a fellow classmate. The ninth grader was suspended for the rest of the school year for possessing a weapon, even though he had them only because he was protecting his classmate. According to a news story about this case, the school’s reaction was “vigilance to a fault” (Walker, 2010, p. A12).

Ironically, one reason many school districts have very strict policies is to avoid the racial discrimination that was seen to occur in districts whose officials had more discretion in deciding which students needed to be suspended or expelled. In these districts, African American students with weapons or “near-weapons” were more likely than white students with the same objects to be punished in this manner. Regardless of the degree of discretion afforded officials in zero-tolerance policies, these policies have not been shown to be effective in reducing school violence and may actually raise rates of violence by the students who are suspended or expelled under these policies (Skiba & Rausch, 2006).

Focus on Higher Education

The issues and problems discussed so far in this chapter concern the nation’s elementary and secondary schools in view of their critical importance for tens of millions of children and for the nation’s social and economic well-being. However, issues also affect higher education, and we examine a few of them here.

Higher education can cost students and their parents tens of thousands of dollars per year. This expense prevents many students from going to college and puts many students and parents into considerable debt.

GotCredit – Student Loans – CC BY 2.0.

Perhaps the most important issue is that higher education, at least at 4-year institutions, is quite expensive and can cost tens of thousands of dollars per year. This figure varies by the type of college or university, as private institutions cost much more than public institutions (for in-state students). According to the College Board (2010), slightly more than half of all students attend a 4-year institution whose annual tuition and fees amount to less than $9,000; public schools charge an average of $7,000 for in-state students. That means that almost half of students attend an institution whose annual tuition and fees are $9,000 or more; this cost averages more than $26,000 at some private colleges and universities and exceeds $35,000 at many private institutions. Room and board expenses for on-campus students range from about $8,000 to $14,000, and books and supplies average at least an additional $1,000 for students who do not have the opportunity to read free or low-cost textbooks such as this one.

Combining these figures, students at the least expensive 4-year institutions might have bills that total $17,000 to $20,000 annually, and those at the most expensive private institutions might have bills that exceed $50,000. Scholarships and other financial aid reduce these costs for many students. Private institutions actually collect only about 67% of their published tuition and fees because of the aid they hand out, and public institutions collect only about 82% (Stripling, 2010). However, students who receive aid may still have bills totaling thousands of dollars annually and graduate with huge loans to repay. At 2-year institutions, annual tuition and fees average about $2,600; these colleges are more affordable but nonetheless can be very costly for their students and their families.

Floundering Students

Although college is often said to be the best time of one’s life, many students have difficulties during their college years. These students are called floundering students . Homesickness during the first semester on campus is common, but a number of students have difficulties beyond homesickness. According to psychiatry professor David Leibow, who has studied troubled students, many floundering students mistakenly believe that they are the only ones who are floundering, and many fail to tell their parents or friends about their problems (Golden, 2010). The major cause of floundering, says Leibow, is academic difficulties; other causes include homesickness, relationship problems, family problems including family conflict and the serious illness or death of a family member, personal illness, and financial difficulties. It is estimated that every year 10% of students seek psychological counseling on their college campus, primarily for depression, anxiety, and relationship problems (Epstein, 2010). Many of these students are given medications to treat their symptoms. Leibow says these medications are often helpful but worries that they are overprescribed. Three reasons underlie his concern. First, although the students given these medications may have problems, often the problems are a normal part of growing into adulthood and not serious enough to justify medication. Second, some of these medications can have serious side effects. Third, students who take medications may be more likely to avoid dealing with the underlying reasons for their problems.

Social Class and Race in Admissions

We saw earlier in this chapter that African American, Latino, and low-income students are less likely to attend college. This fact raises important questions about the lack of diversity in college admissions and campus life. Chapter 10 “Race and Ethnicity” discussed the debate over racially based affirmative action in higher education. Partly because affirmative action is so controversial, attention has begun to focus on the low numbers of low-income students at many colleges and universities, especially the more selective institutions that rank highly in ratings issued by U.S.News & World Report and other sources. Many education scholars and policymakers feel that increasing the number of low-income students would not only help these students but also increase campus diversity along the lines of socioeconomic status and race/ethnicity (since students of color are more likely to be from low-income backgrounds). Efforts to increase the number of low-income students, these experts add, would avoid the controversy that has surrounded affirmative action.

In response to this new attention to social class, colleges and universities have begun to increase their efforts to attract and retain low-income students, which a recent news report called “one of the most underrepresented minority groups at many four-year colleges” (Schmidt, 2010). The dean of admissions and financial aid at Harvard University summarized these efforts as follows: “I honestly cannot think of any admissions person I know who is not looking—as sort of a major criteria of how well their year went—at how well they did in attracting people of different economic backgrounds” (Schmidt, 2010).

Although colleges and universities are making a greater effort to attract and retain low-income students, these students remain greatly underrepresented at institutions of higher education.

Bart Everson – Students – CC BY 2.0.

As part of their strategy to attract and retain low-income students, Harvard and other selective institutions are now providing financial aid to cover all or most of the students’ expenses. Despite these efforts, however, the U.S. higher education system has become more stratified by social class in recent decades: the richest students now occupy a greater percentage of the enrollment at the most selective institutions than in the past, while the poorest students occupy a greater percentage of the enrollment at the least selective 4-year institutions and at community colleges (Schmidt, 2010).

Graduation Rates

For the sakes of students and their colleges and universities, it is important that as many students as possible go on to earn their diplomas. However, only 57% of students at 4-year institutitons graduate within 6 years. This figure varies by type of institution. At the highly selective private institutions, 80%–90% or more of students typically graduate within 6 years, while at many public institutions, the graduate rate is about 50%. Academic and financial difficulties and other problems explain why so many students fail to graduate.

The 57% overall rate masks a racial/ethnic difference in graduate rates: while 60% of white students graduate within 6 years, only 49% of Latino students and 40% of African American students graduate. At some institutions, the graduation rates of Latino and African American students match those of whites, thanks in large part to exceptional efforts by these institutions to help students of color. As one expert on this issue explains, “What colleges do for students of color powerfully impacts the futures of these young people and that of our nation” (Gonzalez, 2010). Another expert placed this issue into a larger context: “For both moral and economic reasons, colleges need to ensure that their institutions work better for all the students they serve” (Stephens, 2010).

In this regard, it is important to note that the graduation rate of low-income students from 4-year institutions is much lower than the graduation rate of wealthier students. Low-income students drop out at higher rates because of academic and financial difficulties and family problems (Berg, 2010). Their academic and financial difficulties are intertwined. Low-income students often have to work many hours per week during the academic year to be able to pay their bills. Because their work schedules reduce the time they have for studying, their grades may suffer. This general problem has been made worse by cutbacks in federal grants to low-income students that began during the 1980s. These cutbacks forced low-income students to rely increasingly on loans, which have to be repaid. This fact leads some to work more hours during the academic year to limit the loans they must take out, and their increased work schedule again may affect their grades.

Low-income students face additional difficulties beyond the financial (Berg, 2010). Their writing and comprehension skills upon entering college are often weaker than those of wealthier students. If they are first-generation college students (meaning that neither parent went to college), they often have problems adjusting to campus life and living amid students from much more advantaged backgrounds.

Key Takeaways

• Schools in America are unequal: they differ greatly in the extent in their funding, in the quality of their physical facilities, and in other respects. Jonathan Kozol calls these differences “savage inequalities.”
• Single-sex education at the secondary level has become more popular. Preliminary evidence indicates that this form of education may be beneficial for several reasons, but more evidence on this issue is needed.
• Although school violence has declined since the 1990s, it continues to concern many Americans. Bullying at school is a common problem and can lead to more serious violence by the children who are bullied.
• The cost of higher education and other problems make it difficult for low-income students and students of color to enter college and to stay in college once admitted.

For Your Review

• If you were the principal of a middle school, would you favor or oppose single-sex classes? Explain your answer.
• If you were the director of admissions at a university, what steps would you take to increase the number of applications from low-income students?

Improving Education and Schools: What Sociology Suggests

Sociological theory and research have helped people to understand the reasons for various issues arising in formal education. Accordingly, this final section discusses strategies suggested by this body of work for addressing a few of these issues.

One issue is school inequality. The inequality that exists in American society finds its way into primary and secondary schools, and inequality in the schools in turn contributes to inequality in the larger society. Although scholars continue to debate the relative importance of family backgrounds and school funding and other school factors for academic achievement, it is clear that schools with decaying buildings and uncommitted teachers cannot be expected to produce students with high or even adequate academic achievement. At a minimum, schools need to be smaller and better funded, teachers need to be held accountable for their students’ learning, and decaying buildings need to be repaired. On the national level, these steps will cost billions of dollars, but this expenditure promises to have a significant payoff (Smerdon & Borman, 2009).

School violence is another issue that needs to be addressed. The steps just outlined should reduce school violence, but other measures should also help. One example involves antibullying programs, which include regular parent meetings, strengthened playground supervision, and appropriate discipline when warranted. Research indicates that these programs reduce bullying by 20%–23% on the average (Farrington & Trofi, 2009). Any reduction in bullying should in turn help reduce the likelihood of school massacres like Columbine, as many of the students committing these massacres were humiliated and bullied by other students (Adler & Springen, 1999).

Experts also think that reducing the size of schools and the size of classes will reduce school violence, as having smaller classes and schools should help create a less alienating atmosphere, allow for more personal attention, and make students’ attitudes toward their school more positive (Levin & Fox, 1999). More generally, because the roots of school violence are also similar to the roots of youth violence outside the schools, measures that reduce youth violence should also reduce school violence. As discussed in previous chapters, such measures include early childhood prevention programs for youths at risk for developmental and behavioral problems, and policies that provide income and jobs for families living in poverty (Welsh & Farrington, 2007).

At the level of higher education, our discussion highlighted the fact that social inequality in the larger society also plays out in colleges and universities. The higher dropout rates for low-income students and for students of color in turn contribute to more social inequality. Colleges and universities need to do everything possible to admit these students and then to help them once they are admitted, as they face many obstacles and difficulties that white students from more advantaged backgrounds are much less likely to encounter.

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Golden, S. (2010, September 15). When college is not the best time. Inside Higher Ed . Retrieved from http://www.insidehighered.com/news/2010/2009/2015/leibow .

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Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America . New York, NY: Crown.

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Lewin, T. (1999, March 27). Few clear lessons from nation’s first school-choice program. The New York Times , p. A10.

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Home » Research Problem – Examples, Types and Guide

Research Problem – Examples, Types and Guide

Table of Contents

Research Problem

Definition:

Research problem is a specific and well-defined issue or question that a researcher seeks to investigate through research. It is the starting point of any research project, as it sets the direction, scope, and purpose of the study.

Types of Research Problems

Types of Research Problems are as follows:

Descriptive problems

These problems involve describing or documenting a particular phenomenon, event, or situation. For example, a researcher might investigate the demographics of a particular population, such as their age, gender, income, and education.

Exploratory problems

These problems are designed to explore a particular topic or issue in depth, often with the goal of generating new ideas or hypotheses. For example, a researcher might explore the factors that contribute to job satisfaction among employees in a particular industry.

Explanatory Problems

These problems seek to explain why a particular phenomenon or event occurs, and they typically involve testing hypotheses or theories. For example, a researcher might investigate the relationship between exercise and mental health, with the goal of determining whether exercise has a causal effect on mental health.

Predictive Problems

These problems involve making predictions or forecasts about future events or trends. For example, a researcher might investigate the factors that predict future success in a particular field or industry.

Evaluative Problems

These problems involve assessing the effectiveness of a particular intervention, program, or policy. For example, a researcher might evaluate the impact of a new teaching method on student learning outcomes.

How to Define a Research Problem

Defining a research problem involves identifying a specific question or issue that a researcher seeks to address through a research study. Here are the steps to follow when defining a research problem:

• Identify a broad research topic : Start by identifying a broad topic that you are interested in researching. This could be based on your personal interests, observations, or gaps in the existing literature.
• Conduct a literature review : Once you have identified a broad topic, conduct a thorough literature review to identify the current state of knowledge in the field. This will help you identify gaps or inconsistencies in the existing research that can be addressed through your study.
• Refine the research question: Based on the gaps or inconsistencies identified in the literature review, refine your research question to a specific, clear, and well-defined problem statement. Your research question should be feasible, relevant, and important to the field of study.
• Develop a hypothesis: Based on the research question, develop a hypothesis that states the expected relationship between variables.
• Define the scope and limitations: Clearly define the scope and limitations of your research problem. This will help you focus your study and ensure that your research objectives are achievable.
• Get feedback: Get feedback from your advisor or colleagues to ensure that your research problem is clear, feasible, and relevant to the field of study.

Components of a Research Problem

The components of a research problem typically include the following:

• Topic : The general subject or area of interest that the research will explore.
• Research Question : A clear and specific question that the research seeks to answer or investigate.
• Objective : A statement that describes the purpose of the research, what it aims to achieve, and the expected outcomes.
• Hypothesis : An educated guess or prediction about the relationship between variables, which is tested during the research.
• Variables : The factors or elements that are being studied, measured, or manipulated in the research.
• Methodology : The overall approach and methods that will be used to conduct the research.
• Scope and Limitations : A description of the boundaries and parameters of the research, including what will be included and excluded, and any potential constraints or limitations.
• Significance: A statement that explains the potential value or impact of the research, its contribution to the field of study, and how it will add to the existing knowledge.

Research Problem Examples

Following are some Research Problem Examples:

Research Problem Examples in Psychology are as follows:

• Exploring the impact of social media on adolescent mental health.
• Investigating the effectiveness of cognitive-behavioral therapy for treating anxiety disorders.
• Studying the impact of prenatal stress on child development outcomes.
• Analyzing the factors that contribute to addiction and relapse in substance abuse treatment.
• Examining the impact of personality traits on romantic relationships.

Research Problem Examples in Sociology are as follows:

• Investigating the relationship between social support and mental health outcomes in marginalized communities.
• Studying the impact of globalization on labor markets and employment opportunities.
• Analyzing the causes and consequences of gentrification in urban neighborhoods.
• Investigating the impact of family structure on social mobility and economic outcomes.
• Examining the effects of social capital on community development and resilience.

Research Problem Examples in Economics are as follows:

• Studying the effects of trade policies on economic growth and development.
• Analyzing the impact of automation and artificial intelligence on labor markets and employment opportunities.
• Investigating the factors that contribute to economic inequality and poverty.
• Examining the impact of fiscal and monetary policies on inflation and economic stability.
• Studying the relationship between education and economic outcomes, such as income and employment.

Political Science

Research Problem Examples in Political Science are as follows:

• Analyzing the causes and consequences of political polarization and partisan behavior.
• Investigating the impact of social movements on political change and policymaking.
• Studying the role of media and communication in shaping public opinion and political discourse.
• Examining the effectiveness of electoral systems in promoting democratic governance and representation.
• Investigating the impact of international organizations and agreements on global governance and security.

Environmental Science

Research Problem Examples in Environmental Science are as follows:

• Studying the impact of air pollution on human health and well-being.
• Investigating the effects of deforestation on climate change and biodiversity loss.
• Analyzing the impact of ocean acidification on marine ecosystems and food webs.
• Studying the relationship between urban development and ecological resilience.
• Examining the effectiveness of environmental policies and regulations in promoting sustainability and conservation.

Research Problem Examples in Education are as follows:

• Investigating the impact of teacher training and professional development on student learning outcomes.
• Studying the effectiveness of technology-enhanced learning in promoting student engagement and achievement.
• Analyzing the factors that contribute to achievement gaps and educational inequality.
• Examining the impact of parental involvement on student motivation and achievement.
• Studying the effectiveness of alternative educational models, such as homeschooling and online learning.

Research Problem Examples in History are as follows:

• Analyzing the social and economic factors that contributed to the rise and fall of ancient civilizations.
• Investigating the impact of colonialism on indigenous societies and cultures.
• Studying the role of religion in shaping political and social movements throughout history.
• Analyzing the impact of the Industrial Revolution on economic and social structures.
• Examining the causes and consequences of global conflicts, such as World War I and II.

Research Problem Examples in Business are as follows:

• Studying the impact of corporate social responsibility on brand reputation and consumer behavior.
• Investigating the effectiveness of leadership development programs in improving organizational performance and employee satisfaction.
• Analyzing the factors that contribute to successful entrepreneurship and small business development.
• Examining the impact of mergers and acquisitions on market competition and consumer welfare.
• Studying the effectiveness of marketing strategies and advertising campaigns in promoting brand awareness and sales.

Research Problem Example for Students

An Example of a Research Problem for Students could be:

“How does social media usage affect the academic performance of high school students?”

This research problem is specific, measurable, and relevant. It is specific because it focuses on a particular area of interest, which is the impact of social media on academic performance. It is measurable because the researcher can collect data on social media usage and academic performance to evaluate the relationship between the two variables. It is relevant because it addresses a current and important issue that affects high school students.

To conduct research on this problem, the researcher could use various methods, such as surveys, interviews, and statistical analysis of academic records. The results of the study could provide insights into the relationship between social media usage and academic performance, which could help educators and parents develop effective strategies for managing social media use among students.

Another example of a research problem for students:

“Does participation in extracurricular activities impact the academic performance of middle school students?”

This research problem is also specific, measurable, and relevant. It is specific because it focuses on a particular type of activity, extracurricular activities, and its impact on academic performance. It is measurable because the researcher can collect data on students’ participation in extracurricular activities and their academic performance to evaluate the relationship between the two variables. It is relevant because extracurricular activities are an essential part of the middle school experience, and their impact on academic performance is a topic of interest to educators and parents.

To conduct research on this problem, the researcher could use surveys, interviews, and academic records analysis. The results of the study could provide insights into the relationship between extracurricular activities and academic performance, which could help educators and parents make informed decisions about the types of activities that are most beneficial for middle school students.

Applications of Research Problem

Applications of Research Problem are as follows:

• Academic research: Research problems are used to guide academic research in various fields, including social sciences, natural sciences, humanities, and engineering. Researchers use research problems to identify gaps in knowledge, address theoretical or practical problems, and explore new areas of study.
• Business research : Research problems are used to guide business research, including market research, consumer behavior research, and organizational research. Researchers use research problems to identify business challenges, explore opportunities, and develop strategies for business growth and success.
• Healthcare research : Research problems are used to guide healthcare research, including medical research, clinical research, and health services research. Researchers use research problems to identify healthcare challenges, develop new treatments and interventions, and improve healthcare delivery and outcomes.
• Public policy research : Research problems are used to guide public policy research, including policy analysis, program evaluation, and policy development. Researchers use research problems to identify social issues, assess the effectiveness of existing policies and programs, and develop new policies and programs to address societal challenges.
• Environmental research : Research problems are used to guide environmental research, including environmental science, ecology, and environmental management. Researchers use research problems to identify environmental challenges, assess the impact of human activities on the environment, and develop sustainable solutions to protect the environment.

Purpose of Research Problems

The purpose of research problems is to identify an area of study that requires further investigation and to formulate a clear, concise and specific research question. A research problem defines the specific issue or problem that needs to be addressed and serves as the foundation for the research project.

Identifying a research problem is important because it helps to establish the direction of the research and sets the stage for the research design, methods, and analysis. It also ensures that the research is relevant and contributes to the existing body of knowledge in the field.

A well-formulated research problem should:

• Clearly define the specific issue or problem that needs to be investigated
• Be specific and narrow enough to be manageable in terms of time, resources, and scope
• Be relevant to the field of study and contribute to the existing body of knowledge
• Be feasible and realistic in terms of available data, resources, and research methods
• Be interesting and intellectually stimulating for the researcher and potential readers or audiences.

Characteristics of Research Problem

The characteristics of a research problem refer to the specific features that a problem must possess to qualify as a suitable research topic. Some of the key characteristics of a research problem are:

• Clarity : A research problem should be clearly defined and stated in a way that it is easily understood by the researcher and other readers. The problem should be specific, unambiguous, and easy to comprehend.
• Relevance : A research problem should be relevant to the field of study, and it should contribute to the existing body of knowledge. The problem should address a gap in knowledge, a theoretical or practical problem, or a real-world issue that requires further investigation.
• Feasibility : A research problem should be feasible in terms of the availability of data, resources, and research methods. It should be realistic and practical to conduct the study within the available time, budget, and resources.
• Novelty : A research problem should be novel or original in some way. It should represent a new or innovative perspective on an existing problem, or it should explore a new area of study or apply an existing theory to a new context.
• Importance : A research problem should be important or significant in terms of its potential impact on the field or society. It should have the potential to produce new knowledge, advance existing theories, or address a pressing societal issue.
• Manageability : A research problem should be manageable in terms of its scope and complexity. It should be specific enough to be investigated within the available time and resources, and it should be broad enough to provide meaningful results.

Advantages of Research Problem

The advantages of a well-defined research problem are as follows:

• Focus : A research problem provides a clear and focused direction for the research study. It ensures that the study stays on track and does not deviate from the research question.
• Clarity : A research problem provides clarity and specificity to the research question. It ensures that the research is not too broad or too narrow and that the research objectives are clearly defined.
• Relevance : A research problem ensures that the research study is relevant to the field of study and contributes to the existing body of knowledge. It addresses gaps in knowledge, theoretical or practical problems, or real-world issues that require further investigation.
• Feasibility : A research problem ensures that the research study is feasible in terms of the availability of data, resources, and research methods. It ensures that the research is realistic and practical to conduct within the available time, budget, and resources.
• Novelty : A research problem ensures that the research study is original and innovative. It represents a new or unique perspective on an existing problem, explores a new area of study, or applies an existing theory to a new context.
• Importance : A research problem ensures that the research study is important and significant in terms of its potential impact on the field or society. It has the potential to produce new knowledge, advance existing theories, or address a pressing societal issue.
• Rigor : A research problem ensures that the research study is rigorous and follows established research methods and practices. It ensures that the research is conducted in a systematic, objective, and unbiased manner.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Case Study Research Method in Psychology

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources using several methods (e.g., observations & interviews).

The case study research method originated in clinical medicine (the case history, i.e., the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.

The information is mainly biographical and relates to events in the individual’s past (i.e., retrospective), as well as to significant events that are currently occurring in his or her everyday life.

The case study is not a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.

Freud (1909a, 1909b) conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

This makes it clear that the case study is a method that should only be used by a psychologist, therapist, or psychiatrist, i.e., someone with a professional qualification.

There is an ethical issue of competence. Only someone qualified to diagnose and treat a person can conduct a formal case study relating to atypical (i.e., abnormal) behavior or atypical development.

 Famous Case Studies

• Anna O – One of the most famous case studies, documenting psychoanalyst Josef Breuer’s treatment of “Anna O” (real name Bertha Pappenheim) for hysteria in the late 1800s using early psychoanalytic theory.
• Little Hans – A child psychoanalysis case study published by Sigmund Freud in 1909 analyzing his five-year-old patient Herbert Graf’s house phobia as related to the Oedipus complex.
• Bruce/Brenda – Gender identity case of the boy (Bruce) whose botched circumcision led psychologist John Money to advise gender reassignment and raise him as a girl (Brenda) in the 1960s.
• Genie Wiley – Linguistics/psychological development case of the victim of extreme isolation abuse who was studied in 1970s California for effects of early language deprivation on acquiring speech later in life.
• Phineas Gage – One of the most famous neuropsychology case studies analyzes personality changes in railroad worker Phineas Gage after an 1848 brain injury involving a tamping iron piercing his skull.

Clinical Case Studies

• Studying the effectiveness of psychotherapy approaches with an individual patient
• Assessing and treating mental illnesses like depression, anxiety disorders, PTSD
• Neuropsychological cases investigating brain injuries or disorders

Child Psychology Case Studies

• Studying psychological development from birth through adolescence
• Cases of learning disabilities, autism spectrum disorders, ADHD
• Effects of trauma, abuse, deprivation on development

Types of Case Studies

• Explanatory case studies : Used to explore causation in order to find underlying principles. Helpful for doing qualitative analysis to explain presumed causal links.
• Exploratory case studies : Used to explore situations where an intervention being evaluated has no clear set of outcomes. It helps define questions and hypotheses for future research.
• Descriptive case studies : Describe an intervention or phenomenon and the real-life context in which it occurred. It is helpful for illustrating certain topics within an evaluation.
• Multiple-case studies : Used to explore differences between cases and replicate findings across cases. Helpful for comparing and contrasting specific cases.
• Intrinsic : Used to gain a better understanding of a particular case. Helpful for capturing the complexity of a single case.
• Collective : Used to explore a general phenomenon using multiple case studies. Helpful for jointly studying a group of cases in order to inquire into the phenomenon.

Where Do You Find Data for a Case Study?

There are several places to find data for a case study. The key is to gather data from multiple sources to get a complete picture of the case and corroborate facts or findings through triangulation of evidence. Most of this information is likely qualitative (i.e., verbal description rather than measurement), but the psychologist might also collect numerical data.

1. Primary sources

• Interviews – Interviewing key people related to the case to get their perspectives and insights. The interview is an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates, and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.
• Observations – Observing behaviors, interactions, processes, etc., related to the case as they unfold in real-time.
• Documents & Records – Reviewing private documents, diaries, public records, correspondence, meeting minutes, etc., relevant to the case.

2. Secondary sources

• News/Media – News coverage of events related to the case study.
• Academic articles – Journal articles, dissertations etc. that discuss the case.
• Government reports – Official data and records related to the case context.
• Books/films – Books, documentaries or films discussing the case.

3. Archival records

Searching historical archives, museum collections and databases to find relevant documents, visual/audio records related to the case history and context.

Public archives like newspapers, organizational records, photographic collections could all include potentially relevant pieces of information to shed light on attitudes, cultural perspectives, common practices and historical contexts related to psychology.

4. Organizational records

Organizational records offer the advantage of often having large datasets collected over time that can reveal or confirm psychological insights.

Of course, privacy and ethical concerns regarding confidential data must be navigated carefully.

However, with proper protocols, organizational records can provide invaluable context and empirical depth to qualitative case studies exploring the intersection of psychology and organizations.

• Organizational/industrial psychology research : Organizational records like employee surveys, turnover/retention data, policies, incident reports etc. may provide insight into topics like job satisfaction, workplace culture and dynamics, leadership issues, employee behaviors etc.
• Clinical psychology : Therapists/hospitals may grant access to anonymized medical records to study aspects like assessments, diagnoses, treatment plans etc. This could shed light on clinical practices.
• School psychology : Studies could utilize anonymized student records like test scores, grades, disciplinary issues, and counseling referrals to study child development, learning barriers, effectiveness of support programs, and more.

How do I Write a Case Study in Psychology?

Follow specified case study guidelines provided by a journal or your psychology tutor. General components of clinical case studies include: background, symptoms, assessments, diagnosis, treatment, and outcomes. Interpreting the information means the researcher decides what to include or leave out. A good case study should always clarify which information is the factual description and which is an inference or the researcher’s opinion.

1. Introduction

• Provide background on the case context and why it is of interest, presenting background information like demographics, relevant history, and presenting problem.
• Compare briefly to similar published cases if applicable. Clearly state the focus/importance of the case.

2. Case Presentation

• Describe the presenting problem in detail, including symptoms, duration,and impact on daily life.
• Include client demographics like age and gender, information about social relationships, and mental health history.
• Describe all physical, emotional, and/or sensory symptoms reported by the client.
• Use patient quotes to describe the initial complaint verbatim. Follow with full-sentence summaries of relevant history details gathered, including key components that led to a working diagnosis.
• Summarize clinical exam results, namely orthopedic/neurological tests, imaging, lab tests, etc. Note actual results rather than subjective conclusions. Provide images if clearly reproducible/anonymized.
• Clearly state the working diagnosis or clinical impression before transitioning to management.

3. Management and Outcome

• Indicate the total duration of care and number of treatments given over what timeframe. Use specific names/descriptions for any therapies/interventions applied.
• Present the results of the intervention,including any quantitative or qualitative data collected.
• For outcomes, utilize visual analog scales for pain, medication usage logs, etc., if possible. Include patient self-reports of improvement/worsening of symptoms. Note the reason for discharge/end of care.

4. Discussion

• Analyze the case, exploring contributing factors, limitations of the study, and connections to existing research.
• Analyze the effectiveness of the intervention,considering factors like participant adherence, limitations of the study, and potential alternative explanations for the results.
• Identify any questions raised in the case analysis and relate insights to established theories and current research if applicable. Avoid definitive claims about physiological explanations.
• Offer clinical implications, and suggest future research directions.

5. Additional Items

• Thank specific assistants for writing support only. No patient acknowledgments.
• References should directly support any key claims or quotes included.
• Use tables/figures/images only if substantially informative. Include permissions and legends/explanatory notes.
• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.

Because of their in-depth, multi-sided approach, case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.

Research that only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension of experience, which is important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.

The method is, therefore, important for psychologists who adopt a holistic point of view (i.e., humanistic psychologists ).

Limitations

• Lacking scientific rigor and providing little basis for generalization of results to the wider population.
• Researchers’ own subjective feelings may influence the case study (researcher bias).
• Difficult to replicate.
• Time-consuming and expensive.
• The volume of data, together with the time restrictions in place, impacted the depth of analysis that was possible within the available resources.

Because a case study deals with only one person/event/group, we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the conclusions drawn from a particular case may not be transferable to other settings.

Because case studies are based on the analysis of qualitative (i.e., descriptive) data , a lot depends on the psychologist’s interpretation of the information she has acquired.

This means that there is a lot of scope for Anna O , and it could be that the subjective opinions of the psychologist intrude in the assessment of what the data means.

For example, Freud has been criticized for producing case studies in which the information was sometimes distorted to fit particular behavioral theories (e.g., Little Hans ).

This is also true of Money’s interpretation of the Bruce/Brenda case study (Diamond, 1997) when he ignored evidence that went against his theory.

Breuer, J., & Freud, S. (1895).  Studies on hysteria . Standard Edition 2: London.

Curtiss, S. (1981). Genie: The case of a modern wild child .

Diamond, M., & Sigmundson, K. (1997). Sex Reassignment at Birth: Long-term Review and Clinical Implications. Archives of Pediatrics & Adolescent Medicine , 151(3), 298-304

Freud, S. (1909a). Analysis of a phobia of a five year old boy. In The Pelican Freud Library (1977), Vol 8, Case Histories 1, pages 169-306

Freud, S. (1909b). Bemerkungen über einen Fall von Zwangsneurose (Der “Rattenmann”). Jb. psychoanal. psychopathol. Forsch ., I, p. 357-421; GW, VII, p. 379-463; Notes upon a case of obsessional neurosis, SE , 10: 151-318.

Harlow J. M. (1848). Passage of an iron rod through the head.  Boston Medical and Surgical Journal, 39 , 389–393.

Harlow, J. M. (1868).  Recovery from the Passage of an Iron Bar through the Head .  Publications of the Massachusetts Medical Society. 2  (3), 327-347.

Money, J., & Ehrhardt, A. A. (1972).  Man & Woman, Boy & Girl : The Differentiation and Dimorphism of Gender Identity from Conception to Maturity. Baltimore, Maryland: Johns Hopkins University Press.

Money, J., & Tucker, P. (1975). Sexual signatures: On being a man or a woman.

Further Information

• Case Study Approach
• Case Study Method
• Enhancing the Quality of Case Studies in Health Services Research
• “We do things together” A case study of “couplehood” in dementia
• Using mixed methods for evaluating an integrative approach to cancer care: a case study

Related Articles

Research Methodology

Qualitative Data Coding

What Is a Focus Group?

Cross-Cultural Research Methodology In Psychology

What Is Internal Validity In Research?

Research Methodology , Statistics

What Is Face Validity In Research? Importance & How To Measure

Criterion Validity: Definition & Examples

Healthy Eating Pyramid

Generations of Americans are accustomed to the food pyramid design, and it’s not going away. In fact, the Healthy Eating Pyramid and the Healthy Eating Plate (as well as the Kid’s Healthy Eating Plate ) complement each other.

Consumers can think of the Healthy Eating Pyramid as a grocery list:

• Vegetables , fruits , whole grains , healthy oils , and healthy proteins like nuts , beans , fish , and chicken should make it into the shopping cart every week, along with a little yogurt or other dairy foods  if desired.
• The Healthy Eating Pyramid also addresses other aspects of a healthy lifestyle— exercise , weight control , vitamin D , and multivitamin supplements , and moderation in alcohol  for people who drink—so it’s a useful tool for health professionals and health educators.

Translating nutrition advice into a colorful pyramid is great way to illustrate what foods make up a healthy diet. The shape immediately suggests that some foods are good and should be eaten often, and that others aren’t so good and should be eaten only occasionally. The layers represent major food groups that contribute to the total diet. The problem with the US government’s original Food Guide Pyramid, released in 1992, was that it conveyed the wrong dietary advice. And MyPyramid, its 2005 replacement, was vague and confusing.

MyPyramid, unveiled in 2005, was essentially the Food Guide Pyramid turned on its side, without any explanatory text. Six swaths of color swept from the apex of MyPyramid to the base: orange for grains, green for vegetables, red for fruits, a teeny band of yellow for oils, blue for milk, and purple for meat and beans. The widths suggested how much food a person should choose from each group. A band of stairs running up the side of the Pyramid, with a little stick figure chugging up it, served as a reminder of the importance of physical activity.

Permission of use

The Healthy Eating Pyramid image on this Web site is owned by Harvard University. It may be downloaded and used without permission for educational and other non-commercial uses with proper attribution, including the following copyright notification and credit line:

Copyright © 2008. For more information about The Healthy Eating Pyramid, please see The Nutrition Source, Department of Nutrition, Harvard T.H. Chan School of Public Health, www.thenutritionsource.org , and   Eat, Drink, and Be Healthy, by Walter C. Willett, M.D., and Patrick J. Skerrett (2005), Free Press/Simon & Schuster Inc.”

Any other use, including commercial reuse or mounting on other systems, requires permission from the Department of Nutrition at the Harvard T.H. Chan School of Public Health. Please  contact us  to request permission.

Terms of Use

The contents of this website are for educational purposes and are not intended to offer personal medical advice. You should seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website. The Nutrition Source does not recommend or endorse any products.

Appointments at Mayo Clinic

• Getting pregnant

Family planning: Get the facts about pregnancy spacing

Pregnancy spacing is an essential part of family planning. Understand the importance of pregnancy spacing and what factors to consider before you conceive again.

Considering having another child? Pregnancy spacing is an essential part of family planning. It can affect more than how close your children are in age. Here's what you need to know.

Why is family planning important?

Knowing whether you do or don't want to have children in the next few years can help you and your partner prepare for conception or choose appropriate contraception.

If you're already parents, family planning takes on new meaning. Having another child will change your family's lives. Are you and your partner ready to take care of a newborn again? How will your other child or children react to sharing your attention with a new baby?

The timing of your pregnancies is important, too. While you and your partner might have preferences about how close in age you'd like your children to be, some research shows that how you space your pregnancies can affect mother and baby.

What are the risks of spacing pregnancies too close together?

Research suggests that beginning a pregnancy within six months of a live birth is associated with an increased risk of:

• Premature birth
• The placenta partially or completely peeling away from the inner wall of the uterus before delivery (placental abruption)
• Low birth weight
• Congenital disorders
• Schizophrenia
• Maternal anemia

In addition, recent research suggests that closely spaced pregnancies might be associated with an increased risk of autism in second-born children. The risk is highest for pregnancies spaced less than 12 months apart.

Closely spaced pregnancies might not give a mother enough time to recover from pregnancy before moving on to the next. For example, pregnancy and breastfeeding can deplete your stores of nutrients, particularly folate. If you become pregnant before replacing those stores, it could affect your health or your baby's health. Inflammation of the genital tract that develops during pregnancy and doesn't completely heal before the next pregnancy could also play a role.

Are there risks associated with spacing pregnancies too far apart?

Some research also suggests that long intervals between pregnancies pose concerns for mothers and babies, such as an increased risk of preeclampsia in people with no history of the condition.

It's not clear why long pregnancy intervals might cause health problems. It's possible that pregnancy improves uterine capacity to promote fetal growth and support, but that over time these beneficial physiological changes disappear.

What's the best interval between pregnancies?

To reduce the risk of pregnancy complications and other health problems, research suggests waiting 18 to 24 months but less than five years after a live birth before attempting your next pregnancy. Balancing concerns about infertility, people older than 35 might consider waiting 12 months before becoming pregnant again.

The risks and recommendations don't apply to couples who have had a miscarriage. If you're healthy and feel ready, there's no need to wait to conceive after a miscarriage.

Choosing when to have another baby is a personal decision. When planning your next pregnancy, you and your partner might consider various factors in addition to the health risks and benefits. Until you make a decision about when to have another child, use a reliable method of birth control.

What else do I need to know about pregnancy spacing?

There's no perfect time to have another baby. Even with careful planning, you can't always control when conception happens. However, discussing reliable birth control options until you are ready to conceive and understanding the possible risks associated with the timing of your pregnancies can help you make an informed decision about when to grow your family.

• Schummers L, et al. Association of short interpregnancy interval with pregnancy outcomes according to maternal age. JAMA Internal Medicine. 2018: doi: 10.1001/jamainternmed.2018.4696.
• Zerbo O, et al. Interpregnancy interval and risk of autism spectrum disorders. Pediatrics. 2015; doi:10.1542/peds.2015-1099.
• Shachar BZ, et al. Interpregnancy interval and obstetrical complications. https://www.uptodate.com/content/search. Accessed Sept. 24, 2019.
• DeFranco EA, et al. Influence of interpregnancy interval on neonatal morbidity. American Journal of Obstetrics & Gynecology. 2015; doi:10.1016/j.ajog.2014.11.017.

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Increasing rates of teen sexual assault could be contributing to rising adolescent mental health problems

By the time she was 19, Rikki Hoyland had already been sexually assaulted twice.

The first time was when she was just 15, and grieving the loss of a father figure. She had turned to alcohol to cope, and was assaulted by a teenaged peer while unconscious at a party.

Four years later she had put her life back together when another teen she trusted coerced her into sex.

"It's pretty tough. I have nightmares every night," she said.

"I feel uncomfortable in my skin every day. I genuinely just think that all I'm good for is to be used and abused and left.

"I definitely have a lot of anxiety, a lot of depression."

The Queensland youth worker represents a new generation of adolescents experiencing sexual assault at rates never seen before.

Figures from the landmark Australian Child Maltreatment study show peer-on-peer sexual assault is on the rise with nearly one in five young people aged 16 to 24 having been sexually assaulted by another teen.

• 13.2 per cent were abused by another teen they knew
• 5.7 per cent were assaulted by a current or former romantic partner

Those aged 16 to 24 were three times more likely to report being sexually assaulted by a current or former partner as teens than those aged over 45.

It is backed up by data from the Australian Survey of Secondary Students and Sexual Health which shows that between 2002 and 2021, the percentage of Year 10 and 12 sexually active students who had unwanted sexual experiences rose from 25 per cent to 41 per cent.

Unwanted sexual experiences included being too drunk or high to consent, peer pressure, partner pressure or being too frightened to say no.

Lead Author of the Australian Child Maltreatment Study, Professor Ben Mathews, said the structure of the study meant this was a genuine rise, because it highlighted people's lived experiences, rather than anything they had reported through the justice system.

"We're talking about very, very substantial numbers of adolescents who are now experiencing sexually abusive behaviour at the hands of their peers, who in former generations were not," he said.

"It does demand some concerted action."

Researchers say there are clear links between the trauma of sexual assault and mental health issues which often first emerge in adolescence, with ABS data showing a nearly 50 per cent spike in mental health issues among young people in the past 15 years.

"There's a general, well-established body of evidence that sexual abuse is extremely harmful for mental health and for health risk behaviours," Professor Mathews said.

"Our study found…[sexual assaults] were also consistently the most strongly associated with health risk behaviours — things like cannabis dependence, smoking, self-harm and suicide attempt."

For Rikki Hoyland, the first assault set her on this exact course.

"After everything went down, I stopped talking to everyone. I isolated myself," she said.

"I was doing a lot of drugs, and I was drinking a lot. I would do anything to try and numb the pain."

The assaults happened after what had already been a rocky family life leading into adolescence and she was suicidal and self-harmed from an early age.

"I was a very angry kid. I would often fight people just because they looked at me funny. I would throw chairs and desks at teachers.

"I was so, so vulnerable."

What's behind the rise?

Academics theorise the rise in sexual assault rates is being caused by social media and access to hardcore pornography.

"Some kids might feel extra pressure to have sexual experiences or sexual encounters so that they feel a sense of status and a sense of peer acceptance," Professor Mathews said.

Figures from the Australian Survey of Secondary Students and Sexual Health showed 14.1 per cent of 14-to-18-year-old Australians viewed pornography daily or almost daily.

Another study from Macquarie University found more than half of boys reported their first exposure to porn between the ages of 12 and 14 and more than one quarter between the ages of 9 and 11.

"There is some evidence that consumption of violent pornography can influence aggressive and coercive sexual behaviour," Professor Mathews said.

'Mano-sphere' shaping violent views

The concern about porn and social media is supported by youth-led advocacy group Teach Us Consent, which heard from more than 7,000 Australian teens who were victims of sexual violence, many of them girls.

Tess Fuller from the group said many teens spoke candidly about the mental health impacts of their assault and that it was associated with higher rates of depression and anxiety.

"It stifled their sexual and social growth. A lot of them found it really difficult to keep attending school and being around that perpetrator."

She said social media was playing a crucial role in shaping teen attitudes.

"There's a radicalisation happening online in the so-called 'manosphere' that is encouraging boys and men to hold increasingly violent and misogynistic views."

One study from the United States found that 9 in 10 of the most popular mainstream pornography videos display violence against women, and, in almost all cases, the women featured respond with pleasure or neutrally.

"It's sending them the message that women should grin and bear (it) or even enjoy violence," Ms Fuller said.

"That men should assume these domineering and violent positions in bedrooms, which is really a norm that lots of boys that we speak to a deeply uncomfortable with.

"We're clearly missing a bunch of healthy male role models for boys to look up to."

Poor mental health drives violence

Ms Fuller said there was also evidence that poor mental health could be a driver of violence towards women, with men who ascribe misogynistic views eight times more likely to have frequent suicidal ideation.

"These forms of masculinity that encourage you to suppress your emotions, not talk about your problems with your friends, and sort of deal with everything by yourself, is in turn encouraging you to lash out on other people and to potentially commit sexual violence."

The Australian Childhood Maltreatment study found overall sexual abuse of minors is still widespread, but there was overall a downward trend, especially among boys as victims, and a reduction in perpetration by adults like family members and institutional carers.

The area that trended up most significantly was teen-on-teen abuse.

Rikki Hoyland now works at Youth InSearch, an early intervention service she relied on heavily in the wake of her assaults.

"It definitely saved my life," she said.

These days she takes comfort in the small things like her dog, Rasty.

"I'm just dealing with it through counselling. I am back on my anxiety medication," she said.

Rikki urged any teens who experienced what she did to ask for help.

"It doesn't make you weak. It makes you stronger and it helps you understand yourself a lot better."

Mental health disorders among young people have soared by nearly 50 per cent in 15 years. The ABC is talking to youth, parents, and researchers about what's driving this pattern, and what can be done to turn things around.

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• Correctional Health
• Reentry for Formerly Incarcerated
• CDC Recommendations

Public Health Considerations for Correctional Health

• To provide people who are justice system-involved, correctional facility staff, public health professionals, community organizations, and anyone else with an interest in correctional health with resources.
• Review CDC resources, guidelines, and data on correctional health and justice-involved populations

Correctional health is community health

Correctional health encompasses all aspects of health and well-being for adults and juveniles who are justice system*-involved. This starts at the point of arrest, continues at detention or incarceration, and carries through after they return to their community (called "reentry"). Correctional health also includes the health of families and communities of persons who are justice system-involved, as well as the health administrators and staff who work in facilities.

Justice System-Involved‎

Persons who are justice system-involved are more likely to experience risk factors for HIV, viral hepatitis, sexually transmitted infections (STIs), tuberculosis (TB), latent TB infection (LTBI), and traumatic brain injuries (TBI) and concussions . The prevalence of these infections, diseases, and injuries is higher than in the general population. Additionally, a high proportion of people with justice system involvement have a history of unstable housing and mental health and substance use disorders, which increases vulnerability and risk for HIV, viral hepatitis, STIs, tuberculosis/latent tuberculosis infection, and injuries like TBI. This puts many in need of linkage to substance use and mental health treatment, employment, and permanent housing upon release. Justice-involvement also leads to family and community instability and adverse childhood events , with 1 in 28 children having a caregiver who is incarcerated.

Taken together, these multiple health conditions and social determinates of health contribute to the health disparities found in this population and their communities.

CDC has worked to provide people who are justice system-involved, correctional facility staff, public health professionals, community organizations, and anyone else with an interest in correctional health with data, testing and treatment guidelines, educational materials, and other correctional health resources.

How CDC supports correctional health

Community support.

• Funds partners working with health departments to improve health in the communites of justice-involved persons, particularly related to priority pathogens such as HIV, hepatitis, STIs, and TB.
• Develops programs and guidance that address community health disparities and social determinants of health (SDOH).

Intake / entry

• Develops intake screening and treatment guidance for use by clinicians/administrators of correctional health services and health departments.

During incarceration

• Works with state, tribal, local, and territorial health departments to investigate disease outbreaks.
• Develops and provides useful health education materials for staff and justice-involved persons.
• Supports projects that improve the continuity of care for people returning to their communities.
• Offers policy and planning guidance that support efforts to improve the continuity of care within communities.

Surveillance

• Identifies/monitors cases and potential exposures to HIV, viral hepatitis, STIs, TB, and other pathogens among persons who are justice-involved or work in correctional facilities.

According to the U.S. Bureau of Justice Statistics , over 5 million people are estimated to be under the supervision of U.S. adult correctional systems (in prison or jail, or on probation or parole). Many persons who are justice-involved experience multiple risk factors for HIV, viral hepatitis, sexually transmitted infections (STIs), tuberculosis (TB) and latent TB infection (LTBI), and traumatic brain injuries (TBI) and concussions . The prevalence of these infections, diseases, and injuries among people who are incarcerated is higher than in the general population.

• In 2021, about 1.1% of persons incarcerated in state and federal prisons were known to be persons with HIV; this rate was three times higher than the prevalence in the general U.S. population.
• In 2021, 16 U.S. states conducted mandatory HIV testing of all persons under state law enforcement custody, and 23 states and the U.S. Federal Bureau of Prisons offered opt-out HIV testing, accounting for 84% of all persons admitted and sentenced to more than 1 year in the custody of state and federal correctional authorities.
• In a 2013 survey of women across 20 metropolitan areas with high HIV prevalence, women who were recently incarcerated were significantly more likely to have factors that increase their risk for HIV infection than those who were never incarcerated, including receiving money or drugs in exchange for sex with a partner, multiple casual partners, multiple casual condomless partners, and sexually transmitted infection (STI) diagnosis.

More information on HIV Surveillance in the United States .

Viral hepatitis

• In 2009, a systematic review of 23 studies from incarcerated populations in the U.S. reported a wide chronic hepatitis B virus (HBV) prevalence range of 0.9%–11.4%.
• HBV prevalence has been estimated to be 3 to 38 times higher in correctional settings than in the general population in 2009.
• From 2013–2016, people who were incarcerated were estimated to have a rate of current hepatitis C virus (HCV) infection 10 times higher (10.7% vs 1%) than persons in the general population.
• Approximately 30% of all persons infected with HCV in the United States spend at least part of the year in correctional facilities.

More information on viral hepatitis surveillance in the United States.

• Males and females 35 years of age and younger in juvenile and adult detention facilities have been reported to have higher rates of chlamydia and gonorrhea than nonincarcerated persons in the community.
• Jail-based chlamydia screen-and-treat programs can potentially decrease chlamydia prevalence in communities with higher incarceration rates —as much as 13% in large communities and 54% in small communities.

More information on STIs among persons detained or incarcerated .

Tuberculosis (TB)

• In 2021, 2.4% of persons 15 years of age or older diagnosed with tuberculosis were current residents of correctional facilities at the time of diagnosis.
• From 2003–2013, annual median tuberculosis incidence was about 6 times higher for persons in jails and federal prisons compared with the general population.
• An analysis during 2011–2019 demonstrated that large tuberculosis outbreaks still occur in state prisons and account for a large proportion of total tuberculosis cases in some states.

For more information on Tuberculosis cases by residence in and type of correctional facility .

Traumatic brain injury (TBI)

• Research in the United States and from other countries suggests almost half (46%) of people in correctional or detention facilities such as prisons and jails have a history of TBI, but the exact number is not known.
• Studies show an association between people in correctional or detention facilities with a history of TBI and mental health problems, such as severe depression and anxiety, substance use disorders, difficulty controlling anger, and suicidal thoughts and/or attempts.
• People in correctional or detention facilities with TBI-related problems may not be screened for a TBI or may face challenges with getting TBI-related care. These challenges may continue after a person is released from the facility.

Find more information about TBI and other brain injuries .

CDC guidance and resources

HIV, viral hepatitis, STIs, and tuberculosis

• At-A-Glance: CDC Recommendations for Correctional and Detention Settings for Testing, Vaccination, and Treatment for HIV, Viral Hepatitis, TB, and STIs – Summary of current CDC guidelines and recommendations for testing, vaccination, and treatment of HIV, viral hepatitis, TB, and STIs for persons who are detained or incarcerated. Links to full guidance documents are included.
• Guidance on Management of COVID-19 in Homeless Service Sites and in Correctional and Detention Facilities – Guidance that can be used to inform COVID-19 prevention actions in homeless service sites and correctional and detention facilities.

Worker safety

• Safe and Proper Use of Disinfectants to Reduce Viral Surface Contamination in Correctional Facilities – Steps to reduce viral surface contamination through safe and proper use of disinfectants for persons who work in correctional facilities, including a companion printable poster to be displayed throughout the facility. The poster is available in English and Spanish.
• Reducing Work-Related Needlestick and Other Sharps Injuries Among Law Enforcement Officers (PDF) – Provides recommendations for reducing needlesticks and other sharps injuries to law enforcement officers, which specifically includes guidance for correctional employees.

Overdose prevention

• Partnerships Between Public Health and Public Safety – Overview of CDC partnerships built through multiple public health and public safety collaborations to strengthen and improve efforts to reduce drug overdoses.
• Public Health and Public Safety Resources – Resources for jails and prisons that support public health and public safety related to overdose prevention and medication-assisted treatment (MAT) for opioid use disorder.
• What Health Departments Need to Know When Responding to Mumps Outbreaks in Correctional and Detention Facilities – Job-aid with guidance for health departments and facilities during mumps outbreaks.
• LM Maruschak. HIV in Prisons, 2021—Statistical Tables. U.S. Department of Justice, Bureau of Justice Statistics, Washington, DC (Published May 2022). https://bjs.ojp.gov/document/hivp21st.pdf , Accessed 16 Mar 2023
• Wise A, Finlayson T, Nerlander L, Sionean C, Paz-Bailey G; NHBS Study Group. Incarceration, Sexual Risk-related Behaviors, and HIV Infection Among Women at Increased Risk of HIV Infection, 20 United States cities. J Acquir Immune Defic Syndr. 2017 Jul 1;75 Suppl 3:S261-S267. Incarceration, Sexual Risk-Related Behaviors, and HIV Infection Among Women at Increased Risk of HIV Infection, 20 United States Cities – PubMed (nih.gov)
• Harzke AJ, Goodman KJ, Mullen PD, Baillargeon J. Heterogeneity in Hepatitis B Virus (HBV) Seroprevalence Estimates from U.S. Adult Incarcerated Populations. Ann Epidemiol. 2009;19(9):647-650. doi:10.1016/j.annepidem.2009.04.001. Heterogeneity in Hepatitis B Virus (HBV) Seroprevalence Estimates from U.S. Adult Incarcerated Populations | Elsevier Enhanced Reader
• Roberts H, Kruszon-Moran D, Ly KN, Hughes E, Iqbal K, Jiles RB, Holmberg SD. Prevalence of Chronic Hepatitis B Virus (HBV) Infection in U.S. Households: National Health and Nutrition Examination Survey (NHANES), 1988-2012. Hepatology. 2016 Feb;63(2):388-97. doi: 10.1002/hep.28109. Epub 2015 Oct 27. PMID: 26251317. Prevalence of chronic hepatitis B virus (HBV) infection in U... : Hepatology (lww.com)
• Hofmeister MG, Rosenthal EM, Barker LK, et al. Estimating Prevalence of Hepatitis C Virus Infection in the United States, 2013-2016. Hepatology. 2019;69(3):1020-1031. doi:10.1002/hep.30297. Estimating Prevalence of Hepatitis C Virus Infection in the United States, 2013-2016 – PubMed (nih.gov)
• CDC 2021 Sexually Transmitted Infections (STI) Treatment Guidelines: Persons in Correctional Facilities
• Bernstein KT, Chow JM, Pathela P, Gift TL. Bacterial Sexually Transmitted Disease Screening Outside the Clinic–Implications for the Modern Sexually Transmitted Disease Program. Sex Transm Dis. 2016;43(2 Suppl 1):S42-S52. Bacterial Sexually Transmitted Disease Screening Outside the Clinic–Implications for the Modern Sexually Transmitted Disease Program – PubMed (nih.gov)
• Owusu-Edusei K Jr, Gift TL, Chesson HW, Kent CK. Investigating the potential public health benefit of jail-based screening and treatment programs for chlamydia. Am J Epidemiol. 2013 Mar 1;177(5):463-73. doi: 10.1093/aje/kws240. Epub 2013 Feb 12. PMID: 23403986. Investigating the potential public health benefit of jail-based screening and treatment programs for chlamydia – PubMed (nih.gov)
• CDC Tuberculosis Data & Statistics: Reported Tuberculosis in the United States, 2021 in Residents of Correctional Facilities https://www.cdc.gov/tb/statistics/reports/2020/risk_factors.htm Lambert LA, Armstrong LR, Lobato MN, Ho C, France AM, Haddad MB. Tuberculosis in Jails and Prisons: United States, 2002-2013. Am J Public Health. 2016 Dec;106(12):2231-2237. doi: 10.2105/AJPH.2016.303423. Epub 2016 Sep 15. PMID: 27631758; PMCID: PMC5104991. Tuberculosis in Jails and Prisons: United States, 2002-2013 – PubMed (nih.gov)
• Stewart RJ, Raz KM, Burns SP, Kammerer JS, Haddad MB, Silk BJ, Wortham JM. Tuberculosis Outbreaks in State Prisons, United States, 2011 – 2019. Am J Public Health. 2022, 112(8), 1170-1179. PMID: 35830666; PMCID: PMC934802. Doi: 10.2105/AJPH.2022.306864
• Hunter S, Kois L, Peck A, Elbogen E, LaDuke C. (2023). The prevalence of traumatic brain injury (TBI) among people impacted by the criminal legal system: An updated meta-analysis and subgroup analyses. Law and Human Behavior , 47(5), 539–565.
• Moore E, Indig D, Haysom L. Traumatic brain injury, mental health, substance use, and offending among incarcerated young people. Journal of Head Trauma Rehabilitation. 2014;29(3):239-247.
• Ray B, Sapp D, Kincaid A. Traumatic brain injury among Indiana state prisoners. Journal of Forensic Sciences. 2014;59(5):1248-1253.
• Walker R, Hiller M, Staton M, Leukefeld C. Head injury among drug abusers: An indicator of co-occurring problems. Journal of Psychoactive Drugs. 2003;35(3):343-353.
• Slaughter B, Fann J, Ehde D. Traumatic brain injury in a county jail population: Prevalence, neuropsychological functioning and psychiatric disorders. Brain Injury. 2003;17(9):731-741.
• Blaauw E, Arensman E, Kraaij V, Winkel F, Bout R. Traumatic life events and suicide risk among jail inmates: The influence of types of events, time period and significant others. Journal of Traumatic Stress. 2002;15(1):9-16.
• Allely C. Prevalence and assessment of traumatic brain injury in prison inmates: A systematic PRISMA review. Brain Injury. 2016;30(10):1161-1180.
• Williams W, Mewse A, Tonks J, Mills S, Burgess C, Cordan G. Traumatic brain injury in a prison population: Prevalence and risk for re-offending. Brain Injury. 2010;24(10):1184-1188.
• “Criminal legal system” may also be used as an alternative to “justice system” to reflect historic and current challenges to achieving justice in the U.S. criminal legal system.

CDC provides health resources to protect the health of people in correctional settings who are at higher risk for HIV, Viral Hepatitis, STIs, and Tuberculosis.

Asap Studies 17+

Academic special assistant, academic special assistant portal llc.

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Get homework help fast! Search through millions of guided step-by-step solutions or ask for help from our community of subject experts 24/7. ASAP has revolutionized means of assisting students in research, projects, assignments and more. We have outstanding tutors who are readily available and are willing to impact knowledge . ASAP's main goal is to use the internet to build, teach and provide quick solutions to complex problems. Academics' special assistance portal thrives to provide our customers with quality, satisfaction and professionalism.

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