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The aim of this empirical study is to identify the relationship between student accommodation characteristics (SACs) and academic performance (AP). SACs, considered as the single independent variable, were divided into three further constructs: perceived location advantage (PLA), perceived facilities (PFs) and perceived safety and security (PSS). This study also intends to uncover the mediating role of perceived overall satisfaction (POS) over the direct relationships.

The study used a cross-sectional quantitative survey methodology to investigate the hypothesized relationships based on 384 sample responses (n) selected using purposive sampling techniques from six Scottish universities. The study used IBM SPSS version 29 and partial least squares-structural equation modeling version 4 for descriptive statistics and for testing the hypotheses, respectively.

Based on survey responses and the application of proper statistical measures, this study found that all three independent constructs (PLA, PFs and PSS) have a significant positive association with the dependent variable, AP. The mediator (POS) was also found to be positively correlated with AP. Furthermore, this study identified that POS can partially mediate all three direct relationships.

By extending and validating current theories such as satisfaction frameworks, student engagement models and servicescape psychology, this study can significantly advance the current state of the literature. It highlights how crucial holistic satisfaction can mediate the association between academic achievement and the features of student housing. The results provide theoretical justification for incorporating accommodations into planning and policy for education. Additionally, by emphasizing on the crucial elements that enhance students’ well-being and academic achievement, such as location, safety, aesthetics and extensive support services, the study offers significant management insights.

The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers.

This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome.

Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools.

One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people’s viewpoints to support the perceptions of the participants, which could not be validated.

Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded.

The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered.

Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers’ perspectives.

This study seeks to establish a new framework for categorizing incivility, differentiating between explicit and implicit forms, and to investigate their respective abilities to proliferate and mobilize conversations, along with behavioral outcomes in various social contexts.

Employing computational techniques, this research analyzed 10,145 protest-related threads from the HK Golden Forum, a prominent online discussion board in Hong Kong.

Our analysis revealed divergent effects of explicit and implicit incivility on their diffusion, influences on deliberative discussions, and user participation. Explicit incivility was found to impede deliberative conversations, while implicit incivility tended to provoke more responses. Explicit uncivil expressions encouraged the propagation of incivility but reduced the likelihood of individual involvement. In contrast, implicit incivility had a stronger dampening effect on further uncivil comments and achieved greater thread popularity. The results showed strong associations between uncivil expressions and the contextual norms surrounding social movements.

Theoretically, this research introduced a classification of incivility and underscored the importance of differentiating between implicit and explicit incivility by examining their effects on deliberation and engagement. Although previous studies have extensively covered explicit incivility, this study goes further by analyzing implicit incivility and comparing both forms of uncivil discourse in a less-studied context. Methodologically, the study developed a Cantonese dictionary to differentiate between two types of incivility, providing a practical reference for more nuanced analyses. By revealing how varying movement norms moderate the interplay between deliberative and uncivil expressions, the study drew attention to the highly situational nature of incivility.