Background: Current data show an increase in stress among youth since the COVID-19 pandemic, raising the question of the measures to be put in place to limit it. Aim: The aim of this study is to measure the prevalence of burnout and the different risk and protective factors of burnout among students and to compare the mean scores obtained with those collected in a similar sample in 2014. Method: Perceived health, school burnout, and the different risk and protective factors among students were measured by self-reported questionnaires among a sample of 184 students (11–13 years old). Results: The results indicate significantly higher burnout scores than in 2014. Different variables were predictive of school burnout: 1. At the individual level, a low academic achievement in mathematics, somatic symptoms, and the expressed stress; 2. At the interpersonal level, lack of support from peers, teachers, and parents and a negative classroom climate; 3. At the pandemic level, the increased workload related to the consequences of COVID-19. The factors with the greatest impact are confidence in the future, perceived stress, parental supports, and mathematics results. Conclusions: An intervention program targeting these four factors among burned out students would be relevant to set up in order to reduce its prevalence.

Burnout is a syndrome commonly characterized by the three dimensions of Maslach and Leiter's model, namely emotional exhaustion, depersonalization, and lack of professional accomplishment. While burnout affects individuals in all professions, teachers are recognized as being at particular risk, a fact explained in the literature by the high level of relational demands inherent to the profession. During the pandemic and subsequently, these demands have even increased. Several studies have focused on the influence of individual, interpersonal, and organizational factors predicting teacher burnout risk. Yet, less is known about special education teachers working in inclusive and non-inclusive settings and how the pandemic has particularly affected their burnout risk. Thus, this study aimed to examine (1) whether burnout risk among special education teachers has increased since the pandemic and (2) whether burnout risk is related to individual, interpersonal, and organizational variables, including factors related to the pandemic. For this purpose, a cross-sectional study was conducted among a sample of special education teachers in Switzerland (n = 358) using the Maslach Burnout Inventory. Since there are three distinctive dimensions of burnout, which might also be differently associated with risk and protective factors, we conducted separate logistic regression analyses to predict risk status for emotional exhaustion, depersonalization, and personal accomplishment by individual, interpersonal, and organizational variables. Results indicate that for emotional exhaustion, individual teaching satisfaction and health problems are most important, whereas for depersonalization individual teaching satisfaction, good relationships with parents and working in an inclusive setting decrease burnout risk. An inclusive setting increases the risk, regarding lack of personal accomplishment, while all other effects are non-significant. Implications for practice are discussed.

This systematic review analyzes the differential use of gestures in learning by children with intellectual disability (ID) compared to typically developing ones (TD). Eleven studies published between 2000 and 2020 fulfilled the inclusion criteria (N = 364 participants). The results identify three key elements: (1) Children with ID accompany their spoken language with more gestures than TD children; (2) Specifically, they produce more iconic gestures that provide access to the conceptualization process and understanding in students with ID; (3) Children with ID rely on gesture more than TD children to carry meaning (i.e., produce unimodal gestural utterances without accompanying speech). Possible implications for teaching and guidelines for future research are proposed.

The Response to Intervention (RTI) model promotes early identification of students with academic difficulties, enabling intensive and rapid support. While most research on RTI focuses on the efficacy of the intervention, few studies explore the social validity of interventions especially in Europe. This pilot study tested, for the first time in Switzerland, the efficacy of a Tier‐2 mathematics support programme for first‐grade students and collected teacher and student perceptions through focus groups. Forty‐five students (mean age = 7.26 years) were individually assessed; 15 of them, identified as at risk, received 12–14 targeted sessions. Post‐test results showed significant progress for students who participated in the intervention. In addition, their post‐test average was no longer different from the group average, unlike in the pre‐test. Teachers and students reported high satisfaction with the programme, emphasizing its usefulness and feasibility. Suggestions for improvement were also collected. In conclusion, this research shows that targeted support can prevent school exclusion and strengthen the success of students with learning difficulties by providing them with inclusive support.

The SONAR project aims to create a scholarly archive that collects, promotes and preserves the publications of authors affiliated with Swiss public research institutions.

La scolarité des élèves avec une déficience visuelle (DEVI) pose des défis en matière d’accessibilité des curricula scolaires. En raison de leurs limitations visuelles, leurs besoins sont différents et le personnel enseignant doit adapter les moyens d’enseignement pour rendre accessibles les attentes fondamentales des curricula en vigueur, les moyens proposés étant conçus pour les élèves dotés de la vision. Cette étude vise à évaluer les besoins disciplinaires prioritaires du personnel enseignant en Suisse romande afin d’adapter le Plan d’études romand (PER) aux élèves avec une DEVI. à cette fin, un échantillon de 54 enseignantes et enseignants a complété un questionnaire en ligne. Une méthode d’analyse mixte des données a mis en évidence que leurs besoins prioritaires concernent les mathématiques.