In the PISA 2009 study on reading, mathematics and science, relatively disappointing academic outcomes were encountered for Dutch gifted students in secondary education. Moreover, a overall decline of motivation in secondary education is noticeable. With respect to gifted and talented students, motivation is not always self-evident and seems not adequately triggered by the learning environment. Hence, learning environments do not seem to optimize students comfort zone of proximal development. Empirical evidence is found that teachers do not meet the overall key competencies necessary to trigger gifted students motivation, to fulfill their psychological needs and to provide excellent differentiation. In this project, cognitive and motivational differentiation is aimed at by means of observations and video-stimulated recall methods. Besides, an intervention study will be executed to evaluate the effectiveness of cognitive and motivational differentiation on students motivation and academic performance.

This book offers an extensive analysis of factors impacting sexually and gender diverse (SGD) adolescents across family, peer, school, societal, and healthcare contexts. In Part I, the importance of family and school support is emphasized. Family acceptance is critical, with suggestions for programs that educate families on SGD identities, support groups, and open communication. Schools can promote understanding by including LGBTQ+ topics in curricula, supporting GSAs, and training staff in inclusive practices. Safe spaces, mental health resources, and sexuality education tailored to SGD needs are also essential. Part II examines societal influences, highlighting the importance of supportive laws and policies that enhance SGD adolescents resilience and access to resources. Social medias role in shaping identity is discussed, with recommendations for improving media literacy, online safety, and coping strategies to counter cyberbullying. Research should consider intersections of race, ethnicity, and socioeconomic status to better understand SGD youths diverse experiences. In Part III, the book calls for trauma-informed, affirming healthcare, integrating gender-affirming care beyond specialized centers to make it accessible. Healthcare providers should be trained to understand and address SGD-specific needs. A positive outlook on gender and sexuality as sources of joy and vitality is encouraged, emphasizing a holistic approach to SGD well-being. Finally, Part IV critiques traditional research paradigms, advocating for an updated understanding of identity and resilience. Recognizing the unique experiences of current SGD youth, who often face both visibility and backlash, it urges a focus on reducing institutional heterosexism, addressing aggression linked to minority stress, and implementing inclusive educational practices. The book concludes by calling for interdisciplinary efforts to foster environments that support SGD youth’s growth and well-being, advocating for a more just, inclusive society.

The research project focuses on the influence of the school on the development of citizenship competences of adolescents, and their impact on future participation as citizen. A questionnaire is developed for political and social participation of young adults. Data are linked to previous studies on citizenship, as well as other sources, and analyzed using multilevel analysis and path models. The study will reveal to what degree, and which, school characteristics contribute to the development of citizenship competencies of students in secondary school, and to what degree citizenship competencies influence political and social participation in early adulthood.

From an evolutionary perspective, father involvement in child rearing has been necessary for the survival and social development of the offspring. Consequently, father absence may be detrimental for offspring health and wellbeing, at least in Western societies where social networks that replace the father are rare. Father absence influences youths’ development (e.g. reproduction, maturation, problem behaviors, educational attainment), and though boys are neglected in the scientific literature, different effects appear to be present for boys and girls. Moreover, the impact of father absence on youths’ development likely varies with the extent to which father absence is considered deviant by sociocultural standards or constitutes a normative family form, like it does in many Caribbean societies. The question is, how do consequences of father absence compare across cultures? Moreover, ongoing migration from the Caribbean region where father absence is common to countries like the Netherlands, where it constitutes a minority, means that conflicting sociocultural standards add to the migration challenge. The proposed research investigates effects of father absence on reproductive behavior (1) and psychosocial development (2) among Curaçaoan youth, Curaçaoan-Dutch youth and native Dutch youth. This cross-cultural and multidisciplinary set-up allows us to test mechanisms that explain why father absence is linked to reproductive behavior and psychosocial development in Western youths and elucidate whether similar mechanisms are at play in Caribbean cultures. Using quantitative methods with a qualitative component, we examine pubertal maturation, intrasexual competition, and quality of caregiver-offspring relationships as pathways that explain why father absence might be related to problematic reproductive behavior, impaired psychosocial development and lower educational attainment, dependent on socio-cultural context. Given the high incidence of father absence among Curaçaoan families, this research has the potential to make a crucial contribution to better understand and, where required, improve the health and wellbeing of youths.

Inclusive education requires teachers and other education professionals to be well equipped to effectively support pupils with special educational needs. In practice, this does not always turn out to be the case. As a result, many pupils are not effectively supported. The aim of this application is to bridge the gap via intercollegiate cooperation between teachers of special and regular primary education. The expected result is that both current and future teachers will be better prepared for more inclusive education, which will enable more pupils with specific educational needs to find a suitable learning environment within a regular setting.