Christina Hartman

Christina Hartman

A good deal of research exists on the relationship between student use of video games outside the classroom and academic achievement. Our systematic review aims to identify what patterns exist across research conducted in the last 20 years. We examined 62 research studies that dealt with academic achievement and extracurricular video game use and found that most studies identify a negative association between the two. However, this isn’t the case for all students. We identified three important variables (the amount of time spent playing video games, the time of day or week spent playing, and the age of the students) that provide a clearer picture of the impact of gaming on academic achievement. Overall, the research we reviewed shows that the more students play, the greater the negative impact; students who play before or after school on weekdays tend to perform worse, and that these effects are greater on adolescent students than adult students. We also identified areas where more research is needed, and provide suggestions for future quantitative research studies.

Mehmet Sozer

Roger Williams University

This study addresses a critical gap by examining the theoretical relationship between Target Congruence Theory (TCT) and polyvictimization among Nordic adolescents. Using cross-sectional data from the Ungdata survey of 13,326 high school students in Vestland County, Norway, the study explores how TCT enhances understanding of the complexity of multiple victimization experiences and informs policy recommendations for school administrators and educators aimed at preventing and addressing polyvictimization. The findings indicate that 12.8% of students experienced polyvictimization. Logistic regression analyses demonstrate that all three TCT constructs are significantly associated with polyvictimization, underscoring the explanatory value of TCT in interpreting adolescent victimization patterns. More specifically, depressive symptoms, perceived pressure, and diminished safety perceptions significantly increase the likelihood of both single and multiple forms of victimization. Hate speech victimization emerges as particularly prevalent, affecting students across diverse backgrounds. In contrast, positive family relationships and higher levels of school well-being function as protective factors.

Samantha Strachan

Alabama A&M University

Historically Black Colleges and Universities (HBCUs) have long-standing legacies of recruiting, retaining, and preparing teachers for P-12 schools. More specifically, these institutions are particularly adept at attracting and developing individuals of color to become teachers. As the United States grapples with pervasive teacher shortages, a shrinking teacher workforce, and a student population that is growing in diversity, it is imperative that institutions of higher learning leverage their strengths to prepare and support the next generation of teachers. This article places HBCUs in the spotlight, highlighting their unique contributions to teacher preparation, while calling for action on how these institutions should be better supported to continue their missions of preparing teachers for the future. This article underscores the critical role of HBCUs in teacher education and in helping develop a more diverse U.S. teacher workforce.

Mehmet Soyer

Utah State University

It is my pleasure to introduce Volume 3 of the Journal of Educational Impact. The three articles in this volume examine very different dimensions of education, yet together they point to a shared understanding: education does not occur in isolation. What happens in schools and classrooms is connected to the broader environments in which students and educators live and work. Daily routines, social relationships, institutional opportunities, and experiences of safety and belonging all help shape educational experiences and outcomes.