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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.

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.

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.

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.

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions," edited by Beth Buyserie and Travis N. Thurston, is a crucial and timely contribution to the ongoing conversation about AI's impact on education. This book thoroughly explores the opportunities and challenges that AI technologies introduce to both traditional and online classroom environments

This article argues that meaningful educational transformation requires moving beyond Western, performance-driven models of schooling toward learning systems grounded in Indigenous wisdom. Drawing on Indigenous epistemologies, it critiques the individualism, standardization, and linear, sequential structure of contemporary education and contrasts them with approaches that emphasize relationality (interconnectedness among people and the environment), reciprocity (mutual responsibility in learning), experiential learning (learning through direct engagement), and holistic development (cultivating emotional, spiritual, intellectual, and physical growth). Indigenous ways of knowing frame education as a lifelong, cyclical process rooted in relationships among people, the land, and the spiritual world. By examining practices such as storytelling (sharing knowledge through oral tradition), land-based learning (education tied to place and ecology), respect for elders (valuing ancestral wisdom), and curriculum decolonization (centering Indigenous perspectives), the article highlights the relevance of Indigenous education for addressing educational, social, and ecological challenges and calls for a paradigm that cultivates wisdom, empathy, sustainability, and ethical responsibility.

In the labyrinth of modern education, where over 4,000 U.S. colleges impose decentralized deadlines, opaque platforms, and relentless demands on families, and where Western schooling sidelines the relational wisdom of Indigenous traditions, Volume 2, Issue 2 of the Journal of the Educational Impact reveals a profound tension—and a path to resolution. Erkan Acar’s “Lost in the Admissions Maze” lays bare the chaos that turns parental aspirations into survival struggles, while Darren Parry’s “The Path Forward” counters with holistic Indigenous models that prioritize storytelling, empathy, and ecological balance over fragmented metrics. Together, these pieces challenge us to dismantle barriers and reclaim education as a shared journey toward equity and enlightenment.

The U.S. college admissions process is a uniquely complex and decentralized system that poses significant challenges for both students and their parents. With over 4,000 institutions offering varied application platforms, deadlines, and requirements, navigating this process demands a highly personalized approach. While students juggle academic, extracurricular, and application-related responsibilities, effective time management becomes a critical factor in securing both admission and financial aid opportunities. Parents, ideally positioned to support their children through this journey, however they often find themselves overwhelmed due to a lack of clear and accessible information. The increasing dependance on expert guidance highlights the limitations of generic online resources in addressing the individualized needs of applicants. Furthermore, emotional involvement and limited knowledge can hinder parents' ability to provide objective and strategic support. This paper examines the multifaceted challenges parents face in the college admissions process and discusses potential strategies to bridge the information and support gap, ultimately aiming to enhance student outcomes during this pivotal life transition.

The article is about how the voices of the marginalized should be integrated in teaching history, especially in terms of culturally responsive teaching, in order to make the classroom more inclusive. It examines the relevance of teacher preparation, incorporation of diverse histories, and the use of technology in fostering cultural respect. The study reveals that the self-efficacy of teachers in multicultural classrooms is directly related to their perceptions of diversity climate in schools. It also stresses the necessity to take the marginalized histories, like the history of LGBTQ+ as well as Latinx, into consideration, to consider the whole picture of history. The article finds that teachers should consider prioritizing diversity and inclusion to create an inclusive and engaging learning environment that suits all students.

This mixed methods study explored the perceptions of high school students towards online learning during the COVID-19 pandemic by examining the factors that affected their academic achievement. The survey results revealed that a lack of social presence contributed to students’ disengagement from online learning, affecting their academic performance. A qualitative thematic analysis approach was applied to analyze open-ended questions. The findings from this study demonstrated the importance of giving voice to students and learning from their experiences with online learning during the pandemic. Specifically, this study focused on understanding how students perceived the transition to online learning and how their experiences with online learning affected student learning outcomes.