Labour Migration of Parents and Threats to Children and Youth
Bibliographic record
Abstract
Labour migration is a global trend that shapes communities and economies around the world. Growing economic migration carries a specific threat to children and youth. Long-term consequences threaten life outcomes such as educational achievement, career development, mental and physical health. The study examined the problems of children from migrating families in educational institutions. It was also important to determine what assistance is provided to children from migrant families and what institutions support such families. The respondents were class tutors/educators who were teachers of educational institutions: 2317 respondents took part in the study, including 2044 women and 273 men. Significant differentiation of the respondents according to gender is mainly due to the feminization of the teaching profession in Poland. The results of the survey were analyzed with the chi-square test of independence. As a result of the research, threats to children and adolescents resulting from the economic migration of parents were diagnosed. In secondary schools, a decrease in attendance is observed (unexcused absences, truancy, being late). In lower secondary schools there are problems with school results and a decrease in motivation to learn. Educational institutions find it difficult to stay in contact with parents. In the youngest children (kindergartens, primary schools), emotional instability is observed due to the absence of parents in everyday contact. Educational institutions respond to diagnosed problems by providing support to students. In primary schools, students are provided with help in learning and students’ free time is organized. There are also activities aimed at providing additional nutrition. In lower secondary schools, as in secondary schools, support focuses more on motivational interviewing, mediation in conflict situations and psychological assistance. In order to solve problems and help students, educational institutions cooperate with the Psychological and Pedagogical Counselling Centre, the Social Welfare Centre and the Probation Officer.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".