Barcelona, Spain – 2024 February 20

On 20 February 2024, RemixED held a special session for teachers in Vilanova de Sau which is located in the valley of the Ter. The 2-hour event ran from 15:30h to 17:30h. One of the main aims of the event was to disseminate RemixED results and provide event participants with a hands-on introduction to the RemixED Community Platform (https://remixed.upf.edu/).

The event was led by Prof. Davinia Hernandez-Leo from TIDE Research Group (Universitat Pompeu Fabra) and supported by an associated project called DICOLED. During the event, participants learned about the gender effects of stress, the role that RemixED outputs can play to better support girls in their educational journey, and then explored the RemixED platform and resources with their own digital devices supported by event staff. The abstract for the event was:

Girls tend to experience higher levels of stress (Mendolia et al., 2022; Graves et al., 2021; Van Droogenbroeck et al., 2018 Östberg et al., 2015; ). Educational interventions that can help students better manage and cope with stress can contribute to a more inclusive and equitable educational experience. RemixED provides reusable resources that educators can use to help students learn about stress and how to manage it. The resources were developed in a past European project called Spotlighters that worked across 3 years to bring together educators, neuroscientists, psychologists, and technologists to develop the digital resources. RemixED pairs a 20-hour teacher professional development program with the platform to have teams of teachers adapt the resources by applying Universal Design for Learning principles. The program has been run the past 2 academic years in Spain, Cyprus, and Denmark.

All in all, 20 teachers from 12 different educational institutions joined the event.

References:

• Graves, B. S., Hall, M. E., Dias-Karch, C., Haischer, M. H., & Apter, C. (2021). Gender differences in perceived stress and coping among college students. PloS one, 16(8), e0255634

• Mendolia, S., Suziedelyte, A., & Zhu, A. (2022). Have girls been left behind during the COVID-19 pandemic? Gender differences in pandemic effects on children’s mental wellbeing. Economics Letters, 214, 110458

• Östberg, V., Almquist, Y. B., Folkesson, L., Låftman, S. B., Modin, B., & Lindfors, P. (2015). The complexity of stress in mid-adolescent girls and boys: Findings from the multiple methods school stress and support study. Child Indicators Research, 8, 403-423.

• Van Droogenbroeck, F., Spruyt, B., & Keppens, G. (2018). Gender differences in mental health problems among adolescents and the role of social support: results from the Belgian health interview surveys 2008 and 2013. BMC psychiatry, 18, 1-9.