INSIGHT - English Publications

International Research Journey

Selected international publications reflecting part of my academic journey in social work and the social sciences, with research interests that evolved from disability and psychosocial well-being to broader issues related to family, childhood, education, women, and human behavior.

Behavior-First Education (BFE) for GCC K–12 Schooling: Developing a Conceptual Framework for Behavioral ReadinessAl-Kandari, H.Y. (Accepted for Publication)Gulf Education and Social Policy Review (GESPR).

AbstractThis study introduces the Behavior-First Education (BFE) framework for Gulf K–12 schooling in response to persistent gaps in regional educational reforms, which have often prioritized curriculum development and bilingual proficiency over behavioral and psychosocial readiness. Drawing on a systematic integrative review of 35 GCC studies and an inductive coding process, the study identifies six interdependent pillars—psychosocial integration, inclusive and differentiated design, cultural grounding, community engagement, digital innovation, and environmental responsibility—that appear to shape students’ readiness to engage and develop. The BFE logic model conceptualizes these pillars through four interconnected components: contextual inputs, core behavioral processes, pillar-based mechanisms, and staged developmental outcomes. By conceptualizing behavioral and psychosocial readiness as an important condition associated with engagement, well-being, identity coherence, and prosocial participation, the framework offers a culturally responsive conceptual basis for future empirical investigation and educational application within Gulf contexts. The framework may also provide policymakers and school leaders with a strategic perspective for behavior-centered educational reform. In addition, it reconceptualizes the role of school social work as part of a broader preventive and ecological support structure within schools, rather than limiting it primarily to reactive or case-based intervention.
Keywords:Behavior-First Education (BFE), Behavioral Readiness, Gulf Education Reform, GCC K–12 Education, Psychosocial Readiness, School Social Work, Educational Frameworks, Inclusive Education, Differentiated Learning, Cultural Responsiveness, Community Engagement, Digital Innovation in Education, Environmental Responsibility, Student Well-Being, Educational Policy, Preventive School Support, Ecological School Model, Identity and Belonging, Behavioral Development, Social and Emotional Learning (SEL).Cite this Paper:Al-Kandari, H. (2026). Behavior-First Education: Conceptual Development of the BFE Framework for GCC K–12 Schooling. Gulf Education and Social Policy Review (GESPR).

The Halban Smart and Inclusive School Complex: A Holistic Model for Sustainable, Inclusive, and Technology-Integrated Education in Oman.
Al-Kandari, H.Y. (2025)

A pioneering smart and inclusive school model in Oman, integrating psychosocial support, sustainability, AI-driven learning, inclusive education, and culturally grounded pedagogy aligned with Oman Vision 2040.
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AbstractThis paper presents the Halban Smart and Inclusive School Complex, a pioneering educational model designed to address the academic, emotional, and social needs of children in emerging Omani communities. The model integrates inclusive pedagogy, embedded psychosocial support, digital learning technologies, and climate-resilient infrastructure. It responds to post-pandemic learning disparities and the demand for culturally rooted yet globally informed schooling. Grounded in interdisciplinary theory and aligned with Oman Vision 2040, the model offers a scalable blueprint for holistic, inclusive, and sustainable education. This paper outlines the project’s core components, implementation strategies, and potential challenges, including cultural, institutional, and financial constraints.
Keywords:
Halban School Model, Smart Schools in Oman, Inclusive Education in the Gulf, Sustainable Education, Tech-Integrated Learning, School Social Work, Psychosocial Support in Schools, AI in Education, Educational Innovation in Oman, Oman Vision 2040, Climate-Responsive Schools, Digital Learning in GCC, Inclusive School Design, Bilingual Education in Oman, Sustainable School Infrastructure, Future-Ready Education, Educational Reform in the Gulf, Holistic Education Model, School Mental Health, Green Schools OmanCite this paper:Al-Kandari, H. Y. (2025). The Halban smart and inclusive school complex: A holistic model for sustainable, inclusive, and tech-integrated education in Oman [Preprint]. Preprints.org. https://doi.org/10.20944/preprints202505.2051.v1

Maternal Stressors and Cultural Demographics among Mothers of Children with Cognitive Impairment in Kuwait Al-Kandari, H.Y., & AlAati, N.S (2024)
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Abstract: The study examines parenting stressors among Kuwaiti mothers of children with and without intellectual disabilities. It employed a survey design involving two groups of mothers: (1) mothers of children without disabilities enrolled in public elementary schools, and (2) mothers of children with mild Intellectual Developmental Disabilities (IDD) enrolled in special education elementary schools in Kuwait. Data were collected using a self-administered questionnaire. The sample consisted of 82 mothers from diverse backgrounds. The Parenting Stress Index developed by Abidin (1995) was used to examine differences in parenting stressors experienced by mothers of children with and without disabilities. The findings revealed no statistically significant differences in the severity of parenting stressors based on demographic variables, including child age, child gender, and mothers’ age. However, mothers of children with mild IDD reported experiencing higher levels of stress related to their children’s ability to fulfill expected family roles. They also reported moderate levels of depression associated with raising a child with mild IDD. Furthermore, the findings indicated that mothers of children with mild IDD perceived “Acceptability” as the most severe stressor compared to other dimensions measured in the study. The findings may assist social service providers in developing family-centered interventions and support services to reduce parenting stress and enhance the well-being of mothers caring for children with disabilities.
Keywords:
Maternal Stressors, Maternal and Child Health, Parenting Stress, Cognitive Impairment, Intellectual Disability, Mothers of Children with Disabilities, Kuwait, Family Stress and Coping, School Social Work, Caregiving Burden, Child Characteristics, Mother Characteristics, Demand Characteristics, Psychosocial Support, Disability Studies, Special Education in Kuwait, Special Education Needs, Cultural Demographics, Family Support Systems, Parenting and Disability, Mental Health of Caregivers, Social Isolation, Disability and Family Dynamics, Cultureal Studies. Cite this paper:
Al-Kandari, H. Y., & Al-Aati, N. (2024). Maternal stressors and cultural demographics among mothers of children with cognitive impairment in Kuwait. Journal of the Social Sciences, 52(1), 337–364. https://doi.org/10.34120/jss.v52i1.799

Marital Happiness among People with Obesity and Others in Kuwait Al-Kandari, H.Y. (2019)

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Abstract: This study examined marital happiness and related factors among 196 Kuwaiti adults, both obese and non-obese. Using the Marital Happiness Scale developed by Al-Belhan and Al-Naser (2007), the findings revealed that obese individuals reported lower levels of marital happiness compared to non-obese individuals, particularly in areas related to psychological acceptance, compatibility, and sexual satisfaction with spouses. Obese wives and individuals married to non-obese spouses also reported lower marital satisfaction. Furthermore, marital satisfaction, spouse weight status, and number of children were found to significantly influence marital happiness among obese participants. However, no statistically significant relationship was found between marital happiness and weight itself. The study highlights the importance of understanding the psychosocial dimensions of obesity and recommends developing supportive, social- and family-centered interventions to enhance marital well-being among affected individuals.
Keywords:
Marital Happiness, Obesity in Kuwait, Overweight & Obesity, Marital Satisfaction, Body Image and Marriage, Mental Health and Obesity, Obesity Stigma, Kuwaiti Couples, Marital Relationships, Psychosocial Wellbeing, Obesity and Family Life, Weight Stigma, Marriage and Mental Health, Social Work in Kuwait, Obesity and Self-Esteem, Couple Relationships, Marital relationship, Psychological Adjustment, Health and Marriage, Social Perceptions of Obesity, Family Studies in Kuwait, Quality of Marital Life, Publich Health, Stigma. Cite this paper:
Al-Kandari, H. Y. (2018). Marital happiness among obese and non-obese people in Kuwait. Journal of the Social Sciences, 46(2), 11-50. https://doi.org/10.34120/jss.v46i2.2367

Students’ Familiarity with and Attitudes Toward People with Intellectual Disabilities in Kuwait Al-Kandari, H.Y., & Al-Salih, F. (2015)

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Abstract: This study surveyed 725 high school and college students in Kuwait, both male and female, to examine how gender and educational level influence familiarity with and attitudes toward individuals with intellectual disabilities (ID). Using structural equation modeling (SEM), the analysis revealed medium positive effects among female college students, small-to-medium negative effects among high school students, and no significant effects among male college students. These findings suggest that familiarity with individuals with ID does not consistently yield positive outcomes; rather, it requires careful management and tailored interventions to effectively reduce prejudice.
Keywords:
Intellectual Disability, Attitudes toward Disability, Familiarity and Inclusion, Kuwaiti Students, Disability Inclusion, Social Attitudes, Inclusive Education, Intellectual Disabilities in Kuwait, Disability Stigma, Social Integration, High School Students, College Students, Gender Differences, Structural Equation Modeling, Special Education, Social Work and Disability, Prejudice Reduction, Disability Awareness, Kuwaiti Society, Intergroup Contact. Cite this paper:
Al-Kandari, H. Y., & Al-Saleh, F. (2016). Students’ familiarity with and attitudes toward people with intellectual disabilities in Kuwaiti society. Journal of the Social Sciences, 44(2). 10-36. https://doi.org/10.34120/jss.v44i2.2229

High School Students’ Contact with and Attitudes Toward Persons with Intellectual and Developmental DisabilitiesAl-Kandari, H.Y. (2015)

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Abstract: This study aims to investigate demographic variables, contact-related correlates, and attitudes towards persons with Intellectual and Developmental Disabilities (IDD) among Kuwaiti high school students (N = 700). The study focuses on variables that few studies have investigated and seeks to raise awareness among social workers to advocate for the inclusion of people with IDD and to reform social policy to improve inclusion in society. The adapted Mental Retardation Attitude Inventory—Revised (MRAI-R) was used. A set of demographic variables and known predictors of attitudes to people with IDD were tested in multivariate analyses. Except for age, differences in global attitudes were found to be a function of gender, knowing persons with IDD, intimacy, frequency of contact, intensity of contact, and knowledge of IDD. Higher levels of Contact-Intensity and higher age were associated with more positive attitudes on the Integration–Segregation, Social Distance, Private Rights, and Subtle Derogatory Beliefs subscales. These findings support the development of legislation aimed at promoting successful inclusion and fostering positive attitudes among students towards a person with IDD.
Keywords:
Intellectual and Developmental Disabilities, Disability Inclusion, High School Students, Kuwaiti Society, Disability Attitudes, Contact Theory, Social Inclusion, Social Work and Disability, Disability Awareness, Integration of Students with Disabilities, Social Distance, Inclusive Education, Contact and Attitudes, Disability Rights, Stigma and Disability, Kuwaiti Youth, Psychosocial Attitudes, Human Services, Developmental Disabilities in Kuwait, Disability PolicyCite this paper:Al-Kandari, H. Y. (2015). High School Students’ Contact with and Attitudes towards Persons with Intellectual and Developmental Disabilities in Kuwait. Australian Social Work, 68(1), 65–83. https://doi.org/10.1080/0312407X.2014.946429

Parents’ and Professionals’ Perceptions of the Services of Families of Children with Intellectual and Developmental DisabilitiesAl-Kandari, H.Y. (2014)

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Abstract: This study aims to investigate differences in perceptions among Kuwaiti parents, teachers, and employees regarding the services needed across different special education settings. The participants (n = 135) included 45 parents of children with intellectual and developmental disabilities (IDD), 63 teachers in special education schools, and 27 employees at the Higher Council of the Disabled. A survey was conducted using Hassan’s (1992) Arabic version of the Family Need Inventory, which was adapted from the original English version1992) Arabic version of the Family Need Inventory. The findings showed differences in perception among parents, teachers, and employees regarding what they consider to be the most important services for families of children with IDD. Another result showed significant differences in perception among the three groups regarding services (match or mismatch of responses), except for 3 out of 35 service types. Suggestions and implications are discussed to inform social service providers and help them evaluate disability-related laws in Kuwait. The findings of this study will help social service providers determine and implement laws that meet the needs of parents of children with IDD and give them the right to be full partners in their children’s education.

Keywords:
Intellectual and Developmental Disabilities, Family Needs, Parents of Children with Disabilities, Special Education Services, Disability Services in Kuwait, Family Support, Parent–Professional Collaboration, Special Education, Social Work and Disability, Community Services, Family Functioning, Inclusive Services, Disability Policy, Parental Involvement, Caregiving Support, Educational Services, Family Empowerment, Kuwait Disability Services, Child Disability Support, Family Needs AssessmentCite this paper:
Al-Kandari, H. Y. (2014). Parents’ and professionals’ perceptions of the services of families of children with intellectual developmental disabilities. Child and Adolescent Social Work Journal, 31, 119–142. https://doi.org/10.1007/s10560-013-0314-4

Attitudes of Kuwaiti Young Adults Toward Marriage and Divorce: A Comparative Study Between Young Adults from Intact and Divorced FamiliesAl-Qashan, H., & Al-Kandari, H.Y. (2010)

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Abstract: This study investigates whether parental marital status affects young adults’ attitudes toward marriage and divorce. There exists a vast amount of literature on the impact of divorce on young adults in Western cultures; however, no previous empirical studies have been conducted on the attitudes of young adults from intact and divorced families in the Gulf region or in Arab countries in the Middle East.
The study sample consisted of 661 young adults from Kuwait University (both divorced and intact families). The findings reveal that adults whose parents divorced show fewer positive attitudes toward marriage than do those individuals from intact marriages. The study also suggests that adults whose parents were divorced carry more positive attitudes toward divorce compared with individuals from intact marriages. Furthermore, gender was found to be an important factor in shaping attitudes toward marriage and divorce.
A longitudinal study is recommended to look at the changes in young adults’ attitudes toward marriage and divorce over time, which will help to identify the influence of other factors on attitudes toward marriage and divorce.
Keywords:
Marriage Attitudes, Divorce Attitudes, Divorce and Families, Divorce Families, Biliefs and attitudes, Young Adults in Kuwait, Parental Divorce, Kuwaiti Families, Family Structure, Marriage and Divorce in Kuwait, Children of Divorce, Gender Differences, Marital Stability, Divorce in Arab Societies, Gulf Family Studies, Family Sociology, Social Attitudes toward Marriage, Muslim Families, Marriage Expectations, Divorce and Psychological Wellbeing, Family Relationships, Kuwaiti University Students, Social Change in Kuwait, Arabian Gulf., Family & Marital RelationshRelationship. Cite this paper:
Alqashan, H., & Al-Kandari, H. (2010). Attitudes of Kuwaiti young adults toward marriage and divorce: A comparative study between young adults from intact and divorced families. Advances in Social Work, 11(1), 33–47. https://doi.org/10.18060/255

Maternal Self-Efficacy of Mothers of Children with Intellectual Developmental Disabilities, Down Syndrome, and Autism in KuwaitAl-Kandari, H.Y. , & Al-Qashan, H. (2010)

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Abstract: This study aims to identify the perception of maternal self-efficacy among 95 Kuwaiti mothers of children with Developmental Disabilities (DD) to determine the differences in perception of maternal self-efficacy variables among the mothers based on demographic variables: Child’s age, Gender, Type of disability, Leisure time, and Mother’s age. A survey was conducted using Al-Kandari’s Arabic version of the Caregiving Self-Efficacy Scale. The mothers were selected from different special education settings in Kuwait. They had 33 children with Intellectual Developmental Disabilities (IDD), 41 with Down Syndrome, and 21 with autistic disorder. The children included both males and females and ranged in age from 6 to 15. The findings showed that (1) mothers of children with DD did not differ in their beliefs about aspects of maternal self-efficacy according to the Child’s age, Child’s gender, and the Mother’s age; (2) mothers of children with IDD, when compared to other mothers, had negative beliefs of all aspects of maternal self-efficacy; (3) mothers of children who did not attend a respite facility for an afternoon had negative beliefs of all aspects of maternal selfefficacy except for the child’s behavioral management; and (4) all mothers’ groups had negative beliefs about their ability to control their child’s behavior and their own emotions. Implications are discussed for providing services to mothers to help them develop their adaptive skills and meet their children’s needs as well as their own.
Keywords:Maternal Self-Efficacy, Mothers of Children with Disabilities, Intellectual Developmental Disabilities, Down Syndrome, Autism in Kuwait, Caregiving Self-Efficacy, Parenting Stress, Developmental Disabilities, Kuwaiti Mothers, Disability and Family Support, Maternal Wellbeing, Emotional Support for Mothers, School Issues and Disability, Advocacy for Children with Disabilities, Respite Care, Child Behavioral Management, Autism and Parenting, Disability Services in Kuwait, Family Coping Strategies, Social Work and Disability
Cite this paper:Al-Kandari, H.Y., Al-Qashan, H. (2010). Maternal Self-Efficacy of Mothers of Children with Intellectual Developmental Disabilities, Down Syndrome, and Autism in Kuwait. Child Adolesc Soc Work J 27, 21–39. https://doi.org/10.1007/s10560-009-0189-6

Abstract
The purpose of this research was to adapt Antonak and Harth's (1994) Mental Retardation Attitudes Inventory for the Kuwaiti culture and to investigate its four-dimensional structure. The study also aimed to identify a unidimensional subset of items and to examine the quality of the identified items and the overall inventory. The 34-item adapted inventory was administered to 56 college students. Item analysis indicated that 29 items exhibited good psychometric properties. However, the exploratory factor analysis, cross-correlations of scale and item scores, and correlations among scales did not support the four-dimensional structure of the adapted inventory. Further, the sample was split into two random halves. A unidimensional subset of 20 items was identified in one sample by iterative factor analysis of the item data and discarding items with small loadings. The other sample was used to cross-validate the unidimensionality of the identified items. Analysis indicated that the 20-item inventory scores have high Cronbach's alpha, high stability, and high coefficients of intellectual disability generalizability. Partial support for the validity of the scores was obtained by comparing scores between male and female students and by regressing the inventory scores on indicators of familiarity with individuals with intellectual disability. Findings were discussed with reference to Kuwaiti culture.Keywords:Disability Attitudes, Intellectual Disabilities, Mental Retardation Attitudes Inventory, Kuwait Disability Studies, Cross-Cultural Adaptation, Psychometric Validation, Inclusive Education, Disability Stigma, Social Distance and Disability, Disability Inclusion in Kuwait, Attitudes toward Intellectual Disabilities, Arab Disability Research, Disability and Culture, Kuwaiti College Students, Disability Rights, Special Education Kuwait, Social Integration, Psychosocial Attitudes, Mental Health and Disability, Gulf Disability StudiesCite this paper:Al-Kandari, H. Y., & Salih, F. A. (2008). Adapting Antonak and Harth’s mental retardation attitude inventory for Kuwait’s culture. Digest of Middle East Studies, 17(1), 1–29. https://doi.org/10.1111/j.1949-3606.2008.tb00144.x

Adapting Antonak and Harth's Mental Retardation Attitude Inventory for Kuwait's CultureAl-Kandari, H.Y., & Salih, F. (2010)View Article | Download PDF

Effect of a Disability Course on Prospective Educators’ Attitudes Toward Individuals with Mental Retardation Salih, F., & Al-Kandari, H.Y. (2010)

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Abstract
This study aimed to adapt Antonak and Harth’s Mental Retardation Attitude Inventory (1994) to the Kuwaiti cultural context and examine its psychometric structure and validity. The study employed a quantitative survey design using an adapted Arabic version of the inventory administered to 56 college students in Kuwait. Item analysis showed that 29 items demonstrated satisfactory psychometric properties. However, the findings did not support the scale's original four-dimensional structure in the Kuwaiti context. Through iterative exploratory factor analysis, a unidimensional 20-item version of the inventory was identified and cross-validated using split-sample analysis. The revised scale demonstrated high internal consistency, strong stability, and acceptable validity indicators. The findings also suggested that familiarity with individuals with intellectual disabilities was associated with more positive attitudes. The study recommends developing culturally grounded measurement tools and highlights the importance of increasing meaningful social contact and awareness initiatives to improve public attitudes toward individuals with intellectual disabilities in Kuwait.
Keywords:Disability Education, Prospective Educators, Intellectual Disabilities, Mental Retardation, Disability Attitudes, Social Work Education, Disability Awareness, Inclusive Education, Kuwait Disability Studies, Educator Attitudes toward Disability, Special Education Kuwait, Disability Training Programs, Social Inclusion, Disability and Society, Disability Curriculum, Social Work with Disabilities, Attitudes toward Intellectual Disabilities, Disability Policy in Kuwait, Inclusion and Education, Gulf Disability ResearchCite this paper: Salih, F. A., & Al-Kandari, H. Y. (2007). Effect of a disability course on prospective educators’ attitudes toward individuals with Mental Retardation. Digest of Middle East Studies, 16(1), 12–29. https://doi.org/10.1111/j.1949-3606.2007.tb00062.x

Parenting Stressors of Mothers of Children with and without Disabilities Al-Kandari, H.Y. (2006)View Article | Download PDF

Abstract
The study focuses on parenting stressors among Kuwaiti mothers of children with and without mental disabilities. It utilized a survey method involving two groups of mothers: (1) mothers of children without disabilities who studied in the elementary state schools, and (2) mothers of children with mild intellectual development-mental Disabilities (IDD) at the elementary level of the Special Education Schools in Kuwait.
The study used a self-administered questionnaire. The sample was 82 mothers from different backgrounds. The study used the Parenting Stress Index for Abidin (1995) to investigate the differences in stressors experienced by mothers in parenting a child with and without disabilities.
The study found that there were no differences in the severity of the types of parenting stressors for mothers of children with mild IDD and mothers of children without disabilities, according to the demographic variables (i.e., Child Age, Child Gender, and Mother's Age). Mothers of children with mild IDD, as compared to mothers of children without disabilities, perceived themselves as subjected to severe stressors related to their children's difficulties in playing the role expected in the family. They also indicated that these mothers perceived themselves as experiencing moderately severe stressors related to feelings of depression related to having a child with a mild IDD. Another finding indicated that Kuwaiti mothers of children with mild IDD perceive Acceptability as more severe than all other stressors.
The findings of the study will help social providers to develop future family services that aim to reduce stressors experienced by mothers who care for a child with a disability.
Keywords:Parenting Stress, Mothers of Children with Disabilities, Intellectual Developmental Disabilities, Caregiving Stress, Disability and Family Life, Kuwaiti Mothers, Family Stressors, Parenting Challenges, Child Disability and Mental Health, Maternal Mental Health, Social Isolation, Depression among Mothers, Family Adjustment, Disability Support Services, Child Adaptability, Parenting and Disability, Special Needs Families, Social Work and Disability, Family Wellbeing, Kuwait Disability Research, Children literature, Children & Families. Cite this paper:Al-Kandari, H. Y. Parenting stressors of mothers of children with and without disabilities. Journal of the Social Sciences, 35(1), 12-30. https://doi.org/10.34120/jss.v34i3.1779

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