This study investigates the effectiveness of Octo-Focus, a novel AI-driven coaching system designed to enhance students’ self-regulated learning. Contemporary students increasingly struggle with distraction, procrastination, and ineffective study planning, which negatively impact academic performance. To address these challenges, Octo-Focus integrates AI-supported personalized planning, real-time focus and fatigue detection using Computer Vision, and behavioral analytics into a unified study support platform. A mixed-method approach was employed, combining survey data from secondary and higher education students with performance evaluations of a deep learning–based attention detection model. The results demonstrate that the proposed system reliably identifies attention and fatigue states with high accuracy and supports more structured, goal-oriented study behaviors. The findings suggest that Octo-Focus contributes a novel, holistic approach to digital learning support by transforming studying from a passive process into an adaptive, data-driven coaching experience.

This study examines the academic, social, and emotional adjustment processes of middle school students who were transferred to another school as a disciplinary sanction. Adopting a descriptive qualitative reseach design, the research aims to explore the participants' self-reported experiences following school transfer, the specific challenges they encountered, and their perceived support mechanisms. The study group consisted of 10 middle school students (8 male, 2 female) who were transferred to public schools in the Erenler district of Sakarya between 2022 and 2025 due to disciplinary sanctions. Data were collected through semi-structured interviews and supported by document analysis, including disciplinary records, academic transcripts, and attendance reports. The data were analyzed using descriptive analysis. The findings indicate that disciplinary sanctions leading to school transfer were mainly associated with behaviors violating personal inviolability and bodily integrity, primarily occurring within peer relationships. Most students demonstrated positive academic adjustment and regular attendance at their new schools, suggesting a short-term preventive effect of the sanction. However, social and emotional adjustment varied across students. While some students reported rapid peer acceptance and feelings of safety, others experienced loneliness, social exclusion, guilt, and shame. Family support emerged as the primary source of emotional assistance, whereas school-based guidance services were rarely mentioned. Overall, the findings suggest that the perceived adjustive value of a school transfer is highly contingent upon peer dynamics and regular attendance, highlighting the critical need to complement administrative discipline policies with trauma-sensitive, school-level psychosocial support mechanisms.