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Context: The utility of baseline vestibular and ocular motor screening (VOMS) in high school and collegiate athletes is demonstrated throughout the literature; however, baseline VOMS data at the youth level are limited. In addition, with the recent adoption of the change scoring method, there is a need to document baseline VOMS total and change scores in a pediatric population. Objective: To document baseline VOMS total and change scores and to document the internal consistency of the VOMS in pediatric soccer athletes. We hypothesized that the VOMS would demonstrate strong internal consistency in pediatric soccer athletes. Design: Cross-sectional study. Methods: Pediatric soccer athletes (N = 110; range = 5–12 y) completed the VOMS at baseline. Descriptive statistics summarized demographic information, VOMS total scores, and VOMS change scores. Cronbach α assessed internal consistency for VOMS total scores and change scores. Results: Twenty-one (19.1%) participants had at least one total score above clinical cutoffs (≥2 on any VOMS component and ≥5 cm on average near point convergence). Forty (36.4%) participants had at least one change score above clinical cutoffs (≥1 on any VOMS component and ≥3 cm on average near point convergence). The internal consistency was strong for total scores with all VOMS components included (Cronbach α =.80) and change scores (Cronbach α =.89). Conclusions: Although results suggest VOMS items measure distinct components of the vestibular and ocular motor systems, caution should be taken when interpreting VOMS total and change scores in pediatric athletes, as overreporting symptoms is common, thereby impacting the false-positive rate. [ABSTRACT FROM AUTHOR]

School sports programs intentionally created for students with and without disabilities may increase social participation of students with intellectual disabilities (IDs). Special Olympics Unified Sports is one program where students with and without ID participate on one team. Guided by a critical realist paradigm, this study explored the perceptions of students with and without ID and coaches of in-school Unified Sports. Interviews were conducted with 21 youths (12 with ID) and 14 coaches. Thematic analysis resulted in four developed themes (identified is outdated language): Inclusion—Is it a "we" or a "they?"Roles and Responsibilities, Educational Context for Inclusion, and Buy-In. Findings suggest students with and without ID and coaches value the inclusive nature of Unified Sports. Future research should explore training for coaches on inclusive practices (e.g., language), and optimal methods for consistent training (e.g., use of training manuals) to foster the philosophy of inclusion within school sports. [ABSTRACT FROM AUTHOR]

This is an overview of the results from 14 countries or jurisdictions in a Global Matrix of Para Report Cards on physical activity (PA) of children and adolescents with disabilities. The methodology was based on the Active Healthy Kids Global Alliance's Global Matrix 4.0. Data were aligned with 10 indicators (Overall PA, Organized Sport, Active Play, Active Transport, Physical Fitness, Sedentary Behavior, Family & Peers, Schools, Community & Environment, and Government) to produce Para Report Cards. Subsequently, there were 139 grades; 45% were incomplete, particularly for Active Play, Physical Fitness, and Family & Peers. Collectively, Overall PA was graded the lowest (F), with Schools and Government the highest (C). Disability-specific surveillance and research gaps in PA were apparent in 14 countries or jurisdictions around the world. More coverage of PA data in Para Report Cards is needed to serve as an advocacy tool to promote PA among children and adolescents with disabilities. [ABSTRACT FROM AUTHOR]

Introduction Training for mass casualty incident (MCI) response is critical to ensure that resource allocation and treatment priorities limit preventable mortality. Previous research has investigated the use of immersive virtual environments as an alternative to high fidelity MCI training, which is expensive and logistically challenging to implement. While these have demonstrated positive early results, they still require complex technology deployment, dedicated training facilities, and significant time from instructors and facilitators. This study explores the feasibility of a smartphone-based application for trauma care training and MCI triage to fill the gap between classroom learning and high-fidelity simulation. The goals of this investigation were to evaluate clinician perceptions of a virtual MCI training simulator's usability, acceptability, fidelity, functionality, and pacing. Materials and Methods This study used a smartphone-based training simulation called Extensible Field and Evacuation Care Training in a Virtual Environment (EFECTIVE), which presents virtual patient scenarios in a gamified, but visually high-fidelity environment. A total of 21 participants were recruited as a convenience sample of medical students, paramedics, nurses, and emergency medicine resident and attending physicians at University of Massachusetts Memorial Medical Center, an urban tertiary care medical center. Participants completed a brief tutorial and then performed a series of virtual patient scenarios and 1 MCI scenario on the simulator, each of which was 5 minutes in duration. Then, each participant completed a survey assessing the perceived usability, acceptability, fidelity, functionality, and pacing of the virtual training simulator. The research protocol was approved by the University of Massachusetts Chan Medical School Institutional Review Board. Results 48% of participants disagreed that a virtual simulator could completely replace live MCI training, though 71% agreed that app-based simulations could effectively supplement live MCI training and 67% felt that they could be used to learn how to order medical interventions in care under fire scenarios. 80% of participants agreed that the simulation could be used to practice MCI triage and to gain experience with coordinating movement of casualties to casualty collection points. 67% of participants believed that use of virtual simulators would increase their MCI preparedness. 76% agreed that the clinical cases depicted were medically realistic and that the clinical cases presented accurately represented the scenarios described. In addition, despite being presented on a smartphone as opposed to virtual reality, 62% of participants rated the experience immersive. Conclusions This study provides encouraging evidence that easy to deploy smartphone–based simulations may be an effective way to supplement MCI and care under fire training. Although the study is limited by a small sample size, there was strong agreement among participants from a wide variety of emergency medicine roles that such a simulation could train core topics associated with MCI triage. Because app-based simulations are easily deployable and can be executed quickly and frequently, they could be used as a more flexible training model compared to large scale live or virtual reality–based simulations. The results of this investigation also indicate that a sufficient level of medical realism can be achieved without live simulation. [ABSTRACT FROM AUTHOR]

This report from EPI is based on work that the think tank has done over the last year and looks at the manifestos of the Conservatives, Labour, Liberal Democrats, Greens and Reform UK as they affect England and tries to match manifesto commitments to a research evidence base. There port notes that international comparisons show that England's high attaining pupils are on a par with some of the highest performing countries in the world. But England's biggest challenge is a long tail of low attainment that is correlated with economic disadvantage, special educational needs, and particular ethnic groups. [ABSTRACT FROM AUTHOR]

While most people take seeing and hearing for granted, for the many children with unidentified mild to moderate vision or hearing problems it is a very different matter. Most 'problem learners' may suffer from vision problems, while hearing impairment is linked to a range of poor educational outcomes. This paper looks at identifying the scale of the problem and what schools can do to address it. [ABSTRACT FROM AUTHOR]

Introduction Past research has examined civilian and military medical schools' preparation of physicians for their first deployment. Most recently, our research team conducted a large-scale survey comparing physicians' perceptions of their readiness for their first deployment. Our results revealed that military medical school graduates felt significantly more prepared for deployment by medical school than civilian medical school graduates. In order to further investigate these results and deepen our understanding of the two pathways' preparation of military physicians, this study analyzed the open-ended responses in the survey using a qualitative research design. Materials and Methods We used a descriptive phenomenological design to analyze 451 participants' open-ended responses on the survey. After becoming familiar with the data, we coded the participants' responses for meaningful statements. We organized these codes into major categories, which became the themes of our study. Finally, we labeled each of these themes to reflect the participants' perceptions of how medical school prepared them for deployment. Results Four themes emerged from our data analysis: (1) Civilian medical school equipped graduates with soft skills and medical knowledge for their first deployment; (2) Civilian medical school may not have adequately prepared graduates to practice medicine in an austere environment to include the officership challenges of deployment; (3) Military medical school prepared graduates to navigate the medical practice and operational aspects of their first deployment; and (4) Military medical school may not have adequately prepared graduates for the realism of their first deployment. Conclusions Our study provided insight into the strengths and areas for growth in each medical school pathway for military medical officers. These results may be used to enhance military medical training regardless of accession pathway and increase the readiness of military physicians for future large-scale conflicts. [ABSTRACT FROM AUTHOR]

Introduction Developing the clinical reasoning skills necessary to becoming an astute diagnostician is essential for medical students. While some medical schools offer longitudinal opportunities for students to practice clinical reasoning during the preclinical curriculum, there remains a paucity of literature fully describing what that curriculum looks like. As a result, medical educators struggle to know what an effective clinical reasoning curriculum should look like, how it should be delivered, how it should be assessed, or what faculty development is necessary to be successful. We present our Introduction to Clinical Reasoning course that is offered throughout the preclinical curriculum of the Uniformed Services University of the Health Sciences. The course introduces clinical reasoning through interactive lectures and 28 case-based small group activities over 15 months. The curriculum is grounded in script theory with a focus on diagnostic reasoning. Specific emphasis is placed on building the student's semantic competence, constructing problem lists, comparing and contrasting similar diagnoses, constructing a summary statement, and formulating a prioritized differential diagnosis the student can defend. Several complementary methods of assessment are utilized across the curriculum. These include assessments of participation, knowledge, and application. The course leverages clinical faculty, graduate medical education trainees, and senior medical students as small group facilitators. Feedback from students and faculty consistently identifies the course as a highly effective and engaging way to teach clinical reasoning. Conclusion Our Introduction to Clinical Reasoning course offers students repeated exposure to well-selected cases to promote their development of clinical reasoning. The course is an example of how clinical reasoning can be taught across the preclinical curriculum without extensive faculty training in medical education or clinical reasoning theory. The course can be adapted into different instructional formats to cover a variety of topics to provide the early learner with sequential exposure and practice in diagnostic reasoning. [ABSTRACT FROM AUTHOR]

26% of the students in Swedish compulsory school have an immigrant background. To support the simultaneous development of their language proficiency as well as their academic skills and knowledge, several measures may be implemented by schools. This study focuses on one of those measures, namely multilingual study guidance, and illustrates the perspectives of multilingual study guidance tutors regarding their pedagogical collaboration with mainstream teachers for multilingual support. A purposeful sampling with a maximum variation was chosen to obtain the highest possible representativeness. Thereafter, twelve individual, thematical interviews were conducted. To discuss the categories arising from the abductive analysis, in 2003, Bronstein's model on the influences of interdisciplinary collaboration, focusing on the professional role, was used. The study forms part of a wider research project which aims to get a more in-depth view of multilingual support in Swedish compulsory schools. In this paper, however, only results concerning multilingual study guidance tutors and their views on their pedagogical collaboration with mainstream teachers as well as their professional role and work responsibilities are presented. The results show that multilingual study guidance tutors struggle with professional identity issues. The pedagogical collaboration therefore depends heavily on educational and individual aspects. The findings suggest that in order to increase and improve pedagogical collaboration a more uniform educational path is required, which includes general subject education as well as official steering documents, and a final diploma. [ABSTRACT FROM AUTHOR]

This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia's experience of affective injustice and demonstrates that this concept is crucial in further understanding students' experiences of affective trauma in school. Assembling rich materials (report cards, interviews, psychologists' reports, social media posts, autobiographical texts) that span over a period of 17 years, the study uses qualitative perspectives to show how Sofia understands and experiences affective injustice in various phases of her school life. In particular, these experiences are presented in the form of an assemblage of expressions showing how Sofia communicates her claims of affective injustice using varied means and resources ranging from linguistic, behavioural, biographical, creative, emotional, bodily, and artistic expression. The paper concludes with a discussion of the educational implications of the study. [ABSTRACT FROM AUTHOR]

Recent scholarship has attempted to amplify the voices and intentions of Black fathers to establish a healthy presence in the academic and school-based lives of their children. However, schools as mesolevel instantiations of civil society and culture often preclude Black fathers from carrying out this prosocial role. The basis for this, we argue, resides in the logic of antiblack misandry. In this article, we demonstrate how a sample of Black fathers perceive how they—and Black men at large—are viewed as inherent outsiders within their children's school and the ways they respond to these perceptions and subsequent treatment. Analysis produced three overarching themes–perceptions and experiences, counterfactual experiences, and attitudes and actions. Findings affirm a stereotyped pattern of Black fathers being seen and treated as absent, dangerous, or unimportant to their children's schooling lives. [ABSTRACT FROM AUTHOR]

Historically, state-regulated compulsory schooling has been a staging ground for the subjection of learners into categories of differential worth: race, gender, intellectual ability, class, and beyond. Yet, what might it look like to consider learning without subjection and subjugation? Here, Keenan draws from trans studies to consider how trans pedagogies contribute to the project of envisioning education beyond subjection. Presenting data from 11 one-on-one interviews with educators and artists from within or close to trans communities whose work takes place primarily beyond schools, Keenan argues that trans pedagogies resist the creation of a calcified subject, "sliding away from deteriminancy" (Aizura et al., p. 128) by emphasizing dialogic and relational approaches to learning, artistic expression, and attention to the carceral structures that govern gender in the Global North. [ABSTRACT FROM AUTHOR]

Background: Integrated science is a ubiquitous school subject that is an amalgamation of science disciplines; its teaching allows topics to be sequenced in any order and given various degrees of coverage and emphasis in the classroom. Ensuring canonical coherence, which is the logical organization of subject matter for effective instruction is therefore necessary for meaningful student learning to occur. Purpose: We examine the coherence as well as closely related ideas of coverage and emphasis of the integrated science curriculum and textbooks from Singapore. Such an analysis has not been attempted before, which might shed light on strong student achievement reported from this region in this subject. Methods: Coherence was determined by finding buttress topics and upper triangular patterns based on a list of standard science topics––these inter-related curricular features aid in conceptual learning of a subject. We also investigated questions about coverage and emphasis from the number of learning outcomes, topics in curriculum and textbooks, and page surface area of textbooks following past TIMSS research. Results: Three buttress topics and two upper triangular patterns in life and physical science disciplines were found, but not among earth science topics. Two topics were strongly emphasised in the curriculum and textbooks––organs, tissues and physical properties of matter––and there was a close alignment between topics in the curriculum and textbooks. Integrated science here was relatively restricted compared to three other high-performing East-Asian regions, but there was a common strong emphasis on physical science topics. Conclusions: Integrated science in Singapore has shown some evidence of coherence in its curriculum and textbooks that have also emphasised physical science topics. Because learning outcomes here were intentionally trimmed due to past general educational reforms, the findings lend tentative support to arguments stating that a reduced, but well-designed science curriculum has benefits for learners. [ABSTRACT FROM AUTHOR]

Background: Recognizing the declining interest of school students in Physics, this study sought to explore the situation in England, Hong Kong and Singapore. Purpose: To ascertain students' views about various aspects of physics. Sample: A total of 2719 students participated in this study. Design and methods: A survey approach was used to ascertain the views of students. It was earlier validated in one of the countries. The Rasch model was used to treat the survey data. Results: On the utilitarian factor, the students from Hong Kong and Singapore held significantly negative attitudes towards career prospects for physics graduates. To them, obtaining a degree in physics would not, as compared to other subjects, appreciably assist them vocationally, which was in contrast to the view held by the students in England. On the intrinsic factor, while the students from all three countries found physics to be interesting, it did not appear to significantly motivate them to want to continue with physics at tertiary level. Nevertheless, they asserted that good grades do motivate them to study physics. On the social aspect, the students from the three countries endorsed significantly positively on the influence of their physics teachers in inspiring them to study physics, with the students from Singapore and Hong Kong endorsing slightly higher agreement. The former group also reported that their close friends generally think that physics is 'uncool' while those from England felt otherwise. Students' views were similar in terms of parental influence, with parents significantly discouraging them from studying physics at tertiary level. They did not exhibit significantly different views on subject matter. Enrichment activities and laboratory work were important to them in nurturing and maintaining interest in physics Conclusion: The survey data has provided useful insights on students' views of various aspects of Physics in the three countries. [ABSTRACT FROM AUTHOR]

Recent years have witnessed growing acceptance of gender and sexuality diversity in Australia; yet, its inclusion in the school curriculum remains contentious. Despite evidence to the contrary, there is a commonly held belief that parents consider the inclusion of such topics inappropriate. In the light of this, this paper focuses on an analysis of three qualitative items from an Australian national survey of parents of children attending government-funded schools. Informed by the responses to these questions, we sought to better understand the concept of age-appropriateness present in the discourses deployed by a (minority) number of Australian parents who did not support gender and sexuality diversity-inclusivity in the curriculum. Thematic data analysis identified three key themes used by parents to warrant gender and sexuality diversity curriculum exclusion based on age inappropriateness: namely, inclusion is 'confusing'; children are too 'immature'; and children are too 'easily influenced'. [ABSTRACT FROM AUTHOR]

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers' age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the tant has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative 'who' in the 'how' to teach sexuality education. [ABSTRACT FROM AUTHOR]

Based on our definition, social participation as a central dimension in inclusive education implies knowing whether students, especially the most vulnerable, "form part" of the group by relating in a positive and beneficial way with their peers and, consequently, can "feel part", which will be reflected in their well-being. This study aims to evaluate the social participation through of peer support and peer victimisation (taken as positive and negative indicator respectively), and its relationship with the perceived well-being of students belonging to schools where there are schoolmates with ASD enrolled throughout different educational stages. To this end, 404 students from Primary Education to Baccalaureate participated in this study. To collect the information, three questionnaires were adapted and used. The results show that the frequency of social support is higher than average in all courses although more girls than boys care about their peers. The frequency of peer abuse is in line with that found in similar studies, but social exclusion is higher in groups with students with ASD of Year 11, coinciding in this course a lower well-being perceived. This underlines the need to pay special attention to the secondary stage and go beyond seeking the acceptance of the other. [ABSTRACT FROM AUTHOR]

Background: Social, emotional, and behavioral difficulties (SEBDs) tend to develop during adolescence. Their presence and especially co‐occurrence induce numerous disrupting consequences, including suicidality. A recently developed network analysis is suitable to investigate the symptom‐level structure of comorbid psychopathology. Rather than pairwise comorbidity networks, the current study investigated a comprehensive network of SEBDs at the symptom level and explored the differential relationships between symptoms of SEBDs and suicidality. Methods: Recruited from four public schools in China, a sample of adolescents (N = 6974, mean age = 15.84, 50.1% boys) were assessed with the Strengths and Difficulties Questionnaire (SDQ) and one suicidality‐related item. The cross‐sectional network structure of the SEBD symptoms was investigated. The differential associations between individual symptoms of SEBDs and suicidality were also explored with a relative importance analysis. Results: The results showed that constantly fidgeting, worry a lot, unhappy, down‐hearted, tearful, and easily scared emerged as the most central symptoms in the network of SEBDs. Worry a lot, constantly fidgeting, lose my temper, and being bullied served as bridge symptoms, connecting various domains of SEBDs. In addition, the centrality of symptoms was positively associated with the variance shared with suicidality, with worry a lot and unhappy, down‐hearted, and tearful explaining a large portion of the variance of suicidality. Conclusions: Taken together, the results were indicative of close connections among emotional, hyperactivity‐inattention, peer, and conduct aspects of adolescent mental health difficulties, as well as the central role of emotional difficulties in the SEBDs network. [ABSTRACT FROM AUTHOR]

Background: There is a need for causally stronger research on the association between child mental health and school exclusion and truancy. This study examines school exclusion and truancy in relation to both conduct and emotional problems and considers these problems both as predictors and as outcomes of school exclusion and truancy. Method: The sample included 15,236 individuals from the Millennium Cohort Study, a UK longitudinal birth cohort study. Conduct and emotional problems were assessed from childhood to adolescence (age 7, 11, 14 and 17 years), and reports of school exclusion and truancy were collected at age 11 and 14. Fixed effect analyses were used. Results: Increases in conduct problems and emotional symptoms were associated with subsequent exclusion (OR 1.22, [95% CI 1.08–1.37] and OR 1.16, [1.05–1.29], respectively). Emotional symptoms, but not conduct problems, predicted truancy (OR 1.17, [1.07–1.29]). These estimates were similar for males and females. Exclusion was associated with an increase in conduct problems at age 14 (0.50, [0.30–0.69]), and for males, it was associated with an increase in emotional symptoms both at age 14 (0.39, [0.12–0.65]) and 17 (0.43, [0.14–0.72]). Truancy was associated with an increase in conduct problems at age 14 (0.41, [0.28–0.55]), and for females also at age 17 (0.22, [0.03–0.42]), and it was associated with increased emotional symptoms at age 14 (0.43, [0.25–0.62]) and 17 (0.44, [0.21–0.66]), which was similar for males and females. Conclusion: Results indicate a bidirectional association between emotional symptoms and school exclusion and truancy, as an increase in these symptoms was associated with later truancy and exclusion, and emotional symptoms increased following both school events. For conduct problems, the association was bidirectional for school exclusion, but unidirectional for truancy as these symptoms did not lead to truancy, but an increase in conduct problems was observed after both exclusion and truancy. [ABSTRACT FROM AUTHOR]

Although hate speech against Asian American youth has intensified in recent years—fueled, in part, by anti-Asian rhetoric associated with the COVID-19 pandemic—the phenomenon remains largely understudied at scale and in relation to the role of schools prior to the pandemic. This study describes the prevalence of hate speech against Asian American adolescents in the US between 2015 and 2019 and investigates how school-related factors are associated with whether Asian American youth are victims of hate speech at school. Analyses are based on a sample of 938 Asian American adolescents (Mage = 14.8; 48% female) from the three most recently available waves (2015, 2017, and 2019) of the School Crime Supplement to the National Crime Victimization Survey. On average, approximately 7% of Asian Americans were targets of hate speech at school between 2015 and 2019, with rates remaining stable over time. Findings also indicate that students had lower odds of experiencing hate speech if they attended schools with a stronger authoritative school climate, which is characterized by strict, yet fair disciplinary rules coupled with high levels of support from adults. On the other hand, Asian American youth faced higher odds of experiencing hate speech if they were involved in school fights. Authoritative school climate and exposure to fights are malleable and can be shaped directly by broader school climate related policies, programs and interventions. Accordingly, efforts to promote stronger authoritative climates and reduce exposure to physical fights hold considerable potential in protecting Asian American youth from hate speech at school. [ABSTRACT FROM AUTHOR]

Several cross-sectional studies indicated a positive association between school bullying and homicidal ideation during early adolescence. However, few longitudinal studies investigated this association. This study examined whether a bi-directional relationship exists within the longitudinal association between bullying victimization or bullying perpetration and homicidal ideation among early adolescents using a Random Intercept Cross-Lagged Panel Model. A total of 1611 early adolescents (39.5% girls; Mage = 12.50 years, SD = 0.50) were recruited from the Chinese Early Adolescents Cohort study. Data on bullying victimization, bullying perpetration, and homicidal ideation collected during three time points (September 2019, September 2020, and September 2021) were used. Bullying victimization showed a significant positive association with homicidal ideation at the between-person level. Bullying victimization and bullying perpetration had a bi-directional relationship with homicidal ideation at the within-person level. Additionally, this study considered the impact of biological sex-based differences and bullying types on adolescents' homicidal ideation. Based on these findings, school bullying might exhibit unique reciprocal associations with homicidal ideation. [ABSTRACT FROM AUTHOR]

The sudden closure of educational institutions amid the pandemic compelled school administrators to manage the crisis with little reaction time. Despite the stringent and exigent predicament, school principals had to amend and modify their leadership technique by adapting to varying levels of academic, technological, operational, and personal relationship support. Through this approach, a robust pledge and coalition with the education community have been reinforced, but there is also an increasing anxiety concerning the widening education gap among the underprivileged. This research aims to investigate the development of digital leadership during the lockdown, the specific training school principals received in digital and comprehensive education, as well as their training demands in this regard. This study focuses exclusively on data from school principals in Spain, although it is part of a larger international project. The results of this study emphasised the school principals in Spain, revealing a significant divergence in the crisis leadership development during the lockdown, inadequate previous training concerning diversity inclusion in schools, pedagogical leadership, particularly digital leadership. Additionally, it was found that the most vulnerable students were even more susceptible during the lockdown. Finally, the study concludes with a series of suggestions for leadership training in digital and inclusive practices. [ABSTRACT FROM AUTHOR]

Our food system is giving rise to a growing social, health and environmental crisis. Much of the food consumed in the United Kingdom is cheap, nutrient‐poor and highly processed, leading to under‐consumption of essential foods such as grains, beans, vegetables and fruit. This has contributed to a rise in diet‐related diseases, with approximately 22% of primary school leavers being overweight or obese. Food production is unsustainable with agriculture responsible for 10% of the UK's greenhouse gas emissions and intensive farming practices have led to a significant loss of soil carbon and a decline in biodiversity. COVID‐19 increased inequalities in our food system. Therefore, there is an urgent need for interventions to counteract these adverse social, health and environmental impacts. Education can play a crucial role as an intervention to address challenges in the food system. We tested an innovative school initiative using portable aquaponic pods and aligned to the national curriculum, to engage pupils in food production and foster learning about sustainability, climate change and healthy eating. The evaluation, based on teacher surveys, aquapod chart data, student blogs and postcards and feedback from the development team, revealed positive impacts on students' environmental awareness, as well as sustainability and practical food production knowledge. However, the programme encountered logistical challenges and we therefore highlight future improvements to produce a curriculum programme that can be delivered at scale to enhance food education and empower pupils to drive the agenda on tackling food sustainability and climate change. [ABSTRACT FROM AUTHOR]

BACKGROUND: In 2013, the Chicago Public Schools (CPS) district passed a policy requiring schools to deliver comprehensive sexual health education (SHE) to all K‐12th grade students. A performance improvement case study was conducted in the 2019‐2020 school year to evaluate the implementation of the policy and identify lessons learned to support implementation in schools. METHODS: Key informant interviews were conducted with 11 school principals and 29 teachers to discuss SHE implementation at their school. Interviews were recorded, transcribed, and analyzed to assess school and classroom factors that affect implementation. Themes that cut across these factors were then identified and summarized by 2 evaluators. RESULTS: The following themes were identified across key informant interviews: (a) principal prioritization of SHE helps ensure SHE is implemented, (b) the expansion of school and teacher capacity facilitates SHE implementation, and (c) the creation of accountability mechanisms in classrooms and schools fosters adherence to SHE policy. CONCLUSIONS: Principals play a crucial role in building capacity to deliver SHE and ensuring SHE accountability mechanisms are implemented in their school. CPS is using these findings to adjust technical assistance and resources provided to principals and SHE instructors. [ABSTRACT FROM AUTHOR]

BACKGROUND: The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. METHODS: Finnish schoolchildren 12‐13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. RESULTS: Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. CONCLUSIONS: Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health. [ABSTRACT FROM AUTHOR]

BACKGROUND: At the onset of the COVID‐19 pandemic, schools closed across the United States. Given the impact of virtual learning and lost access to school resources, schools eventually reopened with COVID‐19 mitigation protocols in place. This qualitative study sought to understand parental perceptions of school‐based COVID‐19 mitigation strategies. METHODS: Using a phenomenology approach, nine focus groups were completed with 40 parents of children in grades K‐8 representing eight Maryland counties. Based on acceptance of masking policies (as indicated on a survey), parents were sorted into 2 groups—lower and higher masking acceptance. A thematic analysis was conducted for each group and themes were compared between the 2 groups. RESULTS: The main themes were related to parents' general sentiments regarding COVID‐19, compliance, pandemic‐related changes over time, changes in personal opinions, and in‐person learning. Both groups described challenges related to inconsistent COVID‐19 mitigation policies and practices, the challenges of rapid and frequent changes in guidelines during the pandemic, and the benefits of in‐person learning. CONCLUSIONS: Parents of elementary and middle school children, regardless of general acceptance of masking policies, shared concerns about implementation and guidance regarding school‐based mitigation strategies. [ABSTRACT FROM AUTHOR]

Objectives: The ways that people seek support during times of stress influence their mental health outcomes, including depression. Insecure attachment is a risk factor for depression and may also interfere with adaptive support and feedback‐seeking behaviour during stress. The purpose of the present study was to test theorized associations between insecure attachment, support and feedback seeking, and changes in depression symptoms over 1 year, in a sample of mothers of school‐age children in the context of stress elicited by the COVID‐19 pandemic. Methods: Participants (N = 70 mothers) completed self‐report measures of anxious and avoidant attachment and depression severity at baseline in spring 2020 and then completed measures of past‐year engagement in direct and indirect support seeking and excessive reassurance seeking (ERS), preference for negative feedback, and depression severity at a follow‐up assessment in summer 2021. Results: Greater attachment anxiety at baseline predicted more frequent direct support seeking, indirect support seeking, and ERS during the 1‐year follow‐up period. In turn, greater indirect support seeking predicted greater increases in depression from baseline to follow‐up. Greater attachment avoidance at baseline predicted less direct support seeking during the 1‐year follow‐up period. Greater attachment avoidance at baseline also predicted depression severity at follow‐up, particularly among mothers with moderate to high levels of attachment anxiety, although none of the examined support and feedback‐seeking behaviours mediated this association. Conclusions: These results provide support for the role of activated attachment systems in determining support and feedback‐seeking behaviour during stress, as well as the role of support and feedback‐seeking behaviour in the maintenance and exacerbation of depression. [ABSTRACT FROM AUTHOR]

This study aimed to assess the content, concurrent validity, test-retest, and intra-rater reliability of the Persian version of the Functional Mobility Scale (FMS) for evaluating functional mobility in children and adolescents with cerebral palsy (CP). Following international standards for measurement translation, we developed a Persian version of the FMS. A total of 160 participants took part in this study. Concurrent validity was assessed using Spearman's coefficient to correlate with the Gross Motor Function Classification System (GMFCS). Test-retest (n = 30) and intra-rater (n = 30) reliability of the FMS were also examined by Cohen's weighted kappa coefficient. Concurrent validity ranged from −0.912 to −0.941 for children and −0.912 to −0.936 for adolescents. Test-retest ranged from 0.902 to 1. Intra-rater ranged from 0.933 to 0.987. The Persian version of the FMS demonstrates very strong validity and almost perfect reliability for assessing and classifying functional mobility in children and adolescents with CP. These findings suggest that this tool could be a useful addition to clinical practice and research for the Persian-speaking population. [ABSTRACT FROM AUTHOR]

Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers' understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers' perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education. [ABSTRACT FROM AUTHOR]

Through in‐depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists (N = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science‐centric) or inadequate (e.g., sparse, absent) school‐based CCE. Youths' recommendations emphasized the need for justice‐driven and action‐oriented CCE for all ages to equip all learners with the knowledge and skills to actively contribute to urgently needed, justice‐minded, systems‐level change. Findings have implications for curricular and policy change that enable education for climate justice action. [ABSTRACT FROM AUTHOR]

This article explores war remembrance and ritual in English schools. The Remembrance in Schools project (2013–2020) investigated remembrance practices in schools in England through questionnaires, interviews and observations. Schools are unique as sites of remembrance because children constitute the majority of participants in rituals. School‐based rituals of remembrance might potentially reproduce dominant discourses of war‐normalisation that conflate military values and nationalism with morally 'good' values and an imagined community of the nation. They also provide a contested, ambivalent space in which ambiguities of practice and thinking may encourage the emergence, in small ways, of counter‐narratives about war and its remembrance. [ABSTRACT FROM AUTHOR]

Walking to school promotes the health of school‐aged children. The safety and comfort of the walking environment are lacking in China due to the prioritization of motorized traffic. This paper focuses on the choice of walking routes for school‐aged children commuting in old urban areas of China. A walking route choice model is constructed by combining a weighted Voronoi diagram and the closest facility analysis in ArcMap. The walking route choices of school‐aged children from home to school and the flows along routes are analysed. Based on the model results, targeted design suggestions for updating existing street spaces are proposed. [ABSTRACT FROM AUTHOR]

In the United States, adolescents suffer from inadequate menstrual health, meaning that adolescents are unprepared for menarche, lack the practical resources they need to comfortably and confidently manage menstruation, and receive inadequate health education and care for menstrual pain and disorders. In this article, we provide a historical analysis of the role of school nurses in addressing menstruation from the early 20th century up to the present day. We contextualize the current realities of school nursing and menstrual health education and clinical support. We argue that the decentralized US school system, a cultural aversion to open discussion about menstruation, and the outsized influence of commercial menstrual product manufacturers have hampered the ability of school nurses to deliver menstrual health education along with menstrual health support. Finally, we discuss implications for today's schooling experiences as well as recommendations for how to support school nurses in aligning our national approach to menstrual health toward the public health perspective of menstrual equity. (Am J Public Health. 2024;114(9):903–908. https://doi.org/10.2105/AJPH.2024.307705) [ABSTRACT FROM AUTHOR]

Aims: To determine the associations between COVID‐19 school closures and school readiness skills for Chinese kindergarteners. Design: We utilized the natural experimental condition created by local COVID‐19 outbreaks in 2022 (Study 1) to compare school readiness skills of children whose kindergartens were closed for 5 months (Group 1) with children whose kindergartens stayed open (Group 2). We further compared the school readiness skills of one pre‐COVID‐19 cohort (Cohort 2019) with one COVID‐19 cohort (Cohort 2021) from a fifth kindergarten (Study 2). Samples: For Study 1, Group 1 included 445 children and Group 2 included 584 children aged 4–6 years. For Study 2, Cohort 2019 included 156 children and Cohort 2021 included 228 children aged 3–6 years. Measures: For both studies, survey data on four school readiness skills were collected from parents. Additionally, Study 1 collected parental locus of control data from parents. Results: Controlling for covariates, Study 1 revealed that Group 1 and Group 2 did not differ in terms of language and emergent literacy or approaches to learning. However, Group 1 scored lower than Group 2 on health and well‐being and arts and imagination. Study 2 revealed that Cohort 2021 scored higher than Cohort 2019 on language and emergent literacy but lower on the other three skills. Conclusions: The associations of COVID‐19 school closures with Chinese children's school readiness skills were not uniform, with a positive relation with language and emergent literacy and negative associations with health and well‐being, approaches to learning, as well as arts and imagination. [ABSTRACT FROM AUTHOR]

Background: Despite emerging evidence for the effectiveness of school‐based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known. Aims: We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school‐based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation. Sample and Methods: A total of 46 participants took part. Semi‐structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15–18 across three state secondary schools. Data were analysed using thematic framework analysis. Results: Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes. Conclusions: Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school‐based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff. [ABSTRACT FROM AUTHOR]

Background: The importance of parent‐teacher relationships has been well‐discussed in Western contexts. It's still unclear whether and how parent‐teacher relationships affect students' academic development, especially in the context of China's uneven development between urban and suburban areas. Aims: This study examined the urban–suburban differences in the influence of the parent–teacher relationships on students' learning engagement during the last 3 years of primary school to contribute to related policy and practice. Sample and Methods: Data were collected annually during the summer period in three waves from Grades 4 to 6. The sample included 1408 students (Mage = 10.35, SD =.48; 49.1% boys) paired with their mothers (Mage = 38.82, SD = 3.54), with 643 pairs from urban areas and 765 pairs from suburban areas in China. In each wave, the parents reported the frequency of contact with their child's teacher during the previous school year as well as the quality of their relationship, and the students reported their learning engagement. Latent growth models were used to examine the hypotheses. Results: A statistically significant decline in learning engagement was seen only in suburban students, while the parent–teacher relationships seemed to increase for both suburban and urban participants. Latent growth modelling showed that the increasing levels of relationship quality reduced the decline in the suburban students' learning engagement, although the contact between parents and teachers did not play such a positive role for both urban and suburban students. Conclusions: The findings reveal a compensatory effect of the quality of the parent–teacher relationship on suburban students' learning engagement. Considering the difference in students' learning engagement between urban and suburban students, increased effort on high‐quality parent–teacher relationships for suburban students is required to better support their academic development. [ABSTRACT FROM AUTHOR]

The important role of schools in supporting children experiencing bereavement is established, yet less is known about how school curricula include death as part of life and this limits our understanding of the systemic structures that shape children's knowledge and experience of death. To address this gap, this paper discusses an analysis of the Scottish curriculum to explore the extent to which death features in compulsory education for children aged 3 to 15 years. The findings show that whilst death is present across the curricula, certain types of 'knowing' death are promoted, largely situated across religious teaching, which may limit children's engagement with the multiple and complex ways in which death features across individual, social, physical, and relational domains. By integrating the concepts of death systems and death ambivalence, the paper develops new knowledge on the interplay between curricula and sense making around death in children's lives that has practical utility. [ABSTRACT FROM AUTHOR]

Background: A global schools-based programme within the Global Campaign against Headache is estimating the burden of headache in children (6–11 years) and adolescents (12–17 years), cluster-sampling the world by conducting national studies in all world regions. Its purpose is to complement population-based studies in adults, adding to knowledge of the burden of headache and informing educational and health policies. This study in Benin was the third in the programme from sub-Saharan Africa (SSA). Methods: We followed the generic protocol for the global study. In a cross-sectional survey, the child and adolescent versions of the Headache-Attributed Restriction, Disability, Social Handicap and Impaired Participation (HARDSHIP) structured questionnaire were administered to pupils within their classes in 16 schools selected from across the country to be representative of its diversities. Headache diagnostic questions were based on ICHD-3 criteria but for the inclusion of undifferentiated headache (UdH). Results: Very large proportions of pupils were absent on the survey days. The sampled population defined by class registers totalled 11,802 pupils, of whom only 2,488 were present. A further 193 pupils (or their parents) declined the survey. The surveyed sampled (N = 2,295; males 1,156 [50.4%], females 1,139 [49.6%]) included 1,081 children (47.1%) and 1,214 adolescents (52.9%), with a non-participating proportion (193/2,488) of 7.8%. Headache ever was reported by 97.3% of the sample. Age- and gender-adjusted 1-year prevalences, according to responses given, were 53.4% for migraine (almost three quarters of this being probable migraine), 21.3% for tension-type headache, 8.2% for UdH, 1.0% for probable medication-overuse headache (pMOH) and 2.6% for other headache on ≥ 15 days/month (H15+). Both pMOH and other H15 + were substantially more prevalent among adolescents. Conclusion: The finding for migraine is anomalous, but, within this series of studies, the same was found in Zambia and similar in Ethiopia, both in SSA. While many cases identified as probable migraine, especially among children, might better have been diagnosed as UdH, the true prevalence of migraine almost certainly exceeds 21%. Regardless of diagnosis, headache is very common among children and adolescents in Benin. The study sounds an alarm with regard to pMOH as a developing problem pre-adulthood. [ABSTRACT FROM AUTHOR]

This review starts from the premise that racial inequality has become a normalized backdrop within U.S. education, in many ways following the prevailing racial hierarchy in society. While enduring racial stratification produces numerous educational disparities, I argue that these disparities, in turn, contribute to reinforcing the symbolic meanings associated with racial categories. Put simply, racial inequality in education is both a consequence and a cause of race itself. I review these “predictable” patterns of racial inequality in education, distilling some of the nuances that are most frequently misunderstood and summarizing trends through recent data. Next, I examine explanations for racial inequality in education, debunking some persistent misconceptions. Then I synthesize the patterns and explanations with literature highlighting how racial inequality in education re‐constructs durable notions of racial categories and racialization. All three of these areas have produced significant scholarship, but they are seldom fully in conversation with one another. Finally, I discuss the role of race and racism in the latest politicization of schools to argue that it can be understood as a new wave in the colorblind era, with significant implications for the social construction of whiteness and the potential to stall progress toward reducing racial inequality in education. [ABSTRACT FROM AUTHOR]

Background: While research suggests that both negative affect and alcohol use are impacted by exposure to harassment (i.e., sexual harassment, generalized harassment or bullying), less is known about the effect of harassment on negative affect subsequently leading to alcohol consumption, particularly in young adults. We examined the mediating role of negative affect on the relationships between sexual and generalized harassment at school and alcohol misuse. Methods: Participants were 2899 incoming freshmen in fall of 2011 who completed a Web-based survey assessing demographics (T0), sexual and generalized harassment at school (T0-T2), negative affect (T3), and problems associated with drinking, binge drinking, and drinking to intoxication (T0, T4, T5). Separate hybrid path models were fitted in Mplus v.8.8 for generalized harassment and sexual harassment and each outcome. Results: Mediation analyses showed a small but significant indirect effect for the sexual harassment model (beta = 0.05, S.E. = 0.01, p < 0.001) and generalized harassment (beta = 0.03, S.E. = 0.01, p < 0.01), indicating that negative affect partially mediated the associations between harassment early in students' college experience and later problems associated with drinking. No significant indirect effects were found for the binge drinking or intoxication models. Conclusions: High levels of negative affect associated with harassment may contribute to longer term impact on problematic use of alcohol in young adults, providing evidence that the effects of harassment on drinking may partly stem from harassment's lingering effects on negative affective pathways. [ABSTRACT FROM AUTHOR]

Background: Randomised, cluster-based study designs in schools are commonly used to evaluate children's physical activity interventions. Sample size estimation relies on accurate estimation of the intra-cluster correlation coefficient (ICC), but published estimates, especially using accelerometry-measured physical activity, are few and vary depending on physical activity outcome and participant age. Less commonly-used cluster-based designs, such as stepped wedge designs, also need to account for correlations over time, e.g. cluster autocorrelation (CAC) and individual autocorrelation (IAC), but no estimates are currently available. This paper estimates the school-level ICC, CAC and IAC for England children's accelerometer-measured physical activity outcomes by age group and gender, to inform the design of future school-based cluster trials. Methods: Data were pooled from seven large English datasets of accelerometer-measured physical activity data between 2002–18 (> 13,500 pupils, 540 primary and secondary schools). Linear mixed effect models estimated ICCs for weekday and whole week for minutes spent in moderate-to-vigorous physical activity (MVPA) and being sedentary for different age groups, stratified by gender. The CAC (1,252 schools) and IAC (34,923 pupils) were estimated by length of follow-up from pooled longitudinal data. Results: School-level ICCs for weekday MVPA were higher in primary schools (from 0.07 (95% CI: 0.05, 0.10) to 0.08 (95% CI: 0.06, 0.11)) compared to secondary (from 0.04 (95% CI: 0.03, 0.07) to (95% CI: 0.04, 0.10)). Girls' ICCs were similar for primary and secondary schools, but boys' were lower in secondary. For all ages, combined the CAC was 0.60 (95% CI: 0.44–0.72), and the IAC was 0.46 (95% CI: 0.42–0.49), irrespective of follow-up time. Estimates were higher for MVPA vs sedentary time, and for weekdays vs the whole week. Conclusions: Adequately powered studies are important to evidence effective physical activity strategies. Our estimates of the ICC, CAC and IAC may be used to plan future school-based physical activity evaluations and were fairly consistent across a range of ages and settings, suggesting that results may be applied to other high income countries with similar school physical activity provision. It is important to use estimates appropriate to the study design, and that match the intended study population as closely as possible. [ABSTRACT FROM AUTHOR]

Background: Viral hepatitis, particularly B and C, is a major cause of liver cirrhosis and cancer, leading to about 1.4 million deaths annually. Alarmingly, less than 20% of those with hepatitis are aware of their status, with only 6.3% receiving treatment. School children can play a pivotal role in raising awareness and preventing the spread of infections. This intervention study focuses on understanding and enhancing the knowledge, attitudes, and practices related to Hepatitis B and C, among school children in Delhi NCR to foster dialogue and awareness. Methods: An intervention study was conducted in selected schools across Delhi NCR between September and October 2022 to assess baseline knowledge, attitudes, and practices related to Hepatitis B and C. Three of seven schools were randomly selected by probability sampling, representing 9–12 grade students, and 901 students participated. Following this, an educational interventional program was conducted using educational material, interactive sessions, and audiovisual aids. Post-intervention assessments were done to measure the impact on knowledge improvement. Results: The study is expected to provide insights into the current level of awareness regarding Hepatitis B and C. Furthermore, the intervention's effectiveness was analysed using the pre-formed questionnaire. The average pre-test knowledge score was 8.9 ± 3.2, while the post-test average was 15.6 ± 4.4, indicating a substantial increase of 6.7 ± 4.7 points (+ 75.2%). There was a positive correlation of 0.240 between pre and post-test scores. Attitude change before and after the session showed a positive percentage change of + 38.0% with a correlation of 0.351. The study indicated substantial improvements in knowledge about hepatitis B and C, notably regarding awareness about transmission methods and risk factors. Conclusion: This interventional study seeks to bridge the knowledge gap among school children regarding Hepatitis B and C in Delhi NCR, fostering a proactive approach towards prevention, detection, and treatment. The considerable rise in awareness and favourable changes in perspectives post-intervention say that specific health education initiatives are pivotal in raising awareness and comprehension of infectious diseases, ultimately contributing to improving community health. [ABSTRACT FROM AUTHOR]

Reducing children's exposure to air pollution is a priority among California communities heavily impacted by air pollution exposures. We conducted an observational air quality study at a school to investigate the effectiveness of improved Heating, Ventilation, and Cooling (HVAC) system filters and portable air cleaners (PACs) in reducing children's exposure to fine particulate matter (PM2.5) under real-world classroom conditions. This study included five classrooms, three of which had PACs. Halfway through the study period, high-efficiency HVAC filters were installed in all five classrooms. Continuous measurements of outdoor and in-classroom PM2.5 concentrations were used to evaluate filtration effectiveness. The air filtration strategies, alone and in combination, demonstrated 14–56% reductions in indoor PM2.5 concentrations compared to outdoor levels. There were significant improvements in filtration resulting from HVAC filter upgrades in the two classrooms without PACs (11% and 22% improvement, p < 0.001). Upgrading HVAC filters in classrooms with PACs did not significantly improve filtration effectiveness, suggesting that utilizing both strategies simultaneously may not meaningfully improve air quality under these circumstances. CO2 data, as a proxy for ventilation, helped demonstrate that the observed filtration effectiveness was likely impacted by the variable HVAC system use and open doors. [ABSTRACT FROM AUTHOR]

This field report describes the accessibility and perceived effectiveness of a free acupuncture program among a group of predominantly low-income Hispanic/Latino adults. Surveys, developed based on the Levesque Conceptual Framework of Access to Health Care, were administered to clients. Baseline (n = 245) and 6-week follow-up (n = 79) surveys were analyzed to document early program findings. A majority of clients were Hispanic/Latino (72.7%) and female (73.1%). Most reported their original pain complaint was treated very well/well (98.7%). Clients reported an average 1.2 points pain level decrease (scale 1–10) at follow-up (p < 0.0001). Early program results suggest this acupuncture program was accessible and well received by low-income Hispanics/Latinos. [ABSTRACT FROM AUTHOR]

Although the value of physical activity for physical and mental health is well accepted, benefits for learning are less clear. Research about the incorporation of physical activity in teaching practice and the benefits teachers perceive for student learning and behaviour is sparse. In the current study, Australian teachers (n = 222) completed an online survey. Over 70% of the participants reported using physical activity in their teaching practice. Activities included movement breaks, such as stretches and balancing games, or ones that were intended to stimulate the brain, described as 'crossing the midline' exercises. Some teachers integrated physical activity with academic content, such as tossing a ball while practising math facts. Among the perceived benefits of physical activity were energising students and promoting their engagement with learning. Overall, there was strong acceptance of the value of incorporating physical activity in teaching practice. [ABSTRACT FROM AUTHOR]

This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille's suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille's own attempts to take thought to the point of its expiration. The key difference between the 'teaching of death' that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death "into the field of vision". Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life. [ABSTRACT FROM AUTHOR]

Background The role of children and staff in SARS-CoV-2 transmission outside and within households is still not fully understood when large numbers are in regular, frequent contact in schools. Methods We used the self-controlled case-series method during the alpha- and delta-dominant periods to explore the incidence of infection in periods around a household member infection, relative to periods without household infection, in a cohort of primary and secondary English schoolchildren and staff from November 2020 to July 2021. Results We found the relative incidence of infection in students and staff was highest in the 1–7 days following household infection, remaining high up to 14 days after, with risk also elevated in the 6–-12 days before household infection. Younger students had a higher relative incidence following household infection, suggesting household transmission may play a more prominent role compared with older students. The relative incidence was also higher among students in the alpha variant dominant period. Conclusions This analysis suggests SARS-CoV2 infection in children, young people and staff at English schools were more likely to be associated with within-household transmission than from outside the household, but that a small increased risk of seeding from outside is observed. [ABSTRACT FROM AUTHOR]

The Church of England's vision for education is generous and seeks to allow the riches of Christian life to overflow throughout schools. The vision is captured by the strapline 'Deeply Christian, serving the common good'. The present study assesses the contribution made to service this vision by the 43 Anglican cathedrals within England and the Isle of Man. Drawing on a careful analysis of information presented by the websites of these cathedrals, the study concluded that all 43 Anglican cathedrals dedicated considerable space on their websites to a regular programme of teaching and learning provision across the age range from early years foundation stage to sixth-form, relevant to a range of curriculum areas, and giving attention to pupils' personal development and well-being. [ABSTRACT FROM AUTHOR]