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Understanding adolescents’ reasons for being reluctant to seek mental health help is important to improve early identification, for which schools represent important contexts. Subgroups may have unique reasons, thus requiring different strategies to overcome reluctance. Latent class analysis was conducted to identify classes of females and males based on their reasons for being reluctant to seek help from school adults. We used cross-sectional survey data collected in 2018–2019 from 70,794 students attending 136 Canadian secondary schools. The most frequently reported reason was preferring to handle problems themselves. Five-class solutions resulted, with four similar classes in males and females: “low reluctance”, “go alone”, “stigma”, and a class with high probabilities for all provided reasons. A “wouldn’t know who” (to approach) class in females and a “no one I would feel comfortable talking to” class in males also resulted. Students with depression and anxiety had higher odds of belonging to all reluctant classes relative to the low reluctance class. Help seeking reluctancy in school contexts remains common, particularly among students that may be most in need of support. Many adolescents that prefer to handle problems themselves have concerns about confidentiality and perceptions that school adults would not be able to help.

Abstract A positive school climate fosters a learning atmosphere that inspires students and teachers, promotes successful teaching and facilitating activities, and has an impact on teacher commitment and student accomplishment. Unfavorable working conditions and a heavy workload have been observed in Malaysian schools. As a result, the purpose of this study was to investigate the impact of school atmosphere and teacher commitment on primary school teachers in Malaysia. The School Level Environment Questionnaire (SLEQ) and Teacher Commitment Scale (TCS) survey questionnaires were used in the study, which included 258 respondents from 15 primary schools. The IBM-SPSS 25.0 and SmartPLS 3 were used to analyse the data. According to the result, there is a strong link between school environment and teacher commitment among primary school teachers in the one state of east coast of Malaysia. Furthermore, the findings reveal that three aspects of the school climate, namely instructional innovation, decision-making, and cooperation, have a significant impact on teacher commitment. School administrators should work to improve the overall quality of the school atmosphere in order to inspire teachers to provide more dedication to students and the organisation, as well as to assist increase school success holistically.

Abstract Background Programs for mental health promotion and prevention of nonsuicidal self-injury (NSSI) in schools have gained increased focus during the last decades, but less is known about adolescents’ experiences of such interventions. Methods A whole-school preventive intervention targeting mental health and NSSI was delivered to six secondary schools. Adolescents participated in the Youth Aware of Mental Health program combined with an NSSI-focused psychoeducation module. Caregivers and teachers were given online psychoeducation on NSSI, and school health care staff were given a workshop on self-injury. Eleven group interviews (n = 65 participants) were conducted with adolescents (ages 13–15 years, 65% females) exploring participant experiences. Interviews were analyzed using thematic analysis and interpreted in light of a biopsychosocial understanding of adolescence. Results The analysis generated two main themes. The first theme, Mental health in the context of adolescence, centered around adolescents’ conception of mental health, after having taken part in the intervention, framed in a context of coping with external stressors. The dilemma of autonomy versus help-seeking was also identified as part of the first main theme. The second theme, The who, when, what, and how of the intervention, described adolescents’ experiences of the intervention. This theme included increased awareness and knowledge of mental ill-health. The participants generally agreed that the topics included are important to adolescents and emphasized that the content needs to be relatable. Several factors that influence how a school-based program is received by adolescents were identified, such as who should be targeted and when. Adolescents also identified challenges and gave recommendations for future similar projects. Conclusions Adolescents generally perceived addressing mental health and NSSI in schools as important. Help-seeking initiatives need to be balanced against adolescents’ need for autonomy when planning mental health prevention and intervention.

Urban food growing has been promoted for its benefits of improved food security, governance and sovereignty, as well as providing opportunities for environmental education. Despite a resurgence of research into adults’ food-growing in urban environments, there is limited literature examining where and how children grow food, with whom, what it means to them, and what they want to know more about. Here we present the results of 20 focus groups with culturally-diverse urban primary school students (aged 5–11 years old) from across Tāmaki Makaurau Auckland, conducted as part of the 2022 Soilsafe Kids Three-Day Programme on soil education. We find that most often experiential gardening knowledge is passed on to children by older family members (typically parents), at home or at a family member’s residence. This study shows the significant value and importance of family/whānau-oriented learning, and of providing spaces for intergenerational gardening teaching and learning outside of school environments. It also points to the need for revised educational paradigms that enable culturally inclusive, intergenerational transfer of gardening knowledge in appropriate and non-extractive ways. Acknowledging that familial connections are stronger than school-based ones, we provoke an exploration of how school-based programmes can support and extend familial learning.

Background: Epilepsy is a prevalent neurological condition affecting children worldwide, with a particularly high incidence in Saudi Arabia. Children with epilepsy can experience poor school performance due to cognitive deficits and frequent absences. This study investigates the impact of seizures on school attendance among children with epilepsy. Methods: This cross-sectional study was conducted at King Abdulaziz University Hospital (KAUH) in Jeddah, Saudi Arabia, including pediatric epilepsy patients from 2016 to 2022. Data were collected via an online questionnaire and analyzed using IBM SPSS. Factors examined included seizure frequency, medication use, comorbidities, teacher awareness, and absenteeism. Results: The study included 207 pediatric epilepsy patients, predominantly Saudi nationals (87%). Most parents had higher education backgrounds (70%). Participants’ mean age was 9.66 years, with 57% diagnosed before the age of 5. Most (45%) patients took daily medication with 57% experiencing no side effects. Over half (56%) of the population reported focus and memory problems, significantly related to age at diagnosis (P < 0.001). Comorbidities were reported by 35%, with a significant relationship to absenteeism (P < 0.01). Teacher awareness was reported in 58% of cases. Regarding absenteeism, over half (57%) were absent fewer than 10 days during the past academic year, with 41% attributing absenteeism to non-seizure reasons. Seizure attacks at home caused 22% of absences. A significant relationship existed between the etiology of absenteeism and seizures (P < 0.001). Bullying at school due to seizures was reported, with a significant relationship to absenteeism (P = 0.02). Conclusion: This study highlights the complex relationship between epilepsy, school attendance, and associated factors among pediatric patients in Saudi Arabia, shedding light on the importance of poor academic experience to improve the quality of life for children with epilepsy.

Abstract Background Few studies have shown that relatively younger children and adolescents (those born later in the same school year) were less likely to engage in physical activity in a phenomenon termed the relative age effect. Although these studies mainly targeted elementary and middle school students, no study has reported on the relative age effect on physical activity in ordinary high school students. Moreover, the relative age effect on sedentary behavior might show an opposite association with physical activity. Therefore, we aimed to clarify the relative age effects on physical activity and sedentary behavior across different school stages in Japanese children and adolescents. Methods A cross-sectional questionnaire survey was conducted with 21,491 children and adolescents (elementary, middle, and high school students aged 10–18 years) in various Japanese regions from January 2018 to July 2019. Overall, 18,281 children and adolescents (10,299 boys and 7,982 girls) were finally included in our analysis. Data on the birth month, frequency and duration of their physical activity (vigorous, moderate, and moderate-to-vigorous intensity), and sedentary behavior (weekday and weekend total sedentary time, television viewing, playing video games, and Internet use) were obtained. We utilized two-part model regression analyses. Statistically significant association with birth month indicated that a relative age effect was observed. Results The relatively younger individuals were less likely to engage in physical activity (especially vigorous physical activity (VPA)); this association was observed in middle and high school students. Conversely, the relatively younger boys spent more time during weekends with sedentary behaviors and Internet use. Based on school stage, the relative age effect on VPA time was observed in middle school boys (average margin effect (AME) = -0.74, p

Background: The current curriculum for Norwegian primary and early secondary schools (grades 1–10) encourages teachers to work in an interdisciplinary environment. Purpose: This study examines how interdisciplinary peer teaching contributes to learning for university students in teacher education and bachelor’s degrees in sport science. Methodology/Approach: The peer teaching consisted of outdoor life students teaching the food and health students, and food and health students teaching the outdoor life students, during a one-day session. All students (47 in total) were organized into small interdisciplinary groups. Qualitative data was gathered in the form of an open-ended question immediately after the peer teaching, and three retrospective interviews one year later. The data analysis was thematic. Findings/Conclusions: The study showed the importance of learning in nature. Students reported improved learning of the subject they themselves taught and also experiencing the use of multiple teaching strategies when teaching. Students also learned from being taught. Implications: The study shows that interdisciplinary peer teaching is a valuable educational method in the subjects of food and health and outdoor life, and is useful for future professional practice.

Abstract Background Low academic achievement and low educational attainment in adolescence is associated with higher risks of internalizing disorders later in life. However, less is known regarding if these associations vary over time across cohorts. The aim of this study was to investigate temporal changes in the association between academic achievement or educational attainment and subsequent inpatient treatment for internalizing disorders among Swedish youths. Methods Register data on all students graduating from compulsory school in Sweden between 1990 and 2010 (N = 2 252 703) were used. Students were followed for a maximum of 8 years using discrete time proportional hazard models. Internalized disorders were measured by specialized inpatient psychiatric care for depression or anxiety disorders. Academic achievement was measured by grades at the end of compulsory school, and educational attainment by completion of upper secondary school. Results The positive association between inpatient treatment for internalizing disorders and both low compulsory school achievement and non-completion of upper secondary school became stronger in more recent cohorts. The results were completely driven by girls and native-born youth. Conclusions Low compulsory school achievements and failure to complete upper secondary school has become more important risk factors for inpatient treatment for internalizing disorders, particularly in native-born youth and girls. More research is needed to establish whether youth with internalizing disorders increasingly fail in school or whether low achievement has become more harmful for mental health.

The low learning outcomes of students in interpreting the rules in the school and home environment need attention. This is caused by the teacher's teaching methods, which are less varied and interesting. This study aims to develop Pancasila monopoly media to improve PPKn learning outcomes. The study applies the 4D development model, which stands for Define, Design, Development, and Dissemination. This model was chosen because the stages of implementation are divided in detail and systematically. The analysis is descriptive of quantitative and qualitative data obtained through observation, interviews, and direct measurements in the field. The results of the media expert assessment obtained a score of 93.7% with very good criteria, and the material expert obtained a score of 96.2% with very decent criteria. Student learning outcomes increased to 82.32 from the previous score of 42.50. The increase was 39.8%. While the control class that did not use media increased its score from 49.05 to 75.48. The results of the N-Gain test obtained an average difference in the experimental class of 39.8 with an n-gain of 0.76 and a moderate criterion, and the effectiveness interpretation obtained a score of 76.50 with a fairly effective criterion. While the control class with an average difference of 26 obtained an N-Gain score of 0.52 on the moderate criterion and an effectiveness level of 52.35, a less effective.

Abstract Background Schools are a prime setting for the delivery of universal and targeted mental health interventions. Current school-based mental health interventions may not be developed to fully meet student mental health needs and co-production is needed to understand what young people really want. Despite this, research on school-based mental health interventions does not consistently engage in co-production, involving stakeholders, such as young people and schools, in the decision-making, development, evaluation and/or implementation stages. This highlights that transforming the development of school-based mental health interventions is crucial to meeting all stakeholders’ needs. In this paper, we aim to briefly review an approach to co-production that can be used when conducting research on school-based mental health interventions that centre stakeholder voices to drive meaningful change. We describe a case study to showcase this approach. Main body We highlight recommendations and important elements to consider for each stakeholder when engaging in different levels of co-production, including young people, teachers, and schools. We provide practical examples of how this may look like in practice, theoretical underpinnings, and impact on outcomes. Our case study of co-producing a talk to improve mental health literacy in secondary school students is highlighted to demonstrate how a group of young people, teachers, epidemiologist, psychiatrist, and researchers can work together to develop school-based mental health interventions. Conclusion Co-production can be successfully conducted amongst researchers and stakeholders to develop school-based mental health interventions. Changes made to the talk were guided by synthesis of feedback that aligned with the balanced needs, perspectives, and opinions of all stakeholders. The use of this co-production approach in research on school-based mental health interventions with young people, teachers, and schools has important implications for research, service provision, and stakeholder empowerment.

Abstract Background Adolescence is often seen as an important period for further personality development. In today's world, it is therefore important to keep track of current trends in adolescents. One of them is addictive behaviour in the context of the online environment. Spending too much time online can have a negative impact on the quality of life of adolescents. It is therefore important to pay increased attention to this phenomenon and to respond adequately to the current situation. Methods Our study focuses on the prevalence of Internet addiction among Czech and Slovak adolescents. In total, 3,741 respondents participated in the project (N = 2,642 CZ; N = 1,099 SK); their ages ranged from 11 to 19 years (M = 14.38; SD ± 2.27). The research addressed differences among individual types of schools and between sexes in relation to Internet addiction. The research focused on adolescents attending secondary schools (ISCED 2 and 3) between the ages of 11 and 19 in the Czech and Slovak Republics. A questionnaire battery consisting of a sociodemographic questionnaire and the Internet Addiction Test (IAT) questionnaire was used for data collection. Results In relation to the category of Internet use, girls did not score higher than boys either in the Czech group F(1, 2112) = .089, p = .765, or in the Slovak group F(1, 927)

Abstract Background The benefits of healthy eating are well known, yet adolescent diet is often poor. School based interventions offer a promising option to promote healthy eating, however, evidence is unclear. Aim This umbrella review synthesised the current evidence on school-based interventions for healthy eating in adolescents (10–19 years old). Methods Using Joanna Briggs Institute (JBI) umbrella review guidelines, a systematic search was conducted on 11 electronic databases (PubMed, CINHAL, EMBASE, Science Direct, PsycINFO, MEDLINE, Scopus, ERIC, Web of Science, Cochrane Register of Systemic Review and JBI Evidence Synthesis) to identify reviews published between January 2000 and December 2023. Methodological quality was assessed using JBI critical appraisal tool. A narrative synthesis was conducted informed by the World Health Organisation’s Health Promoting School (HPS) framework that categorises school-based interventions into three components i.e., health education, school environment changes, and family and community involvement. Results Seventeen reviews were identified (including 347 unique primary studies) that were published between 2008 and 2023. 87% of the reviews were based on interventions in high- income countries, limiting applicability to low- and middle-income countries. Fourteen reviews were rated as high, two as moderate, and one was rated as low methodological quality. Evidence from 71% of the reviews (n = 14 reviews, 13 = high methodological quality) found that multi-component interventions (i.e., interventions incorporating more than two components of the HPS framework) improved adolescents’ knowledge and behaviour concerning healthy eating. At the individual level, tech-driven healthy eating curricula effectively improved eating behaviours of adolescents. These individual-level interventions proved to be more effective and sustainable when supported by system-level changes, such as modifying school environments including increased availability of healthy foods and involving parents to promote healthy eating for adolescents. However, limited evidence from only three reviews suggests mixed feasibility for technology-based interventions and lower feasibility for multi-component interventions. The lack of information on stakeholder involvement in intervention design is another critical evidence gap. Conclusion School-based multi-component healthy eating interventions that combine individual-level interventions with system-level changes are effective in promoting healthy eating behaviours among adolescents. Future reviews should assess the effectiveness of participatory approaches in intervention design, feasibility and scale-up studies, and analysing evidence from low- and middle-income countries.

Abstract Background Secondary schools are important settings for promoting varied physical activity (PA) opportunities for adolescents to promote PA throughout life. However, research on the effect of secondary school-based interventions on future PA is limited. This study examined the potential impact of secondary school-based interventions on the determinants of future PA participation of Aotearoa New Zealand (NZ) adolescents using simulated modelling. Methods We used data from a nationally representative sample of secondary school students (n = 5035) aged 12–17 between 2017 and 2020 in NZ. We modelled four secondary school-based interventions and their projected impact on five determinants of future PA. Modelled interventions were the technological augmentation of physical education (TAPE), a peer-led PA mentoring programme (PL), physically active learning (PAL) and the inclusion of a natural environment play area (NE). Results Total weekly PA increased the most from the NE intervention (+ 0.2 h/week), followed by TAPE (+ 0.08 h/week), PAL (+ 0.05 h/week) and PL (-0.06 h/week). Current number of PA settings increased the most in NE (+ 1.75 settings/week), followed by TAPE (+ 1.29 settings/week), PAL (+ 1.21 settings/week) and PL (+ 0.73 settings/week). Current number of PA types increased the most in NE (+ 1.57 types/week), followed by PL (+ 1.05 types/week), TAPE (+ 0.34 types/week) and PAL (+ 0.15 types/week). Physical literacy scores increased the most from PL (+ 3.6%), followed by PAL (+ 3.3%), TAPE (+ 0.43%) and NE (+ 0.12%). Social support scores increased the most from PAL (+ 5%), followed by PL (+ 1.9%), TAPE (+ 1.46%) and NE (+ 0.57%). Conclusions On average, all interventions benefitted determinants of future PA participation to a small degree. Results show differing magnitudes of the intervention effect by determinant, indicating the complexities surrounding the promotion of PA adherence. Future interventions could be improved through detailed consultation alongside, and involving, adolescents and stakeholders within schools. Researchers should also prioritise the collection of longitudinal PA data and explore its connection with sociodemographic differences between adolescents.

Background and Objectives: The ability to successfully interact with peers and adults is one of the most important aspects of a child's development. Failure to acquire social skills has a negative effect on the development of the child's personality and his adaptation to the environment. The present study was conducted to investigate the social skills of 7-12-year-old children based on demographic factors in those who visited Taleghani Clinic in Gorgan City in 1401. Materials and Methods: This cross-sectional study was conducted with a descriptive-analytical approach on 301 children aged 7-12-year-old students in Gorgan city in 1401. The required data were collected through the Social Skills Rating Scale (SSRS). The data were analyzed in SPSS23 software using Mann-Whitney U, Kruskal-Wallis, and Spearman correlation tests at a significance level of 0.05. Results: The results of this study showed that gender, birth rank, parents’ educational level, parents’ occupation, living with parents, and the number of children had a significant effect on social skills and problem behaviors; however, ethnicity had no significant effect. Conclusion: Various demographic factors affect children's social skills, and by being aware of them, the necessary interventions can be conducted just in time.

This article aims to examine the collaboration between family, school, and customary values in efforts to prevent school dropouts in Maluku. This research uses a qualitative approach with a case study method on several schools in the Maluku region. Data were obtained through in-depth interviews, observation, and documentation related to the interaction between families, schools, and indigenous communities. The results of the study show that families play a crucial role in addressing the issue of school dropouts through effective communication and motivation for children to continue their education to higher levels. On the other hand, schools contribute by building strong relationships with parents, providing counseling guidance, identifying at-risk students, and offering remedial programs and scholarships. Maluku’s customary values, such as masohi, pela, and the philosophy of Potong di Kuku, Rasa di Daging, make significant contributions in emphasizing solidarity and togetherness, which function as social mechanisms to maintain the continuity of education. These findings affirm the importance of synergy between family, school, and customary values in creating an inclusive and sustainable educational ecosystem. The novelty of this research lies in revealing how local customary values can be effectively integrated into educational policies to prevent school dropouts. The recommendation of this study is the importance of strengthening the role of families, schools, and indigenous communities in shaping educational policies based on local wisdom to support social and humanitarian development.

Abstract Background Considering that school environments are important and have the potential to promote an active lifestyle with direct impacts on physical, motor, cognitive, affective, and psychological aspects, the objective of this study was to evaluate the effect of a physical exercise program in the school context. Methods A parallel, two-arm experimental research project carried out over 19 weeks, with two non-consecutive weekly classes of 60 min, with the inclusion of PROFIT-BR in the initial 15 min of the class followed by 40 min based on specific physical education skills on indicators of physical fitness in children. Estimates of excess weight and visceral fat will be measured and assessed by body mass index and waist-to-height ratio, respectively, and cardiorespiratory fitness by performance in the six-minute run/walk test. Flexibility will be assessed by the sit and reach test; and muscle strength measured by the number of sit-ups in one minute. The 2 kg medicine ball throw and the horizontal jump will be used to measure upper and lower limb power, respectively, the square test used as a measure of agility, and the 20-meter run test used to measure speed. To analyze the differences between baseline and post-intervention values, repeated measures ANOVA adjusted for somatic maturation will be used. The magnitude of the effect size will be estimated by “partial eta squared”. Statistical analyses will be carried out using SPSS version 24.0 software and a 5% probability of error in the analyses will be accepted. Discussion The main theoretical assumption of the proposal is the cause-and-effect relationship between the regular practice of physical exercise in childhood and adolescence and several parameters of health and motor performance. The elaborated program has a lot of applicability because it was wondering from the perspective of the school, in terms of materials, space, and objectives of physical education.

Sobh Chahboun,1 Kristine Tyldum Lefstad,1,2 Marit Pettersen,1 Ingvild Åmot,1 S’lungile Thwala3 1Department of Pedagogy, Queen Maud University College of Early Childhood Education/QMUC, Trondheim, Norway; 2Department of Health and education, Trøndelag Høyere Yrkesfagskole/THYF, Higher Vocational Education, Stjørdal, Norway; 3Faculty of Education, University of Eswatini, Matsapha, EswatiniCorrespondence: Sobh Chahboun, Department of Pedagogy, Queen Maud University College, Thrond Nergaards veg 7, Trondheim, 7044, Norway, Tel +4747726777, Email sch@dmmh.noPurpose: The goal of this study was to map the research on the transition from kindergarten to school for children with autism spectrum disorder (ASD). Further, the goal was to identify the elements influencing the transition process as well as the variables that would promote a smooth and positive transition experience for the children in question. The study also aimed to identify knowledge gaps on the subject and the current practice in the field.Methods: The study is a scoping review that includes peer reviewed articles from the databases ERIC, Google scholar, PsycINFO and Web of Science and the search was restricted to articles in English from 2019 to 2024. The search terms used were autism spectrum disorder, autism, transition, preschool, ECEC, inclusion, education intervention, early childhood, early education and kindergarten. After identifying and screening current articles from the databases, the articles were ascertained for relevance in three stages. In phase one, the title was considered. Phase two consisted of reviewing the abstract, and the final stage was to review the full text. At each stage, articles that did not prove relevant to the goal of the study were excluded. This left us with thirteen articles for inclusion in this article.Results: In the selected articles the following elements are necessary for children with autism to have a positive transition from kindergarten to school: 1) School readiness skills and school inclusiveness, 2) Comparable educational opportunities and psychological support, 3) Collaboration and professional competence, 4) A balance to ensure a better transition, and 5) Inclusion and support and 6) Children’s perspectives.Conclusion: The research gaps identified were: 1) that few studies take the child’s perspective into account and 2) that there is an overemphasis on subjective experiences of effectiveness, and a lack of focus on measurable effects within studies on transition and inclusive education.Keywords: transition, autism, kindergarten, school, transition strategies

Abstract Background Comprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education. Methods Qualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data. Results Four themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery. Conclusion The experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE.

Abstract This study explored the nuanced perceptions of teacher involvement among adolescents and teachers, shedding light on its distinct impacts on adolescents' behavior and emotional well-being—a relatively under-explored area in the Indian educational landscape. It aims to unravel how differing perceptions of teacher involvement from both parties influence adolescents' behavior and emotional problems. Employing a mixed-methods approach across two studies, involving the same group of participants, the research utilized the Adolescents’ Behavioral and Emotional Problems Scale (ABEP) and Teachers Involvement and its Impact Scale (TI) for quantitative analysis, alongside semi-structured interviews with adolescents, teachers, and parents for qualitative insights. Results reveal that while teacher involvement perceived by adolescents significantly affects their behavior and emotional well-being, teachers' assessment of their involvement lacks significant impact. Themes from interviews underscore the pivotal role of teacher behavior, including public critique and preferential treatment, in influencing students' emotional wellness and academic engagement. Additionally, the study underscores the significance of teacher performance evaluation and job security concerns in shaping positive teacher-student dynamics, particularly for academically challenged students, whose difficulties may strain interactions further. The findings stress the importance for educators in Assam to prioritize fostering supportive relationships with students, actively listening to their perspectives, and addressing their individual needs for a conducive learning environment.

The main purpose of this research is to obtain the attitudes of teachers regarding the assessments of students during group work in primary education, while collecting data throught qualitative study, with a focus on current findings, shortcomings and difficulties, the benefits of carrying out the assessment during group work and effectiveness in achieving results. The instrument that we used to collect the data is semi-structured interview, connected with 15 primary education teachers. From the reviewed literature as well the qualitative study, we have taken the attitudes of teachers regarding the evaluation of students during group work while we have analyzed and presented as topics on the tables. As a conclusion we found that teachers attitudes and the reviewed literature are close to the purpose of this research, the benefits that students have during the assessment when they work in groups. The research is important because it helps teachers, educational researchers, parents and school leaders, who can benefit from this research.

ObjectiveTo investigate a cluster outbreak of Mycoplasma pneumoniae (MP) infection in a school in Shangcheng District, Hangzhou, and to provide references for the prevention and control of similar epidemics in the future.MethodsCases were defined and searched, and telephone follow-ups were conducted one by one for the searched cases. A questionnaire on the factors related to MP infection was designed to collect information, and the questionnaire was filled under the guidance of professionals from the centers for disease control and prevention (CDC). Throat swab samples from cases and their close contacts were collected for the detection of influenza virus, adenovirus and MP nucleic acids.ResultsA total of 28 cases were found in this outbreak, all of them were students from the same class, and the incidence rate of the students in the class was 68.29%, with an incidence rate of 66.67% (12/18) in male students and 69.57% (16/23) in female students. The main clinical manifestations were cough (26 cases, 92.86%) and fever (21 cases, 75.00%), with a median fever day of 5 days. A total of 20 cases (71.43%) had pneumonia, 13 cases (46.43%) were hospitalized, with a median hospitalization day of 5 days. There were no severe and fatal cases. The epidemic lasted for 42 days, and the cases were mainly concentrated between November 6 and November 20, with a total of 22 cases (78.57%). The investigation of infection factors showed that wearing a mask in public places with dense population out of school was a protective factor for MP infection (OR=0.27, 95%CI: 0.08‒0.94, P=0.040), and picky eating was a risk factor for MP infection (OR=8.60, 95%CI: 1.30‒56.75, P=0.036). Based on the comprehensive epidemiological history, clinical symptoms, and laboratory results of the cases, it is determined that the epidemic is a clustered outbreak of MP infection, with a high possibility of intra-class transmission caused by the first case of hospital infection.ConclusionThe incubation period of MP infection is long, the infectivity is strong, the illness is prolonged, and the mild hidden infection rate are relatively high. It is suggested that the inclusion criteria for suspected cases should be lowered to improve the sensitivity of surveillance during the epidemic management. Class suspension criteria should be made based on the length of the incubation period and the extent of the outbreak, and which should be at least longer than the average incubation period (2 weeks).

Background: Risk and protective factors play crucial roles in shaping problem behavior, substance use, and mental health outcomes among adolescents. The study aims to examine the risk and protective factors and their association with emotional and behavioral problems among school-going tribal adolescents in Meghalaya, India. Methods: This study employed a cross-sectional design, utilizing a simple random sampling method to select schools from the Ri-Bhoi district (Nongpoh town) and East Khasi Hills district (Shillong cantonment area) of Meghalaya. A total of 450 students participated in the survey, out of which 300 students belonged to tribal ethnicity. The study focused on school-going adolescents with tribal ethnicity, aged 13–19 years, encompassing both genders (male and female). Participation in the study required both parental consent and the adolescent’s assent. The Communities That Care Youth Survey (CTC-YS) and the Strength and Difficulty Questionnaires (SDQ), scale were administered. Results: The findings highlighted significant risk factors including laws and norms favorable to drug use, community disorganization, poor family management, and low school commitment. Protective factors such as opportunities for prosocial involvement were evident across all domains. Family conflict, family history of antisocial behavior, and parental overcontrol were significant contributors (P < 0.05) to total difficulty scores. Among individual risk factors, “Interaction with anti-social peers” (P = 0.009) and “Intentions to use substance” (P = 0.021) had significant associations with higher difficulty scores. The overall prevalence of mental health problems, as indicated by the total difficulty score, was 31.3% among school-going tribal adolescents. Conclusion: The high prevalence of mental health problems, especially among tribal adolescents, underscores the urgent need for targeted interventions. By addressing these factors, policymakers and stakeholders can work toward fostering healthier outcomes for tribal adolescents in Meghalaya and similar communities.

Abstract Background Awareness-raising and education have been identified as strategies to counter the taboo surrounding death and dying. As the favoured venue for youth education, schools have an essential role to play in informing future decision-makers. However, school workers are not comfortable addressing the subjects of death and dying, which, unlike other social issues, have no guidelines to influence awareness of these subjects in youth. Objectives To systematically explore the knowledge and practices on raising awareness about death and dying in schools, the viewpoints of the people involved (young people, school workers; parents), and the factors that either promote or hinder awareness practices. Method The scoping review method of Levac and Colquhoun (Implement Sci 5(1):69, 2010) will be used. Using a combination of keywords and descriptors, a body of literature will be identified through 15 databases and through grey literature searches, manual searches, consultation of key collaborators, and the list of relevant literature. Publications since 2009 will be selected if they relate directly to awareness-raising about death and dying in schools. Writings will be selected and extracted by two independent people, and conflicts resolved by consensus. The extracted data will be synthesized using a thematic analysis method. Experts from a variety of disciplines (health sciences, humanities, social sciences, and education) will be consulted to enhance the interpretation of the preliminary results. Results will be presented in narrative form and will include tables and diagrams. Conclusion The results of this scoping review will contribute to the development of educational practices adapted to young people and to the identification of future avenues of research on awareness of death and dying.

The ‘prison school’ chronotope assumes the dual meaning of ‘school as prison’ and ‘school in prison’. The latter is investigated in this essay, focusing on the narrative strategies, forms, motifs and topoi from which the reality of the Italian penitentiary school is represented, above all through the point of view of writers who have been inside the prison environment in the role of teachers and educators. It also traces the history of this prison school writings particular subgenre, exploring its connections with the political, legal and cultural context, from the Unification of Italy to the present time, integrating literary criticism and the sociology of prison, special education and the pedagogy of deviance, the history of penitentiary law, educational and critical prison studies. Starting from De Amicis and Andreani, among others the works of Invernizzi, Valeriani, Malvezzi, Grimaldi, Albinati, Balzano, Tagliani, Verdone, Trovato, Parrella are studied, finally confirming the prevalence of short and hybrid forms that increasingly characterizes this literary genre.

Abstract Background Skipping breakfast is associated with negative health-related and school-related outcomes. Breakfast is the most frequently skipped meal among adolescents. Thus, there is a need to explore the reasons for breakfast skipping across population subgroups to better inform policy makers. The purpose of this study was to present the prevalence of adolescents skipping breakfast on schooldays, analyse the reasons for skipping breakfast and assess associations between the prevalence of skipping breakfast and the reasons for skipping breakfast according to sociodemographic variables. Methods The data of a random sample of 10 000 upper secondary school students (aged 16–18 years) from Viken County, Norway, were collected. Students completed a questionnaire measuring breakfast skipping, reasons for skipping breakfast, and sociodemographic variables. Chi-square tests were used to assess differences between the independent groups (family affluence scale (FAS), parental education, and gender) and skipping breakfast and reasons for skipping breakfast. Results 22% of adolescents reported that they usually skipped breakfast on all schooldays. Skipping breakfast was more prevalent among females, older students, students with lower socioeconomic status and students in vocational education programmes. The difference in breakfast skipping between students with low and high FAS scores was 31% versus 16%, respectively. The most common self-reported reasons for skipping breakfast were time (59%) and not wanting to eat breakfast (48%). Furthermore, 9% reported health issues, and 3% reported economic constraints as a reason for skipping breakfast. Not wanting to eat breakfast was related to a higher FAS score, health issues were more common among girls, and economic constraints were more common among those with low socioeconomic status. Conclusions Skipping breakfast was common among Norwegian upper secondary school students. Lack of time and not wanting breakfast were clearly the most cited reasons for skipping breakfast. Health issues and economic constraints were also cited but were less common. The results showed diverging associations between different demographic characteristics and reasons for skipping breakfast. These results are important for developing effective programs to improve diet among adolescents.

Abstract Background Psychopathological disorders are often comorbid diagnosis in eating disorders (EDs). We aimed to assess the presence of psychopathological traits and symptoms associated with EDs in an Italian high school adolescent population. Methods A sample of high school adolescents was enrolled, and demographic and clinical data were collected. Two self-report questionnaires, the Eating Disorder Inventory-3 (EDI-3) and the Questionnaire for the Assessment of Psychopathology in Adolescence (Q-PAD), were administered. Results 548 adolescents (333 F/215 M; 16.89 ± 0.85 years) were included. Symptoms associated with EDs of clinical or high clinical concern were prevalent in a range of individuals, with percentages varying from 26.82% for body dissatisfaction to 51.83% for Interoceptive Deficits. The findings from the Q-PAD assessment indicated the presence of psychological distress, leading to discomfort or challenging situations requiring potential intervention in a percentage of adolescents ranging from 2.93% for psychosocial risks to 23.77% for anxiety. These percentages showed differences between genders (F > M, p

Background. Interpersonal communication skills have a significant influence that must be emphasized on the implementation of learning at school. Consequently, ongoing evaluation of students is essential to achieve optimal interpersonal communication skills. Objectives. This study aimed to examine the impact of implementing physical education on interpersonal communication skills in Senior High School (SMA) and Vocational School (SMK) students. Both types of schools have distinctive characteristics. Senior High School focuses more on continuing education, while Vocational School places greater emphasis on education that prioritizes the readiness of its graduates to work. Materials and methods. Quantitative descriptive approach is employed in this study, with high school and vocational school students as the research sample. The Interpersonal Communication Competence Scale (ICCS) is the research tool used in this study. Results. Based on the research findings, it is clear that there are differences in the results of interpersonal communication skills between high school and vocational school students compared to the outcomes of implementing physical education at school. This is evidenced by the results of the independent sample t-test (two-sided p-value) < 0.001. Furthermore, it can also be observed that based on gender (male and female), it is obtained 0.002. Both results have a significance level of

The concept of leisure was approached for the first time in Romania by M. Epuran and attributed this to the development of physical exercise practices in all social categories and age groups to cope with physical inactivity and excessive demands from occupational activities. The control group aims to emphasize the effectiveness of practicing physical exercises within the included physical education classes in the school curriculum, and in the research group we included students who participated in regular and organized activities in their free time. Based on the data collected on the physical activity of boys and girls, the level of development of psychomotor skills was assessed by using the following tests: 50-meter speed running, endurance running 800/1000 m, ball throwing, standing long jump, push-ups, trunk lifts, back extensions. The experimental group showed a better level of physical fitness at applied tests due the fact that practice more organized physical activity during the free time. Based on the results obtained in the research, taking into account the reason proposed in the elaboration of this work, we came to the conclusion that secondary school students from rural areas that practice physical exercises in their free time in an organized way and it becomes a habit for them to practice physical exercises independently and recreationally.

The aim of contemporary education is to shape a competent individual capable of solving life problems based on existing knowledge, skills, and abilities, ready to navigate the information space, receive, use, and create information. Achieving this goal requires dedication from education professionals, primarily pedagogues, psychologists, and teachers who must possess integral quality in their profession, which is competency. The main objective of the research is to examine the opinions of pedagogy students about the potentials of a set of workshops collectively named Creative Pedagogical Practices (CPP) for the development of competencies of school pedagogues. The workshops were implemented in secondary schools as part of courses in the field of school pedagogy. The study employed a descriptive research method, using written structured interviews as the research instrument. Research data indicate that students’ expectations regarding the creation and implementation of CPP workshops are met, as they have recognized the potential for developing professional competencies in the domain of didactic-methodological knowledge, social skills, creativity and general competencies for working in school. Regarding the development of personal competencies, respondents mentioned that the implementation of workshops contributed to developing their responsibility, self-confidence, and creativity, which they consider important qualities for future work in schools. The obtained research results can be relevant when creating study programs for educating educators, especially in light of a greater emphasis on practical activities during studies.

Biophilic design emphasises human connections to nature to enhance health and well-being. In health and medical environments, the biophilic design hypothesis suggests improved healing and health outcomes when patients have a connection to nature. Emerging evidence indicates that if teachers and students experience a greater sense of health and well-being in the campus environment, they are likely to have better teaching and learning outcomes. To understand this at a deep level, a critical synthesis and analysis of some fifty systematic reviews outlines the significant emerging body of evidence in support of this approach. Systematic reviews are a fundamental basis for new research to be framed in the context of existing research findings within the evidence-based research methodology. Key outcomes of this critical synthesis review are that there is compelling evidence of some 70 health and well-being factors being improved though biophilic design. Also, organising an agreed taxonomy of biophilic design and health and well-being elements at a granular level would assist in simplifying and compiling the evidence of the benefits of such an approach to inform school funding, planning, design and operations authorities.

Huge losses of life and property occurred as a result of two independent catastrophic earthquakes on 6 February 2023 in the Eastern Anatolian Fault Zone, where no significant earthquake has occurred in approximately 500 years. The earthquakes, whose epicenters were in the Pazarcık and Elbistan districts of Kahramanmaraş province at 9 h intervals, had magnitudes of Mw = 7.7 and Mw = 7.6 and caused different levels of structural damage, especially in masonry-style structures in rural areas. In this study, the damage that occurred in masonry village schools, especially in rural areas, during these two earthquakes was evaluated in terms of the characteristics of the earthquake and within the scope of civil engineering, and the causes of the damage were discussed. The damage levels of the masonry schools examined were classified using the European Macroseismic Scale (EMS-98). Information about the Kahramanmaraş earthquakes was given and structural analyses were carried out for a widely used reference school building. The school building block was analytically modeled, and its seismic load-bearing capacities were predicted through pushover analysis in TREMURI software. The study also includes repair and strengthening recommendations for such structures.

Introduction Numerous studies of school-based smoking prevention programs (SSPPs) exist; however, most have been conducted from the students' perspective, and insufficient research has explored teachers' perceptions. Our study aimed to identify factors affecting overall satisfaction and operational status from the perspective of teachers participating in the SSPP. Methods This is a cross-sectional study analyzing data from a survey regarding the operation of an SSPP conducted by the Korea Health Promotion Institute in 2022. The study sample comprised 669 teachers involved in the SSPP: 215 from elementary schools, 212 from middle schools, and 242 from high schools. To identify factors influencing teachers’ overall satisfaction, independent variables were categorized into three types of factors: personal, school, and teacher perceptions. Multiple linear regression analysis was performed for each factor to test the independent association. Results For elementary school teachers, as the necessity of smoking prevention and cessation education (β=0.292; 95% CI: 0.182–0.382) increased, the overall satisfaction with the operation of the SSPP significantly improved. Similarly, for middle school teachers, as the necessity of smoking prevention and cessation education (β=0.231; 95% CI: 0.104–0.336) increased, the overall satisfaction significantly improved. Conversely, for high school teachers, the effectiveness (β=0.347; 95% CI: 0.184–0.520) was the variable that significantly improved overall satisfaction with the SSPP operation. The variables affecting teacher satisfaction across all school levels were the necessity of smoking prevention and cessation education, the effectiveness of the SSPP, and its impact on smoking cessation among smoking students, all of which belonged to the teacher perceptions factor. Conclusions Smoking education in schools requires teachers to play a crucial role. Among participating teachers, overall satisfaction with SSPP operations and the influencing factors differed according to school level, highlighting the importance of careful consideration to establish a more effective operational environment tailored to each school level.

Background: Effective school health instruction in primary schools is essential in addressing the health risks and needs of school age children and adolescents. This study sought to evaluate the status of school health instruction in public primary schools in Bonny Local Government Area. Method: This is a cross sectional school based study carried out in 20 public primary schools in Bonny Local Government Area, Rivers State, in March 2006. The availability of the various components of the school health instruction programme was evaluated sing an evaluation scale. Components had weighted scores. The minimum acceptable and maximum attainable scores for school health instruction were 31 and 47. Data was analyzed using SPSS version 11. Results: There were a total of 100 teachers in all the schools. The teacher population per school ranged from 2 to 13 with a mean of 5±2.77SD. The pupil population of the schools ranged between 100-1460 with a mean of 352±336SD. Teacher/pupil ratio per school ranged from 1: 30 to 1: 128. Fourteen (70%) schools had teacher/pupil ratio less than 1:40. There was no professional health instructor in all the schools. Four schools (20%) allotted 3 periods per week to health teaching, while the rest (80%) allotted less than 3 periods per week. HIV/AIDS was not in the health education curriculum being used. The only teaching method used by all the schools was the direct teaching method. No school used teaching aids; no school went on field trips. Teachers did not receive in-service training on health education. No school attained the minimum acceptable score of 31 points using the evaluation scale. Conclusion: School health instruction was poorly implemented in the primary schools investigated. Teachers were not adequately prepared for health teaching and the classrooms were overcrowded.

Abstract Background Learning Health Systems (LHS) – characterised by cycles of evidence generation and application – are increasingly recognised for their potential to improve public health interventions and optimise health impacts; however there is little evidence of their application in the context of public health practice. Here, we describe how an Australian public health unit applied a LHS approach to successfully improve a model of support for implementation of a school-based physical activity policy. Methods This body of work was undertaken in the context of a strong research-practice partnership. Core LHS capabilities included: i) partnerships and stakeholder engagement; ii) workforce development and learning health communities; iii) multi-disciplinary scientific expertise; iv) practice data collection and management system; v) evidence surveillance and synthesis; and vi) governance and organisational processes of decision making. Three cycles of data generation and application were used. Within each cycle, randomised controlled trials conducted in NSW primary schools were used to generate data on the support model’s effectiveness for improving schools’ implementation of a government physical activity policy, its delivery costs, and process measures such as adoption and acceptability. Each type of data were analysed independently, synthesised, and then presented to a multi-disciplinary team of researchers and practitioners, in consult with stakeholders, leading to collaborative decisions for incremental improvements to the support model. Results Cycle 1 tested the first version of the support model (composed of five implementation strategies targeting identified barriers of policy implementation) and showed the model’s feasibility and efficacy for improving schools’ policy implementation. Data-informed changes were made to enhance impact, including the addition of three implementation strategies to address outstanding barriers. Cycle 2 (now, testing a package of eight implementation strategies) established the model’s effectiveness and cost-effectiveness for improving school's policy implementation. Data-informed changes were made to reduce delivery costs, specifically adapting the costliest strategies to reduce in-person contact from external support personnel. Cycle 3 showed that the adaptations minimised the relative cost of delivery without adversely impacting on the effect. Conclusions Through this process, we identified an effective, cost-effective, acceptable and scalable policy implementation support model for service delivery. This provides important information to inform or support LHS approaches for other agencies seeking to optimise the health impact of evidence-based interventions.

This study examined the impact of different parenting styles on the academic achievement of Nigerian students, filling a notable void in current research that primarily concentrates on Western settings. Data was obtained from secondary school students across various Nigerian states, representing diverse cultural, economic, and geographical origins, using a cross-sectional survey design. The results indicated that authoritative parenting, which is characterized by both warmth and structure, is highly correlated with improved academic achievements. Conversely, authoritarian and permissive parenting styles have fewer positive effects, whereas negligent parenting is more harmful. Furthermore, the study emphasized the crucial significance of parental participation in education, demonstrating that active involvement in school activities and assistance with homework is positively associated with student achievement. The research highlights the significance of socioeconomic determinants, emphasizing that greater levels of parental education and better economic position have a substantial impact on enhancing academic attainment. These observations highlight the necessity of implementing culturally customized parental education programs and policies in Nigeria to improve academic achievement. The paper recommends conducting additional longitudinal research to investigate these dynamics, with the goal of developing evidence-based measures to enhance education in Nigeria.

The research aims to understand the relationship of social movements in their dimension of resistance and struggle in the formative action EFA Chico Antonio Bié. The guiding question is: how do social movements act to ensure that EFA is effectively established as an educational institution? This question is based on the condition that the school is community-based and receives no government funding. Additionally, all individuals involved in the formative process are volunteers. Interconnected with other equally important mediations, the institution is part of the network of EFAs in the state of Ceará, strengthening the struggles for the existence of such schools. They operate with a contextualized pedagogy and seek the acquisition of public policies. These elements contribute to the framework in which education is linked to a problematizing dimension, considering that the school's existence requires the involvement of different social movements through established partnerships. The research methodology is qualitative, utilizing literature review and document analysis. The results revealed that the school emerges and develops through the involvement of social movements. However, it also exposed gaps in the role of the State concerning the existence of a school in the/of the countryside.

Abstract Background Comprehensive sexuality education (CSE) is critical in addressing negative sexual and reproductive health (SRH) outcomes among adolescents. Yet in many low- and middle-income countries (LMICs) including Zambia, little is known about the impact, realities of CSE implementation, the quality of teaching and the comprehensiveness of the content covered. Methods Our approach was informed by a process evaluation incorporating recommendations by the European Expert Group guidance on evaluating sexuality education programmes and the Medical Research Council (MRC) guidelines on process evaluation. The development process and quality of CSE implementation were assessed using eight and six quality criteria respectively. In-depth interviews (IDIs), focus group discussions (FGDs), document analysis and classroom observation were employed to assess contextual factors, implementation process and mechanisms of impact of CSE. In-depth interviews (50) and focus group discussions (2) with seven pupils in each group were conducted among 64 purposefully selected participants. The sample comprised pupils (35), parents (4) and teachers (17) from nine secondary schools (four peri-urban, four urban and one rural), policymakers (4), and religious leaders (4). We employed deductive content analysis to analyse the data. Results Contextual factors that influenced the implementation of CSE included: (1) piecemeal funding for the CSE programme; (2) lack of monitoring programmes in schools; (3) lack of community engagement; (4) religious and socio-cultural barriers; (5) lack of skills and competency to teach CSE; and (6) insufficient time allocation for CSE. The assessment of the quality of the development of CSE revealed: (1) a lack of sexual diversity; (2) no meaningful participation of pupils in programme implementation; (3) a lack of stakeholder engagement during programme implementation; (4) lack of gender sensitivity; and (5) lack of human rights approach. Assessment of the quality of the implementation of CSE revealed: (1) no evidence of skill-based CSE teaching; (2) no linkage between CSE and SRH services in the communities; and (3) a lack of incorporation of multiple delivery methods during CSE teaching. The mechanisms of impact of CSE were related to the acceptability and positive changes in pupils’ SRH practices. Conclusion The complex influences of contextual factors during CSE implementation highlight the need for contextual analysis during the interventional design. Co-creation of the CSE programme through stakeholder participation could reduce social opposition and enable a culturally sensitive CSE. Comprehensive teacher training, a guiding curriculum as well as setting of appropriate monitoring tools and indicators are likely to enhance the quality of CSE implementation.

Abstract Background Despite the end of the COVID-19 lockdown and reopening of schools, the long-term effects of quarantine on the weight status, eating habits, and lifestyle of children and adolescents remain unknown. This study aimed to determine the long-term effects of the lockdown on the weight status, eating habits, and lifestyle changes of children and adolescents in Iran. Method This descriptive cross-sectional study was conducted from April to May 2022. The target population comprised one hundred students aged between 10 and 16 years old. Our study obtained students’ weight and height data from records maintained by school principals or physical education instructors before and after the quarantine period. The BMI z-score (zBMI) was calculated for each time point. The researchers also provided a questionnaire to collect the students’ demographic and lifestyle status changes during school closures. Results We found that the zBMI increased significantly from − 0.02 ± 1.64 to 0.36 ± 1.12, and the number of individuals with overweight and obesity increased by 3% during quarantine (P ≤ 0.05). These changes were more pronounced in males and students aged 14–16 years old. We also found that eating habits, sleeping time, sleeping patterns, screen time (time spent on social media per day), and physical activity had significant negative changes during quarantine, and a significant increase in zBMI was observed among students who experienced negative eating behaviors, altered sleeping patterns, and decreased physical activity during school closures. Conclusion As prolonged school closures due to the COVID-19 lockdown aggravated students’ health and lifestyle status, our findings can aid in proper planning to establish an appropriate framework for the diet, physical activity, and sleeping quality of students during extended school closures.

In today’s multicultural societies, schools play a vital role in nurturing multicultural values and fostering students’ positive interethnic relations. This paper contributes to discussions about the ways of building positive school climate, interethnic relations and multicultural practices by exploring the potential of practicing mindfulness in schools. Mindfulness is defined as the process of paying attention in the present moment and non-judgmentally that can, when practiced regularly, become a state and finally, an individual’s trait. In the last two decades the effects of the mindfulness-based interventions (MBIs) on students’ cognitive and socioemotional outcomes, as well as on school climate and interethnic relationships have been studied. Although the results are not unambiguous and depend on the research design, duration and comprehensiveness of the intervention and characteristics of students, one can conclude that MBIs can have a positive impact on students’ cognitive and socioemotional functioning. Studies indicate positive effects of the MBIs on school climate, prejudice reduction, and willingness to engage in social contact with the youth of other ethnic backgrounds. Despite the potential of mindfulness, one should not overlook that we need to adopt a whole-school approach and to advocate for structural system changes to ensure positive interethnic relations in society.

Background: Understanding the factors that influence destructive behaviors in students is crucial to promote positive school environments and student well-being. This study aimed to investigate the correlation between school connectedness, psychological safety, and destructive behaviors in students, examining the mediating role of meaning of education and academic self-efficacy.Methods: In this study, a correlational path analysis framework was adopted to examine the hypothesized relationships between the study variables. The target population encompassed all middle school students in Eyvan, Iran during the 2023 academic year. A multi-stage cluster sampling technique was employed to recruit a sample of 364 participants. The participants responded to the Destructive Behaviors Propensity Questionnaire (DBPQ), School Bonding Questionnaire (SBQ), Psychological Security Scale (PSS), Meaning of Education Questionnaire (MEQ), and Academic Self-Efficacy Questionnaire (ASEQ). The hypothesized model was evaluated using structural equation modeling (SEM) implemented in AMOS 23.Results: This study found significant positive correlations between school connectedness and the meaning of education (r=0.64, P

Objective: The aim of this review was to summarize the process and results of the Region of Murcia's 2022 Report Card on Physical Activity for Children and Youth. Methods: Indicators from the Global Matrix initiative (Overall Physical Activity, Organized Sport & Physical Activity, Physical Fitness, Active Play, Active Transport, Sedentary Behaviors, Family & Peers, School, Community & Environment, and Government) were evaluated based on the best available data in the Region of Murcia. Results: Active play was the indicator with the highest grade (B+), followed by Organized Sport & Physical Activity (B) and Active Play (B). School and Family and Peers indicators obtained a C+ and C grade, respectively. Both Community and Environment and Sedentary Behaviors indicators received a D+ grade. The grade for Overall Physical Activity and Government indicators was D. Physical Fitness was the indicator with the lowest grade of this Report Card (D−). None of the indicators received an incomplete grade (INC) because of a lack of available information. Conclusions: The present Report Card offers evidence highlighting the low level of physical activity in Spanish children and adolescents living in the Region of Murcia. Further studies and surveillance efforts are urgently needed for most of the indicators analyzed, which should be addressed by researchers and the Region of Murcia's Government for this specific population. A strong commitment from the Government of the Region of Murcia is needed at all levels to promote a cultural change that will lead children and young people in this region to improve the current situation.

Introduction: School-aged children play a major role in the transmission of many respiratory pathogens due to high rate of close contacts in schools. The validity and accuracy of proxy-reported contact data may be limited, particularly for children when attending school. We observed social contacts within schools and assessed the accuracy of proxy-reported versus observed physical contact data among students in rural Gambia. Methods: We enrolled school children who had also been recruited to a survey of Streptococcus pneumoniae carriage and social contacts. We visited participants at school and observed their contact patterns within and outside the classroom for two hours. We recorded the contact type, gender and approximate age of the contactee, and class size. We calculated age-stratified contact matrices to determine in-school contact patterns. We compared proxy-reported estimated physical contacts for the subset of participants (18 %) randomised to be observed on the same day for which the parent or caregiver reported the school contacts. Results: We recorded 3822 contacts for 219 participants from 114 schools. The median number of contacts was 15 (IQR: 11–20). Contact patterns were strongly age-assortative, and mainly involved physical touch (67.5 %). Those aged 5–9 years had the highest mean number of contacts [19.0 (95 %CI: 16.7–21.3)] while the ≥ 15-year age group had fewer contacts [12.8 (95 %CI: 10.9–14.7)]. Forty (18 %) participants had their school-observed contact data collected on the same day as their caregiver reported their estimated physical contacts at school; only 22.5 % had agreement within ±2 contacts between the observed and reported contacts. Fifty-eight percent of proxy-reported contacts were under-estimates. Conclusions: Social contact rates observed among pupils at schools in rural Gambia were high, strongly age-assortative, and physical. Reporting of school contacts by proxies may underestimate the effect of school-age children in modelling studies of transmission of infections. New approaches are needed to quantify contacts within schools.

BackgroundThe World Health Organization (WHO) has recommended strategies and actions to enhance awareness and understanding of AMR. Gaps in AMR awareness remain in Jordan, particularly among the youth.AimTo describe our programmatic approach to AMR education across Jordanian governorates among school-aged children.MethodsOur approach depicts the development of comprehensive health messages, pilot and expansion phases in schools, and pre- and post-session knowledge assessments.Results2,700 students across 30 schools reached with AMR health messages. Gained knowledge was assessed in 932 students, revealing significant improvements in understanding the importance of consulting a doctor before taking antibiotics, the relationship between nutrition and immunity, the dangers of sharing medicines, and proper handwashing techniques. The average expenditure was approximately $8.55 per student.ConclusionThe intervention underscores the critical role of targeted educational initiatives in improving AMR awareness among youth, emphasizing the need for sustained and scalable approaches to combat AMR effectively.

IntroductionPediatric patients with complex cardiac diagnoses are at increased risk for physical, cognitive, and developmental complications. Formalized school support [i.e., individualized education programs (IEPs), Section 504 Accommodation Plans (Section 504 Plans)] that addresses the needs of these patients is necessary, and hospital-based school programs (HBSPs) have the potential to bolster the acquisition of academic support. In this pilot study, we look at the impact of one such HBSP.MethodsRetrospective demographic and school support data for pediatric cardiac patients were analyzed.ResultsOur sample included 29 pediatric cardiac patients spanning two academic years. These patients had 100 HBSP encounters and 82 inpatient and 12 outpatient encounters, with 68.9% of patients having multiple encounters in a single year and 44.8% of patients being seen in both years. The HBSP made recommendations for patients to receive IEPs (N = 8) and Section 504 Plans (N = 13). The patients also submitted requests for medical homebound(N = 27), obtaining releases of information (N = 39), submitting medical reports (N = 10), and completing certificates of incapacity (N = 7). Statistical analyses revealed no significant relationships with patients entering or receiving a recommendation for an IEP or Section 504 Plan in any of their encounters with the HBSP on the basis of sex, race/ethnicity, school level, or rates of encounters in this sample.DiscussionSimilar to previous studies, these patients had high rates of IEPs/Section 504 Plans in place and continued to receive school recommendations through the HBSP. A high use of the HBSP was seen in the total number of encounters and communications (i.e., submitting to the school of record requests for classroom placement changes via medical homebound). Working with the HBSP provided access to information, formal support recommendations, and communication between medical and school settings in the form of changes in school status.

Bullying poses a substantial challenge to the educational and social development of children in Sierra Leone. This conceptual analysis explores the critical roles of teachers, parents, community leaders, and other stakeholders in preventing and addressing this issue. It emphasizes the importance of a multi-faceted approach by examining the complexities of bullying within the Sierra Leonean context. The conceptual analysis differentiates between prevention, intervention, and postvention strategies, outlining specific actions aimed at both bullies and victims. Effective bullying prevention strategies include teacher training, parent involvement, and community collaboration, while intervention efforts focus on immediate support for victims and appropriate consequences for bullies. Additionally, postvention actions are discussed to support recovery and healing for those affected. It highlights the need for sustained efforts, data-driven approaches, and policy development to create a safer and more inclusive learning environment for all students in Sierra Leone.

BackgroundAutistic adults are at elevated risk for depression. However, longitudinal data on the trajectory of depressive symptoms and its associated factors in autistic adults are scarce.MethodsA community sample of 315 autistic adults participated in a two-year longitudinal study from the beginning of (March 2020) to the recovery from the COVID-19 pandemic (March 2022). They provided five waves of data on self-reported depressive symptoms and sociodemographic and life circumstances information.ResultsMultilevel model results showed that autistic adults reported large between-individual variability in self-reported depressive symptoms, and on average, they experienced an increase (i.e., worsening) in self-reported depressive symptoms over the two years of the study. Autistic adults with a depression history and lower annual household income reported higher levels of depressive symptoms. More importantly, autistic adults reported lower depressive symptoms when they were engaged in work or school, and those who had higher levels of depressive symptoms at the start of the study were more reactive to changes in work or school participation.ConclusionsFindings from the current study have implications for potential venues of depression treatment in autistic adults around promoting employment/education, providing symptom monitoring, and addressing mental health disparities for those with lower incomes.

Schools provide an ideal setting for delivery of disease prevention programs due to the ability to deliver health education and counseling, including health behavior interventions, to large numbers of students. However, the remote and hybrid learning models that arose during the coronavirus (COVID-19) pandemic created obstacles to these efforts. In this article, we provide insights on collaborating with schools to deliver disease prevention programming during the height of the COVID-19 pandemic, and in subsequent years. We illustrate these strategies by drawing upon our firsthand research experiences engaging high schools in a school-based cancer prevention trial focused on sun safety. Delivery of a cluster-randomized trial of a school-based skin cancer prevention program was initiated in the spring of 2020 at the onset of the COVID-19 pandemic in the U.S. We present multilevel evaluation data on strategies used to reach schools remotely and share lessons learned that may inform similar approaches moving forward during times of crises. Although the COVID-19 pandemic interrupted school-based recruitment for this trial, enrollment improved one year later and did not appear to differ between rural and urban schools. Recruitment strategies and trial-related procedures were modified to address new challenges brought about by the pandemic. Despite the COVID-19 crisis altering US classrooms, disease prevention programming can continue to be offered within schools, given close community partnerships and new adaptations to the ways in which such programming and research are conducted.

ObjectivesThe aim of this qualitative study was to identify the main factors that help and hinder adolescents’ wellbeing at school using their perspectives and experiences.MethodsWe used data from 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). We obtained the data using 11 semi-structured group interviews conducted in 2020/2021. Participants were selected from three types of high school with regard to graduation system. Data was analysed using consensual qualitative research and thematic analysis.ResultsWe identified three main themes of factors contributing to their wellbeing at school: 1. School (atmosphere and organisation of life at school, physical environment, threats and the ability of school to deal with issues); 2. Relationships (with peers and teachers, and teachers’ behaviour towards them); 3. Myself (own perceived obstacles and resilience resources).ConclusionThe organisation of life at school, surroundings, threats and dealing with issues importantly affect adolescents’ wellbeing. Therefore, adjustment of physical environment and interpersonal competences of teachers, supporting of resilience resources of adolescents should be targets for interventions and prevention programmes at schools.

Background: Children exposed to family violence are more likely to have lower well-being at school, more psychosocial problems and more post-traumatic stress symptoms (PTSS) than children not exposed. Objective: We examined whether well-being at school, psychosocial problems, and PTSS affect each other over time in children exposed to family violence. Participants: and Setting: 332 Dutch children aged 8–17 years exposed to family violence (and their parents) who were reached through child protection services (CPS). Methods: Participants completed questionnaires on well-being at school, psychosocial problems, PTSS, and family violence shortly after being reported to CPS and again one year later. A cross-lagged panel model was conducted to examine the relationships between well-being at school, psychosocial problems, and PTSS over time. Findings: PTSS at Time 1 predicted psychosocial problems at Time 2 (β = .14, p