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Purpose: To assess the need for spectacles and low-vision aids (LVA) in students attending schools for the blind and study their compliance with use.Methods: Comprehensive ocular evaluation was performed using a hand-held slit lamp and ophthalmoscope. Vision acuity was measured using a logarithm of the minimum angle of resolution (logMAR) chart for distance, as well as for near. Spectacles and LVAs were dispensed after refraction and LVA trial. Follow-up was performed to assess the vision using the LV Prasad Functional Vision Questionnaire (LVP-FVQ) along with compliance with use after 6 months.Results: Of the 456 students examined from six schools, 188 (41.2%) were female; 147 (32.2%) were Conclusion: Although the dispensing of LVA and spectacles improved the visual acuity and vision function of 90/456 (19.7%) students, nearly a third were not using them after 6 months. Efforts need to be taken to improve the compliance of use.

Bullying is a type of youth violence and an adverse childhood experience that can result in trauma and have immediate and long-term consequences for all involved. It can happen at school or elsewhere - including online entertainment and social and learning environments. Some children are at increased risk for bullying victimization, such as those targeted because of their racial/ethnic background or cultural identity. This study assessed U.S. parents and caregivers' self-reported changes in concern about their children's involvement in bullying during Fall 2020 compared to the prior year, which was marked by extraordinary historical circumstances (e.g., COVID-19 pandemic, heightened awareness of racial inequities, schools transitioning to virtual learning). Secondary analyses of data from the 2020 Fall ConsumerStyles and

Black drinkers experience more alcohol problems compared to White drinkers at comparable levels of alcohol use (Mulia et al., 2009; Witbrodt et al., 2014; Zapolski et al., 2014). Research has found that Black compared to White drinkers endorse drinking to cope more frequently via retrospective report (Bradizza et al., 1999; Cooper et al., 2008). Additional research is needed to understand contributors to these racial differences. The primary aim of the present study was to examine how quality and frequency of cross-group contact at work and/or school relates to experiencing discrimination and, in turn, drinking to cope. Seventy-two young adult drinkers (Mage = 25, 72% female, 28% male; 64% Black, 36% White) completed baseline questionnaires and a subset (n = 50) completed a 17-day ecological momentary assessment (EMA) protocol. Cross-group contact frequency and quality was assessed at baseline while discrimination and coping motives were assessed via retrospective report at baseline and acutely via EMA. Accounting for sociodemographic covariates, path analyses utilizing retrospective measures revealed a significant indirect pathway from race to coping motives through quality of work/school cross-group contact and discrimination experiences related to assumptions of inferiority. Identical path analyses utilizing the acute EMA data revealed a significant indirect pathway from race to coping motives through quality of work/school cross-group contact. Improving cross-group contact at work and school may reduce drinking to cope. Additional research examining multiple domains of discrimination, quality of cross-group contact, and alcohol problems over time is needed to further understanding of social determinants of health inequities in alcohol problems. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Funding Information: Open Access funding enabled and organized by Projekt DEAL. This research received the contribution of the EuCARE Project funded by the European Union´s Horizon Europe Research and Innovation Programme under Grant Agreement No 101046016. The study is funded by the European Union and the study proposal has undergone a competitive peer review process. Role of the funder: the EU has launched a call for projects to which the study proposal answered. The call defined the general themes of research for the applying projects. The EU periodically carries out reviews on the advancement status of the study and quality assessment of its deliverables. The EU does not interfere with the scientific decisions and conduct of the study nor in the analysis of the results. The funding is administered to the participant centres by the study coordinator EuResist Network GEIE. This work was partially supported by the Italian Ministry of Health with Ricerca Corrente and 5X1000 funds. The funding bodies played no role in the design of the study and collection, analysis, and interpretation of data and in writing the manuscript. Funding Information: Eucare WP4: Maria Chiara Mommo, Michael Böhm, Michal Rosen-Zvi, Yishai Shimoni, Sivan Ravid, Tal Kozlovski, Sofia Seabra, Victor Pimentel, Mafalda Miranda, Dora Vaz, Giuseppina Tucci, Juan Manuel Baez, Carmen Romero, Francesco Vairo, Martina Spaziante, Valeria Gabellone, Giulia Vaglio, Fabrizio Fedele. We would like to thank school personnel, students and parents for participating in the EuCARE study. Participating schools up to now are the following: Scuola Maria Ausiliatrice (Lodi), Liceo Scientifico G. Gandini (Lodi), Scuola Infanzia Pio XII (Lodi), Fondazione Scuola materna (Rivolta D'Adda), Istituto Tecnico Industriale Statale Enrico Mattei (San Donato), Liceo Leonardo da Vinci (Casalecchio di Reno), I.C. Ammirato Falcone (Lecce), Direzione didattica statale 5° circolo “Livio Tempesta” (Lecce), I.C 1° Polo “S. Colonna”(Monteroni di Lecce), I.C. E. De Amicis (Squinzano), I.C. Magistrato Giovanni Falcone (Copertino), I.C. Castro dei Volsci, Agrupamento de Escolas Dr. Azevedo Neves (Amadora, Portugal). Funding Information: The EuCARE consortium involves 18 partners from 10 different countries and has been funded by the European Commission in the frame of the research aimed at fighting SARS-CoV2 virus and its variants, in the context of the EuCARE project, “European Cohorts of Patients and Schools to Advance Response to Epidemics”. The project’s ultimate goal is to find solutions to safely support school reopening within the COVID-19 pandemic on the basis of scientific evidence, taking in consideration the impact that a prolonged school closure can have on education, wellbeing and personal development of children. Publisher Copyright: © 2022, The Author(s). Background: Contradictory results were reported on the role of school closure/reopening on the overall SARS-CoV-2 transmission rate, as well as on which kind and level of mitigation measures implemented in schools may be effective in limiting its diffusion. Some recent studies were reassuring, showing that opening did not increase the community spread, although teachers and families are worried about the high class density. On the other hand, distance learning was associated with a negative impact on learning, sociability and psychological health, especially in vulnerable children. As it becomes clear that the SARS-CoV-2 pandemic will last for a long time, there is a high need for studies and solutions to support safe schools opening based on scientific evidence of harms and benefits. The Lolli-Methode (LM) is a strategy for epidemiological surveillance and early intervention aiming at SARS-CoV-2 outbreaks’ reduction in schools, relying on polymerase chain reaction analysis of saliva samples. Methods: In this cluster randomised trial protocol, we aim to determine whether the LM is useful to support schools opening and to reduce clusters and attack rates in schools, compared with the standard of care (SoC) surveillance by public health departments. This multicenter study will enrol 440 classes (around 8800 students, teachers and other personnel) from two countries, cluster randomised to LM or SoC. The samples from the pools will be collected and tested using PCR-based techniques. Test results will be combined with questionnaires filled in by children, parents, schoolteachers, and principals, concerning ongoing mitigation measures, their perceived psychological impact and other health and socio-economic information. An ancillary observational study will be carried out to study the prevalence of SARS-CoV-2 in schools, frequencies and size of clusters and attack rates, to compare the effectiveness of the different preventive measures adopted and to evaluate psychological issues in students and teachers in relation to the pandemic’s containment measures. Discussion: By the end of this study, we will have defined and characterised the applicability of the LM for SARS-CoV-2 surveillance, as well as the impact of pandemic preventive measures on children and teachers. Trial registration International Standard Randomised Controlled Trial Number: NCT05396040, 27.05.2022. publishersversion published

INTRODUCTION: Our aim was to gain insight into the effect of COVID-19 measures on SARS-CoV-2 incidence in secondary schools and the association with classroom CO 2 concentration and airborne contamination. METHODS: Between October 2020-June 2021, 18 schools weekly reported SARS-CoV-2 incidence and completed surveys on school-initiated COVID-19 measures (e.g. improving hygiene or minimizing contacts). CO 2 was measured in occupied classrooms twice, and SARS-CoV-2 air contamination longitudinally using electrostatic dust collectors (EDC) and analyzed using RT-qPCR. National COVID-19 policy measures varied during pre-lockdown, lockdown and post-lockdown periods. During the entire study, schools were recommended to improve ventilation. SARS-CoV-2 incidence rate ratios (IRR) were estimated by Generalized Estimating Equation (GEE) models. RESULTS: During 18 weeks follow-up (range: 10-22) SARS-CoV-2 school-incidence decreased during national lockdown (adjusted IRR: 0.41, 95%CI: 0.21-0.80) and post-lockdown (IRR: 0.60, 0.39-0.93) compared to pre-lockdown. School-initiated COVID-19 measures had no additional effect. Pre-lockdown, IRRs per 10% increase in time CO 2 exceeded 400, 550 and 800 ppm above outdoor level respectively, were 1.08 (1.00-1.16), 1.10 (1.02-1.19), and 1.08 (0.95-1.22). Post-lockdown, CO 2-concentrations were considerably lower and not associated with SARS-CoV-2 incidence. No SARS-CoV-2 RNA was detected in any of the EDC samples. CONCLUSION: During a period with low SARS-CoV-2 population immunity and increased attention to ventilation, with CO 2 levels most of the time below acceptable thresholds, only the national policy during and post-lockdown of reduced class-occupancy, stringent quarantine, and contact testing reduced SARS-CoV-2 incidence in Dutch secondary schools. Widespread SARS-CoV-2 air contamination could not be demonstrated in schools under the prevailing conditions during the study.

Objectives. To assess the rate of COVID-19 among in-person K–12 educators and the rate’s association with various COVID-19 prevention policies in school districts. Methods. We linked actively working, in-person K–12 educators in Wisconsin to COVID-19 cases with onset from September 2 to November 24, 2021. A mixed-effects Cox proportional hazards model, adjusted for pertinent person- and community-level confounders, compared the hazard rate of COVID-19 among educators working in districts with and without specific COVID-19 prevention policies. Results. In-person educators working in school districts that required masking for students and staff experienced 19% lower hazards of COVID-19 than did those in districts without any masking policy (hazard ratio = 0.81; 95% confidence interval = 0.72, 0.92). Reduced COVID-19 hazards were consistent and remained statistically significant when educators were stratified by elementary, middle, and high school environments. Conclusions. In Wisconsin’s K–12 school districts, during the fall 2021 academic semester, a policy that required both students and staff to mask was associated with significantly reduced risk of COVID-19 among in-person educators across all grade levels. (Am J Public Health. 2022;112(12):1791–1799. https://doi.org/10.2105/AJPH.2022.307095 )

Objective: Although peer difficulties and sluggish cognitive tempo (SCT) are related, studies have yet to examine environmental factors that may advance further understanding of this association. The current study tested whether peer difficulties, specifically social competence and peer victimization, interacted with school support, a component of school climate, in relation to adolescents' SCT symptoms. Further, we explored whether these relations would be differentially associated with SCT in adolescents with and without attention-deficit/hyperactivity disorder (ADHD).Method: Adolescents (N = 288; Mage = 14.08, 45% female, 82.6% White; 52% with ADHD) completed measures of social competence, peer victimization, school climate support, and SCT and ADHD inattentive (IN) symptoms. Parents also reported on adolescents' social competence, SCT, and ADHD-IN symptoms.Results: Results indicated that adolescent and parent ratings of lower social competence were both associated with higher adolescent-reported SCT symptoms in the context of low, but not high, school support. Relational and nonphysical victimization were associated with higher self-reported SCT symptoms in the context of low school support. Lower adolescent- and parent-reported social competence were also related to higher parent-reported SCT symptoms, with these associations not moderated by school support. These results remained after controlling for demographics and ADHD-IN symptoms and were similar across adolescents with and without ADHD.Conclusions: Findings from the current study are the first to provide evidence that peer difficulties and school climate are jointly related to adolescents' self-reported SCT and underscore the importance of continued research investigating social adversity and environmental factors in relation to SCT.

Although research has established that school adjustment is associated with marijuana use (MU) in adolescence, few studies have tested these associations bidirectionally. Using random intercepts cross-lagged panel modeling, this study examined reciprocal associations between MU and school adjustment across 8th to 10th grade, including the transition to high school. Participants included 5470 rural adolescents (59% White, 41% Black) aged 12-17 years in 2002-2005. School adjustment factors predicted subsequent MU (i.e., higher self-reported grades were protective for Black and White youth; valuing education was protective for Black youth; school behavior problems predicted increased MU across the transition to high school for White youth). MU had several adverse effects on school adjustment, particularly during the transition to high school.

Short sleep duration and evening chronotype are independently associated with negative health outcomes. However, it is unclear how adolescent sleep duration and chronotype are longitudinally associated with health outcomes during early adulthood.Participants from the NEXT Generation Health Study (n = 2,783; 54.5% female) completed measures of sleep duration (scheduled day and unscheduled day) and chronotype in high school. Sleep duration, chronotype, general health, depressive symptoms, and psychosomatic symptoms were also assessed 4 years after high school. Latent variables estimated high school scheduled-day sleep duration, unscheduled-day sleep duration, and chronotype using the during high school measures. Two path analyses tested the prospective associations between high school sleep duration (separate models for scheduled and unscheduled days) and chronotype with 4 years after high school health outcomes as mediated by concurrent sleep duration and chronotype.In the scheduled-day model, longer high school sleep duration and later chronotype were associated with longer duration and later chronotype in early adulthood. Longer high school sleep duration was directly associated with fewer psychosomatic symptoms and indirectly associated with fewer depressive and psychosomatic symptoms through longer sleep duration in early adulthood. Later chronotype in high school was indirectly associated with poorer general health, greater depressive symptoms, and greater psychosomatic symptoms in early adulthood through later chronotype.Findings highlight the roles of scheduled-day sleep duration and evening chronotype in shaping health outcomes and suggest the importance of chronotype and optimal sleep habits among adolescents.Maultsby KD, Temmen CD, Lewin D, et al. Longitudinal associations between high school sleep characteristics and young adult health outcomes.

Objectives: There is limited understanding of change processes and long-term effects of low-intensity psychosocial interventions. We investigated these aspects in two brief problem-solving intervention formats for adolescents with elevated mental health symptoms and associated distress/impairment. Methods: This qualitative study was nested within a school-based randomized controlled trial in New Delhi, India, which compared two problem-solving intervention formats: a lay counsellor-led format supported by printed materials (intervention arm) and printed problem-solving materials alone (“bibliotherapy” control arm). A total of 32 participants, ranging in age from 14 to 20 years (mean = 16.4 years, SD = 1.9) and comprising 21 males and 11 females, were interviewed across both trial arms at 12-month follow-up. Results: Five themes were derived using thematic framework analysis. The “impacts on symptoms and functioning” theme described symptomatic improvements and functional gains. “Processes underlying problem solving” reflected changes in positive beliefs, attitudes and emotions when confronted with problems, and the use of a more effective problem-solving coping style. “Experiences of problem-solving materials” covered benefits (e.g. access to relatable stories and readymade solutions) and limitations (e.g. diminishing use over time) of printed problem-solving handouts. “Role of supporting figures” accounted for the facilitating roles played by counsellors and trusted others. There were also accounts of researchers functioning as de facto counsellors in the bibliotherapy arm. “Recommended modifications for intervention delivery” included more flexible and private ways to access the interventions, greater personalization of the counselling process, more engaging and relevant supporting materials, and suggestions for widening access to the interventions in schools and community settings. Conclusions: We infer from our qualitative analysis that changes in problem-solving style and problem orientation underpinned long-term symptomatic and functional improvements. Participants in the counsellor-led intervention appeared better able to sustain the use of problem-solving skills and generalize this approach beyond the original presenting problems. We attribute the differences between arms to the influence of direct advice and supportive interactions with counsellors. Practice implications are discussed.

An open-ended questionnaire was administered to the participants of a six-part lecture series on self-controlled management of chemical substances regarding the support those participants would need when transitioning to that system, and the required elements of support were examined using a text-mining tool (KH Coder Ver. 3). The subjects were 59 persons who attended the lectures on an overview of self-controlled management of chemical substances and answered a questionnaire after the course. The lectures were organized by the Graduate School of Occupational Health, University of Occupational and Environmental Health from January-February 2022. The participants themselves indicated that they needed knowledge and up-to-date information on the revised law, as well as education about chemical substances. As for the support needed for individuals, the following were considered necessary: to provide support for education; management; information; the latest information; and education about the toxicity and dangers of chemical substances, which are necessary for education and chemical substance management in accordance with the revised law. As for the support needed for organizations, it was considered necessary to support the understanding of top management and the securing of necessary human resources., 化学物質の法規制型管理から自律的管理への移行に直面している関係する産業保健職は様々な情報収集に努めている．本学においても2022年1～2月に産業医科大学大学院医学研究科産業衛生学専攻主催の「自律的化学物質管理の概要」の特別講義が行われた．この講義の受講者に対して，自律的な化学物質管理に移行する際の課題と必要とする支援について自由記述式のアンケート調査を実施し，テキストマイニングツールを用いて，課題と求めている支援について検討を行った．対象者は，受講後アンケートに回答された59名で，テキストマイニングツールには，KH Coder （Ver.3）を用い，階層的クラスター分析および共起ネットワークによる文章中に出現する語と語の関係性について調べた．受講者自身の課題については知識の不足，化学物質やその管理についての教育力，およびリスクを低減させる改善の対策などが挙げられ，個人への必要な支援に関しては，化学物質の有害性や危険性に関する教育，企業の管理（自律的管理を含む）に関することなどが挙げられた．また，組織への必要な支援に関しては，人材育成の機会，化学物質の管理体制や事業場の理解などが挙げられた．これらのことから，個人に関しては，法改正に伴い教育や化学物質管理を行うために必要なことに対する支援，組織に関しては，トップの理解や必要な人材の確保のための支援の必要性が考えられる．

Noise exposure may cause auditory and extra-auditory effects. School teachers and students are exposed to high noise levels which have an impact on perceptual-cognitive and neurobehavioral aspects. The latter influence teaching conditions and student school performance. A Protocol was defined and parameters to be investigated were identified for acoustic characterization of unoccupied and occupied school environments, assessment of users by means of questionnaires completed by teachers and students, and vocal effort evaluation. Classrooms, laboratories, auditoriums, gymnasiums, common areas, canteens and outdoor areas were analysed in terms of acoustic features and identification of the origin of noise. The Protocol was tested in three kindergartens, three primary schools and three secondary schools placed in Rome, Florence and Perugia. Results of nine case studies are presented, including comparisons of objective and subjective investigations. Generally, the acoustic performances of the spaces under investigation do not meet the requirements of current Italian legislation. In particular, student activity determines high noise levels in laboratories, gymnasiums, and canteens. Students notice that noise mainly causes loss of concentration, fatigue, boredom, and headache. The outcomes of this research will be the starting point to define strategies and solutions for noise control and mitigation in schools and to draft guidelines for the acoustical school design.

School-based sex education is essential to improve the knowledge and behavior of young people. Unlike most European countries, sex education in Italy is not compulsory in the school curriculum. Therefore, to assess potential gaps, the main aim of this study was to explore Italian regional initiatives about sex education. A review of gray literature from 2006 to 2021 was conducted in December 2021 on national databases and institutional websites of each Italian region, during which official documents on regional sex education programs were selected. Moreover, a rapid systematic review was carried out in scientific databases to find more information. For both reviews, the sex education topics recommended by UNESCO were used for extracting and analyzing data. A total of 12 Italian regions out of 20 had at least one sex education program, for a total of 39 projects. Overall, all the topics identified by UNESCO have been covered, with considerable differences between northern, central, and southern Italy. Contraception, love, marriage, partnerships, and family were the main topics discussed (hosted in 92% of the regions). Only 25% of the regions discussed pregnancy and birth. Disability was the least debated topic (17%). The rapid systematic review showed that relevant improvements were achieved after sex education interventions. In conclusion, this study underlined important limitations to the implementation of school-based sex education in Italy. Hence, it is necessary to increase sex education interventions to reach adequate standards and flatten the differences not only between Italian regions but also between Italy and other European countries.

Adolescent internalizing symptoms are increasing in the United States. Changes in parenting practices, including monitoring and communication, have been hypothesized to contribute to these increases. We aimed to estimate trends in parenting practices and understand whether shifts in such practices explain increases in internalizing symptoms.Using 1991-2019 Monitoring the Future data (N = 933,645), we examined trends in five parental practices (i.e., knowledge [three combined indicators], monitoring [four combined indicators], communication, weekend curfew, social permission) with ordinal regressions. We tested associations between parental practices and indicators of being in the top decile of depressive affect, low self-esteem, and self-derogation using survey-weighted logistic regressions, adjusted for gender, race/ethnicity, grade, and parental education.The prevalences of parental practices have not changed over time, with the exception of increases in parental knowledge, specifically parents knowing where an adolescent is after school (1999-2019 mean increase: 4.34 to 4.61 out of 5) and knowing an adolescent's location (4.16-4.49) and company at night (4.26-4.51). Higher levels of each practice were associated with lower internalizing symptoms (e.g., adjusted odds ratio for a high depressive affect based on a one-unit increase in parental knowledge: 0.89, 95% confidence interval: 0.88, 0.90). Patterns were consistent across internalizing outcomes and decade.Parental knowledge, monitoring, and other practices are stable protective factors for adolescent mental health. These factors are not changing in a manner that would plausibly underlie increases in internalizing symptoms. Future interventions should provide resources that support these parental practices which are tied to adolescent internalizing symptoms.

Polazeći iz aspekta arhivske struke ovaj rad definira školske spomenice kao arhivske jedinice pedagoške dokumentacije trajne vrijednosti koje su kao dio materijalne hrvatske kulturne baštine iznimno vrijedno arhivsko vrelo za proučavanje povijesti Like i okolice. U tom su smislu u radu analizirane školske spomenice koje se čuvaju u Državnom arhivu u Gospiću i dijelu pismohrana škola koje su pod njegovom nadležnošću. Posebno je istaknuta zakonska regulativa o uvođenju i obvezi vođenja školskih spomenica u osnovnim školama. Prikazane su i opisane spomenice koje se čuvaju u fondovima školstva Državnog arhiva u Gospiću i pismohrani Osnovne škole dr. Jure Turić u Gospiću kao reprezentativnom primjeru sačuvanosti spomenica izvan Arhiva. Metodologijom istraživanja na malom uzorku djelomično su pregledani dosjei stvaratelja osnovnoškolskih ustanova Državnog arhiva u Gospiću i provedena je anketa u ustanovama za koje smo pretpostavljali da čuvaju spomenice koje imaju svojstvo javnog arhivskog gradiva. Slijedom navedenog, u radu se donose analizirani dobiveni podatci o sačuvanosti školskih spomenica ličkog i karlobaškog područja izvan Arhiva, podatci o ispunjavanju zakonske obveze vođenja školskih spomenica u osnovnim školama te današnjem obliku vođenja školskih spomenica s obzirom na to da je procesima globalizacije i napretka informatičke tehnologije pored analognog vođenja u obliku knjige zakonski otvorena mogućnost vođenja e-spomenica u digitalnom obliku., Starting from the aspect of the archival profession, this paper defines school chronicles as archival units of pedagogical documentation of lasting value, which is a part of the material Croatian cultural heritage, and has an extremely valuable archival source for studying the history of Lika and its surroundings. In this sense, the paper analyses the school chronicles which are kept in the State Archives in Gospić and in school archives. The legal regulations in the introduction and obligation to keep school chronicles in primary schools are especially emphasized. Chronicles kept in the education funds of the State Archives in Gospić and the archives of the Elementary School Dr. Jure Turić in Gospić are presented and described as a representative example of the preservation of chronicles outside the Archives. The research methodology on a small sample partially reviewed the files of the founders of primary schools of the State Archives in Gospić and conducted a survey in institutions that we assumed were keeping the chronicles that have the status of public archives. Following the above, the paper presents the analysed data on the preservation of school chronicles of Lika and Karlobag area outside the Archives. Additionally, the paper presents the analysed data on fulfilling the legal obligation to manage school chronicles in primary schools and it presents the today’s form of school chronicles, considering that the processes of globalization and the progress of information technology, in addition to analogous guidance in the form of a book, legally open the possibility of managing e-chronicles in digital forms.

Switzerland, with an adolescent HPV vaccination coverage at 59%, remains far from reaching the crucial swiss national goal of 80% coverage. Our objective was to implement a new information brochure in schools to increase HPV vaccination uptake. We designed a public health quality project. A new information brochure was produced and was distributed to a test group of 9th grade students from the Canton of Vaud, in Switzerland during the 2019-2020 school year. Vaccine uptake of the test group was compared to those of all other students in 2019-2020 and of students in the same schools in 2017-2018. 12,143 electronic records were analyzed. 713 students were enrolled in 6 schools where the new brochure was distributed. Median age was 13 years (IQR 12-13), and 6,031 (49.7%) were female. Vaccine uptake was 52% (6,299/12,143). The new brochure did not result in increased uptake. Age ≥ 13 years (aOR 1.39, 95% CI 1.22-1.58) was significantly associated with uptake. Uptake increased between 2017-2018 (51%, 3,216/6,307) and 2019-2020 (52.8%, 3,083/5,836, p=0.04) due to increased acceptance among boys. The only determinant of uptake in 2019-2020 was uptake in the same schools in 2017-2018. The introduction of a new information brochure was insufficient to increase HPV vaccination coverage. More innovative strategies are needed.

Autism spectrum disorder is a neurodevelopmental disorder characterised by social communication difficulties, restricted interests and repetitive behaviours. The clinical pathway for children with a diagnosis of autism spectrum disorder is varied, and current research suggests some children may not continue to meet diagnostic criteria over time.The primary objective of this review was to synthesise the available evidence on the proportion of preschool children who have a diagnosis of autism spectrum disorder at baseline (diagnosed before six years of age) who continue to meet diagnostic criteria at follow-up one or more years later (up to 19 years of age).We searched MEDLINE, Embase, PsycINFO, and eight other databases in October 2017 and ran top-up searches up to July 2021. We also searched reference lists of relevant systematic reviews.Two review authors independently assessed prospective and retrospective follow-up studies that used the same measure and process within studies to diagnose autism spectrum disorder at baseline and follow-up. Studies were required to have at least one year of follow-up and contain at least 10 participants. Participants were all aged less than six years at baseline assessment and followed up before 19 years of age.We extracted data on study characteristics and the proportion of children diagnosed with autism spectrum disorder at baseline and follow-up. We also collected information on change in scores on measures that assess the dimensions of autism spectrum disorder (i.e. social communication and restricted interests and repetitive behaviours). Two review authors independently extracted data on study characteristics and assessed risk of bias using a modified quality in prognosis studies (QUIPS) tool. We conducted a random-effects meta-analysis or narrative synthesis, depending on the type of data available. We also conducted prognostic factor analyses to explore factors that may predict diagnostic outcome.In total, 49 studies met our inclusion criteria and 42 of these (11,740 participants) had data that could be extracted. Of the 42 studies, 25 (60%) were conducted in North America, 13 (31%) were conducted in Europe and the UK, and four (10%) in Asia. Most (52%) studies were published before 2014. The mean age of the participants was 3.19 years (range 1.13 to 5.0 years) at baseline and 6.12 years (range 3.0 to 12.14 years) at follow-up. The mean length of follow-up was 2.86 years (range 1.0 to 12.41 years). The majority of the children were boys (81%), and just over half (60%) of the studies primarily included participants with intellectual disability (intelligence quotient70). The mean sample size was 272 (range 10 to 8564). Sixty-nine per cent of studies used one diagnostic assessment tool, 24% used two tools and 7% used three or more tools. Diagnosis was decided by a multidisciplinary team in 41% of studies. No data were available for the outcomes of social communication and restricted and repetitive behaviours and interests. Of the 42 studies with available data, we were able to synthesise data from 34 studies (69% of all included studies; n = 11,129) in a meta-analysis. In summary, 92% (95% confidence interval 89% to 95%) of participants continued to meet diagnostic criteria for autism spectrum disorder from baseline to follow-up one or more years later; however, the quality of the evidence was judged as low due to study limitations and inconsistency. The majority of the included studies (95%) were rated at high risk of bias. We were unable to explore the outcomes of change in social communication and restricted and repetitive behaviour and interests between baseline and follow-up as none of the included studies provided separate domain scores at baseline and follow-up. Details on conflict of interest were reported in 24 studies. Funding support was reported by 30 studies, 12 studies omitted details on funding sources and two studies reported no funding support. Declared funding sources were categorised as government, university or non-government organisation or charity groups. We considered it unlikely funding sources would have significantly influenced the outcomes, given the nature of prognosis studies.Overall, we found that nine out of 10 children who were diagnosed with autism spectrum disorder before six years of age continued to meet diagnostic criteria for autism spectrum disorder a year or more later, however the evidence was uncertain. Confidence in the evidence was rated low using GRADE, due to heterogeneity and risk of bias, and there were few studies that included children diagnosed using a current classification system, such as the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) or the eleventh revision of the International Classification of Diseases (ICD-11). Future studies that are well-designed, prospective and specifically assess prognosis of autism spectrum disorder diagnoses are needed. These studies should also include contemporary diagnostic assessment methods across a broad range of participants and investigate a range of relevant prognostic factors.

Objectives. To detail baseline drinking water sample lead concentrations and features of US state-level programs and policies to test school drinking water for lead in 7 states’ operating programs between 2016 and 2018. Methods. We coded program and policy documents using structured content analysis protocols and analyzed state-provided data on lead concentration in drinking water samples collected in public schools during initial testing phases. Results. We analyzed data from 5688 public schools, representing 35% of eligible schools in 7 states. The number of samples per school varied. The proportion of schools identifying any sample lead concentration exceeding 5 parts per billion varied (13%–81%). Four states exceeded 20%. Other program features varied among states. Instances of lead above the state action level were identified in all states. Conclusions. In 2018, many US public school students attended schools in states without drinking water lead-testing programs. Testing all drinking water sources may be recommended. Public Health Implications. Initiating uniform school drinking water lead testing programs and surveillance over time could be used to reduce risk of lead exposure in drinking water. (Am J Public Health. 2022;112(S7):S679–S689. https://doi.org/10.2105/AJPH.2022.306961 )

This study aims to identify associations between nocturnal asthma awakenings and functional health outcomes in a cohort of teenagers with asthma.We analyzed baseline data from teenagers enrolled in SB-ACT, an NIH-funded RCT. During an at-home baseline survey, teenagers with asthma answered questions about demographics, recent asthma symptoms, and functional health outcomes. We conducted regression analyses to explore the relationship between persistent nocturnal asthma symptoms (≥2 nights of nocturnal asthma awakenings in the past 14 days) and functional health measures.Of the 430 teens enrolled (Participation rate = 79%, Mean Age = 13.4), 30% reported persistent nocturnal asthma symptoms. Compared to teens with intermittent nocturnal asthma symptoms, teens with persistent nocturnal asthma symptoms were more likely to report physical limitation during strenuous activities (OR = 1.9, 1.3-3.0), moderate activities (OR = 1.9, 1.2-3.1), and school gym (OR = 2.4, 1.5-3.8). They were also more likely to report depressive symptoms (OR = 2.3, 1.5-3.6), more asthma-related school absenteeism in the past 14 days (0.81 vs 0.12, plt; 0.01) and poorer quality of life (4.6 vs 5.9, plt; 0.01). These findings remained significant when controlling for daytime asthma symptoms, weight status, race, ethnicity, gender, age, and smoke exposure.In this cross-sectional study, persistent nighttime asthma symptoms were associated with poor functional health outcomes among teens, independent of day-time symptoms. Identifying nighttime symptoms and improving asthma control at night may positively impact daily functioning for these teens.

PURPOSE: Few longitudinal studies have investigated the interwoven longitudinal dynamics between physical activity (PA), motor performance, and academic skills in middle childhood. Therefore, we investigated the cross-lagged associations between PA, motor performance, and academic skills from grade 1 to grade 3 in Finnish primary school children. METHODS: A total of 189 children 6-9 yr old at baseline comprised the study sample. Total PA was assessed using a questionnaire filled out by parents, moderate-to-vigorous PA by combined heart rate and body movement monitor, motor performance by 10 × 5-m shuttle run test, and academic skills by arithmetic fluency and reading comprehension tests in grade 1 and grade 3. Data were analyzed using structural equation modeling adjusted for gender, parental education, and household income. RESULTS: The final model fitted the data very well ( χ237 = 68.516, P = 0.0012, root-mean-square error of approximation = 0.067, comparative fit index = 0.95, Tucker-Lewis Index = 0.89) and explained 91% of variance in the latent academic skills variable, 41% of the variance in the latent PA variable, and 32% of variance in motor performance in grade 3. Better motor performance in grade 1 was associated with higher academic skills in grade 3, but it did not predict PA. PA was not directly or indirectly associated with academic skills. However, higher levels of PA in grade 1 predicted better motor performance in grade 3. Academic skills did not predict PA or motor performance. CONCLUSIONS: These results suggest that better motor performance, but not PA, predicts later academic skills. Academic skills in grade 1 do not contribute to PA or motor performance in the early school years.

Purpose: to examine the influence of familial environment, parental perception, and socioeconomic conditions on the receptive vocabulary of elementary school children. Methods: an analytical cross-sectional observational study. The students were selected by stratified proportional sampling, using the Receptive Vocabulary Test. Those responsible for the children answered the anamnesis and the inventory of family environmental resources. Initially, a bivariate analysis was performed using the chi-square test, considering p

OBJECTIVE. Children with ADHD often exhibit marked impairment in their social skills, but evidence-based psychosocial interventions for ADHD have shown limited efficacy in remediating these deficits. Co-occurring psychopathology exacerbates social deficits in children with ADHD and is a plausible moderator of treatment response. To identify factors contributing to variable social skills treatment response, we examined co-occurring externalizing, depression, and anxiety symptoms as moderators of social skills outcomes in a randomized controlled trial of the Collaborative Life Skills (CLS) program, an evidence-based collaborative school-home ADHD intervention. METHOD. Participants were 159 children with ADHD (M age = 8.35 years, 28.3% girls) at 27 schools in an urban public school district. Twenty-three schools were randomly assigned to CLS or usual services, with an additional four schools assigned to Spanish-adapted CLS or usual services. Multi-informant measures of co-occurring psychopathology and social skills were collected at baseline and post-treatment. RESULTS. Parent-rated externalizing and depression symptoms moderated treatment effects on social skills, whereby higher symptomatology in each domain was unrelated to social skills improvement in the CLS group but predicted worsening social skills in response to usual services. In contrast, teacher-rated anxiety moderated treatment effects on social skills, whereby higher anxiety predicted greater social skills improvement in response to CLS but was unrelated to social skills outcomes following usual services. CONCLUSIONS. Findings reflect novel evidence that child psychopathology domains exhibit unique moderating effects on social skills treatment response in children with ADHD. We discuss implications for optimizing evidence-based interventions to target social impairment in this population.

The primary objective of this article is to consider the impact of the coronavirus disease-19 pandemic on pediatric anxiety from both a clinical and system-of-care lens. This includes illustrating the impact of the pandemic on pediatric anxiety disorders and consideration of factors important for special populations, including children with disabilities and learning differences. We consider the clinical, educational, and public health implications for addressing mental health needs like anxiety disorders and how we might promote better outcomes, particularly for vulnerable children and youth.

The article presents a theoretical analysis of domestic and foreign experience in teaching children undergoing long-term treatment or rehabilitation in the context of medical care. The specification of educational process, its differences from the traditional classroom-lesson system, the main role of stakeholders such as administration and medical organization, teachers, children and parents and different educational technologies, as well as the basic functions of the education of children in a hospital school are analyzed.

This article explores the importance of providing leadership development opportunities for graduate and professional students, in addition to highlighting approaches for building leadership capacity among these students. The article concludes with a snapshot of leadership development offerings for graduate and professional audiences sponsored by institutions (curricular and co-curricular), corporations, and professional development associations.

The current study addressed the need for experimental research on Restorative Practices (RP) in its evaluation of the Morningside Center for Teaching Social Responsibility's Whole School RP Project. The study was conducted in a large Northeastern city using a cluster randomized controlled design in 18 elementary, middle, and high schools. In a single year, before the COVID-19 pandemic, and with data from 5878 students, the study found that overall, students in the RP Project schools were less likely to receive a discipline incident record (11.1%) as compared to students in the comparison schools (18.2%). However, differential treatment effects based on sex, race/ethnicity, and disability status were not found. The findings suggest prevention efforts are a cornerstone of practice/policy reforms to reduce the use of exclusionary discipline. Findings also suggest multi-year initiatives are needed to address discipline disparities.

To examine active school travel trends and predictors among Australian secondary school students (aged 12-17) between 2009 and 2018.Three cross-sectional surveys (2009-10: N=13,790; 2012-13: N=10,309; and 2018: N=9,102) using a web-based self-report questionnaire. Logistic regression was used to identify differences in active travel (to and/or from school every weekday) between survey years and predictors.From 2009-10 to 2012-13 to 2018, active travel decreased from 33.6% to 32.3% to 29.5% among females, and from 37.4% to 36.6% to 32.6% among males. Distance, female sex and regional location were associated with a lower likelihood of active travel. Students with pocket money, those who spoke a language other than English at home, and Aboriginal and/or Torres Strait Islander students were more likely to actively travel.Between 2009-10 and 2018, active school travel among secondary students in Australia declined. Several factors were found to be associated with active travel.This is the first national study on active travel trends among secondary students in Australia. The recent decline requires action given the increasing prevalence of overweight and climate change.

Despite years of varied school experiences, many college students do not have adaptable study methods that allow them to collect, organize, and reorganize information to critically assess what they know and what they need help with until after a poor exam performance. Faculty are frequently called on to help students become better learners. In addition, as the tasks and complexity of the material become more challenging, students will need to adopt new study habits and adapt them to each new learning opportunity to reach their goals. This article describes an evidence-based framework that teachers can share with students that will support better studying habits leading to deeper learning.

Pursuant to the criterion of fluency, two types of mathematical achievement tests were used in the present study: simple subtraction (to measure mathematical fluency) and number series completion (to serve as a nonfluency mathematics test). A cohort of 223 d/Deaf and hard of hearing (d/Dhh) students in grades 3-9 in special education schools took a series of cognitive and mathematical tests. After outlying data were considered, the sample was reduced to 198 students; the findings were consistent with expectations: The numerical magnitude processing did not add significantly to the prediction of mathematical reasoning (nonfluency mathematics) but did make a significant contribution to the prediction of arithmetic computation (fluency mathematics) after demographic variables and general cognitive processing were controlled for. The findings suggest that the effect of numerical magnitude processing on d/Dhh children's mathematical performance can be influenced by mathematical fluency.

Past research indicated that scapular malposition is related to the glenohumeral internal rotation deficit (GIRD). However, there is no research examining the effect of throwing-related pain on this relationship. This study investigated the relationship between scapular position and range of motion (ROM) and compared the difference in this relationship between with and without throwing-related pain.Forty male baseball players in high school were recruited for this study. The existence and degree of throwing-related pain were obtained from a questionnaire. Participants were divided into 2 groups according to the presence or absence of the pain. Glenohumeral internal and external rotation ROM (abduction internal rotation angle and abduction external rotation angle [ABER], respectively) were measured using a digital inclinometer. The pectoralis minor muscle length was measured using a vernier caliper and scapula index, which indicated the scapular position, measured using a measuring tape. All these measurements were taken on both dominant and nondominant sides. The GIRD and total motion arc (TMA) deficit were calculated from the ROM measurements. Groups were compared using a mixed-model analysis of variance.There was a significant interaction between group and ABER dominance. Other variables were not seen as the interaction effect. There was a significant positive correlation between the scapula index and TMA (r = 0.47, P = .02) and a negative correlation between the scapula index and GIRD (r = -0.65, P .01) in the dominant side of the pain group. In addition, in the nondominant side of the pain group, the scapula index and ABER were significantly correlated (r = 0.43, P = .04).The results of this study indicate that the scapular position is associated with the glenohumeral ROM in high school baseball players. In addition, this study demonstrated that the scapular internally rotated position was correlated with the GIRD and TMA deficit in high school baseball players who had throwing-related pain. On the other hand, the scapular externally rotated position was correlated with increased ABER, mainly in the pain-free baseball players or on the nondominant side. These results indicated that the scapular position might affect the glenohumeral rotational ROM in high school baseball players.

Although pediatricians and family physicians often refer children to early intervention (EI) and provide support and information to families, medical school training that provides information about special education policy and procedures is often limited. We piloted a program whereby medical students, during their pediatric clerkship, observed school classrooms that included young children with disabilities. Visit impact was measured through assessments of perceived competency and a written reflection. Students showed perceived competency growth across all areas measured. Written reflections demonstrated understanding of special education practices and collaborative opportunities. These findings suggest that incorporating experiential learning through facilitated school visits is a way to enhance the learning experience of medical students on topics essential to supporting children with disabilities and their families.

Due to rapid urbanization and modernization, individual competitiveness has become increasingly important for individuals to acquire success in the contemporary Chinese society. This 1-year longitudinal study examined the relations between maternal encouragement of competitiveness and adjustment in Chinese adolescents (

School climate measures are increasingly utilized as one indicator of school quality within educational accountability systems. However, concerns have been raised about the accuracy of these indicators given that school climate surveys are often not validated using multilevel methods. Further, cross-school comparisons in climate may not be trustworthy because the school-level invariance of climate surveys has not been investigated. There is a need to examine the validity of school-level climate constructs and to determine if surveys measure climate equitably for schools that serve underrepresented populations. The aim of the current study was to examine the multilevel factor structure of a statewide school climate survey to determine whether it measured climate equitably for students of different races/ethnicities and across schools with varying racial/ethnic and socioeconomic compositions. Participants included 259,778 students from 427 middle schools throughout a southeastern U.S. state. Cross-level invariance analyses revealed that the climate constructs were measured differently across levels of analysis, and school-level climate could not be interpreted as merely the aggregate of individual-level climate. Student- and school-level factorial invariance was tested using multilevel modeling procedures. Results revealed item bias with respect to student and school characteristics, and the relationships between school climate and student and school demographics changed after accounting for identified bias. As more educational agencies consider including school climate surveys in their accountability systems, these findings suggest that multilevel validation procedures and school-level invariance analyses are necessary to ensure accurate and equitable measurement.

The European Policy Evaluation Network (PEN), initiated in autumn 2018, aimed at advancing the evidence base for public policies impacting dietary behaviour, physical activity and sedentary behaviours in Europe. This is needed because non-communicable diseases-the leading cause of global mortality-are substantially caused by physical inactivity and unhealthy dietary behaviours, which in turn are driven by upstream factors that have not yet been addressed effectively by prevention approaches. Thus, successful policy interventions are required that target entire populations and tackle the 'causes of the causes'. To advance our knowledge on the effective implementation of policies and their impact in terms of improving health behaviours, PEN focused on five research tasks: (i) Adaptation and implementation of a Food Environment Policy Index (Food-EPI) and development of a Physical Activity Environment Policy Index (PA-EPI); (ii) Mapping of health-related indicators needed for policy evaluation and facilitating a harmonized pan-European approach for surveillance to assess the impact of policy interventions; (iii) Refining quantitative methods to evaluate the impact of public policies; (iv) Identifying key barriers and facilitators of implementation of policies; and (v) Advance understanding the equity impact of the development, implementation and evaluation of policies aimed at promoting physical activity and a healthy diet. Finally, and in order to provide concrete evidence for policymaking, existing exemplary policies, namely sugar-sweetened beverages taxation, active transport policies and school policies on nutrition and physical activity were assessed in consideration of these five tasks. At the end of the PEN project's formal runtime, considerable advancements have been made. Here, we present an overview of the most important learnings and outputs.

The main objective of this study was to test the longer-term and differential efficacy of a mobile phone‒based life-skills training program designed to prevent substance use among adolescents.A 2-arm, parallel-group, cluster RCT with assessments at baseline and follow-up after 6 and 18 months was conducted. The efficacy of the intervention was compared with that of an assessment-only control condition.A total of 1,473 students with a mean age of 15.4 years were recruited in 2019/2020 within 89 Swiss secondary and upper secondary school classes.The automated intervention program included online feedback and individually tailored text messages provided over 22 weeks. The contents were based on social cognitive theory and addressed self-management, social, and substance use resistance skills.Primary outcomes included 30-day prevalence rates for problem drinking and tobacco use.The 18-month follow-up assessments were completed by 1,232 study (83.6%) participants. Those in the intervention group reported lower tobacco-smoking prevalence than the controls (OR=0.67; 95% CI=0.47, 0.96), but no significant difference in problem drinking (OR=0.84; 95% CI=0.61, 1.17) was observed. Among secondary outcomes, the intervention was effective at reducing cannabis-smoking prevalence (OR=0.55; 95% CI=0.39, 0.76) and cannabis use days (Cohen's d= -0.19; 95% CI= -0.29, -0.09), whereas no effects were observed for quantity of alcohol use, quantity of cigarettes smoked, well-being, or social skills. No significant moderators of the primary outcomes were observed.An automated mobile phone‒based life-skills training program produced longer-term effectiveness in preventing tobacco smoking and cannabis use, whereas no effects were observed for problem drinking. These results suggest that digitally delivered life-skills training programs are similarly effective and are an easy-to-implement alternative to training conducted within a school curriculum.This study is registered at ISRCTN41347061 (registration date: 21/07/2018).

To expand upon an observational study published by the Centers for Disease Control (CDC) showing an association between school mask mandates and lower pediatric COVID-19 cases. We examine whether this association persists in a larger, nationally representative dataset over a longer period.We replicated the CDC study and extended it to more districts and a longer period, employing seven times as much data. We examined the relationship between mask mandates and per-capita pediatric cases, using multiple regression to control for observed differences.We successfully replicated the original result using 565 counties; non-masking counties had around 30 additional daily cases per 100,000 children after two weeks of schools reopening. However, after nine weeks, cases per 100,000 were 18.3 in counties with mandates compared to 15.8 in those without them (p = 0.12). In a larger sample of 1832 counties, between weeks 2 and 9, cases per 100,000 fell by 38.2 and 37.9 in counties with and without mask requirements, respectively (p = 0.93).The association between school mask mandates and cases did not persist in the extended sample. Observational studies of interventions are prone to multiple biases and provide insufficient evidence for recommending mask mandates.

Objective School-based vision programs (SBVPs) are one approach to increase access to vision care by providing vision screenings, eye examinations, and eyeglasses directly in schools. Few studies report on the perspectives of teachers and staff, who are important stakeholders, on SBVPs. We examined teacher and staff perspectives on their involvement in SBVPs. Design Qualitative study using focus groups. Participants Teachers and staff at Baltimore and Chicago public schools served by SBVPs between 2016 and 2018. Methods We conducted 21 semistructured focus groups with 117 teachers and staff in 10 Baltimore and 11 Chicago public preK–12 schools that participated in SBVPs. Sessions were recorded, transcribed, and coded using inductive thematic analysis. Results Participants identified 2 main themes regarding teacher and staff involvement in SBVPs: (i) program outreach, including using multiple communication modalities to engage parents, explaining program details to families, and helping with program consent form return and (ii) promoting vision health, including identifying vision problems in the classroom, encouraging eyeglasses wear, and supporting eyeglasses maintenance. Participants also discussed limitations in capacity to partake in these activities. Conclusion Teachers interact with parents and students throughout the SBVP process, undertaking important roles in outreach and health promotion to ensure uptake of SBVP services. SBVPs and other school-based health programs should explore strategies to support teachers in the roles they fill to optimize program impact.

OBJECTIVE: The circus professionalization process entails extensive training to mitigate the high-risk demands which increase stress in artists. In high-risk professions, everyday hassles (challenges) contribute greatly to overall stress. To capture the impact of daily challenges on student-artists, the aim of the current study was to describe the magnitude and pattern of daily challenges as well as their relationships with perceived coping, anxiety, fatigue, and psychological distress. METHODS: Ninety-two students at École Nationale de Cirque (ENC), in Montreal, Canada, completed the Circus Daily Challenges Questionnaire (CDCQ) and scales assessing perceived coping, state anxiety, and fatigue at four time points over 1 school year. The Kessler 6 Non-Specific Psychological Distress Scale (K6) was implemented at one time point. RESULTS: Findings revealed significant fluctuations in challenge level and management of challenges throughout the school year, with schedule, technical development, artistic expression, physical preparation, and sleep reported as high during the two examination periods. The lowest challenge-level scores were achieved following the extended breaks in the annual calendar. Daily challenge positively correlated to state anxiety and fatigue, and negatively correlated with perceived coping. The student-artists reported higher prevalence of moderate psychological distress to general populations. CONCLUSION: Befitting the Stress Process Model, a strong interplay between variables was observed, and the life challenges assessment provides a basis for interventions based upon commonalities across the group, as well as individually tailored.

During adolescence, changes in the circadian and homeostatic systems, combined with psychosocial factors, create a phase delay in the sleep of adolescents. These changes in sleep are associated with increased sleep difficulties and a shortened sleep duration, which has a negative impact on daytime functioning of adolescents. Some studies showed that teenage girls report worse sleep quality and shorter sleep duration than boys during adolescence. The objective of this study was to investigate gender differences in the impact of sleep difficulties and sleepiness on daytime functioning in adolescents and to measure which aspect of sleep may interfere with daytime functioning in boys and girls.A total of 731 adolescents (311 boys, 420 girls; age 13 to 17,5 years) completed questionnaires on sleep and daytime functioning.Compared to boys, teenage girls reported a significantly greater impact of short sleep duration and sleep difficulties on their school and social activities. Furthermore, our results suggest that the factors predicting the negative interference on daytime functioning seem to be more complex and multifactorial for girls than for boys.This study further emphasizes the importance of monitoring insufficient and poor sleep quality in adolescents, as these sleep variables seem to have a significant impact on their daytime functioning. Clinicians should also take into account gender when considering sleep issues in adolescents, as teenage girls and boys have different vulnerabilities and needs.

The layered learning model (LLM) is a well-established teaching approach designed for attending preceptors to train post-graduate learners and to precept students. The adaptation of a LLM to a virtual exchange program has not been previously described. The purpose of this study was to evaluate the effectiveness of the longitudinal virtual international exchange program in applying principles of the LLM to multiple levels of learners and instructors at West Virginia University (WVU) School of Pharmacy and Kitasato University (KU) School of Pharmacy.The online survey piloted the impact of applying the LLM to virtual international exchange sessions on improving participant knowledge in pharmacy practice, pharmacy education, cultural practices, and cultural awareness. The survey questions assessed the program's structure and effectiveness in achieving learning outcomes related to pharmacy residency topics and cultural competency using a five-point Likert scale.Median scores of the effectiveness of the virtual international exchange program structure were high (≥ 4.0). Two questions evaluating the use of the LLM had median scores of 4.0. All nine residency-related questions were rated ≥3.0. The median scores for three questions evaluating small group discussions and the use of the LLM were rated significantly higher by WVU participants than KU participants. There were no significant differences in program structure and learning outcome ratings between participant groups (student vs. resident/fellow vs. preceptor/faculty).Application of the LLM to the virtual international exchange program was positively received by participants, particularly by United States participants.

Background: Schools of nursing must produce nurses able to address the care needs of diverse populations. Within schools of nursing, faculty should intentionally construct syllabi to establish an environment of inclusivity where diversity is embraced. Method: Content analysis of 81 undergraduate and graduate course syllabi from four university campuses was performed to determine explicit evidence of content on diverse populations, inclusive andragogy, and policies related to diversity, equity, and inclusion (DEI). Results: Three quarters of terms indicative of diverse populations were found in course syllabi; all terms that provided evidence of inclusive andragogy and all DEI-related policies were identified at least once in course syllabi. Conclusion: Strengths and weaknesses were identified in communicating DEI content, policies, and inclusive andragogy to students. Faculty development on best practices related to inclusion of DEI in the classroom beginning with the syllabus is the first step to ensure a more inclusive nursing workforce. [ J Nurs Educ . 2022;61(12):665–671.]

Tobacco use among women in Qatar is currently low. However, the risk of exposure to second-hand tobacco smoke among them is a pressing concern because of the high prevalence of tobacco use by men.To describe the prevalence and risk factors for second-hand tobacco smoke exposure at home and at workplaces, schools, cafes, and restaurants in Qatar.We analysed data from a population-based survey of 7921 adults aged ≥ 18 years, conducted in Qatar between March and December 2019. The study used multilevel cluster selection and comprised government employees and university students.Among the participants, 19.3% (n = 1219) reported that smoking was allowed in their homes, 3.1% (n = 196) said it was allowed in the workplace or school, and 3.3% (n = 204) said it was allowed in cafes and restaurants. Among the women, 22.8% (n = 589) allowed smoking inside their homes, including 51.8% (n = 130) of tobacco users and 38.5% (n = 553) of those who lived with a tobacco user. Living with and being a tobacco user significantly predicted the likelihood of reporting second-hand tobacco smoke at home.Second-hand tobacco smoke exposure in the home is a health concern for women and children in Qatar. This study provides baseline data for tobacco control policies and programmes, particularly in relation to the promotion of smoke-free home environments.التعرض لدخان السجائر غير المباشر في قطر: نتائج دراسة سكانية.أحمد الملا، سيلفا قيومجيان، باتريك ميزونوف، سهيلة شيما، رافيندرمامتاني.تعاطي التبغ بين النساء في قطر منخفض حاليًّا، ولكن خطر تعرُّضهن لدخان السجائر غير المباشر يمثِّل شاغلًًا ملحًّا بسبب الانتشار الكبير لتعاطي التبغ بين الرجال.هدفت هذه الدراسة الى بيان معدل انتشار التعرض لدخان السجائر غير المباشر، وعوامل الخطر المرتبطة بذلك في المنازل وأماكن العمل والمدارس والمقاهي والمطاعم في قطر.حللنا بيانات من مسح سكاني شمل 7921 بالغًا لا تقل أعمارهم عن 18 عامًا، وأُجري في قطر في الفترة بين مارس / آذار وديسمبر / كانون الأول 2019. ولقد استخدمت الدراسة الأسلوب المتعدد المستويات لاختيار المجموعات من الموظفين الحكوميين وطلاب الجامعات.أفاد 19.3٪ (العدد = 1219) من المشاركين، بأن التدخين مسموح به في منازلهم، وقال 3.1٪ (العدد = 196) إنه مسموح به في مكان العمل أو المدرسة، وقال 3.3٪ (العدد = 204) إنه مسموح به في المقاهي والمطاعم. ومن بين النساء، فإن 22.8٪ (العدد = 589) يسمحن بالتدخين داخل منازلهن، ومنهن 51.8٪ (العدد = 130) من متعاطيات التبغ، و 38.5٪ (العدد = 553) ممن يُقمن مع أشخاص يتعاطَون التبغ. ولقد لوحظ أن العيش مع متعاطي التبغ وتعاطي التبغ كانا عاملا تنبؤ مهمًّين باحتمال الإفادة بالتعرض للدخان غير المباشر في المنزل.التعرض لدخان السجائر غير المباشر في المنزل شاغل صحي للنساء والأطفال في قطر. وتوفر هذه الدراسة البيانات المرجعية لسياسات وبرامج مكافحة تعاطي التبغ، ولا سيما فيما يتعلق بالتشجيع على خلو المنازل من التدخين.Exposition à la fumée secondaire de cigarette au Qatar : résultats d'une étude en population.La consommation de tabac chez les femmes au Qatar est actuellement faible. Cependant, le risque d'exposition à la fumée secondaire de cigarette parmi elles est une préoccupation urgente en raison de la forte prévalence du tabagisme chez les hommes.Décrire la prévalence et les facteurs de risque du tabagisme passif dans les foyers et dans les lieux de travail, les écoles, les cafés et les restaurants au Qatar.Nous avons analysé les données d'une enquête démographique portant sur 7921 adultes âgés de 18 ans et plus, réalisée au Qatar entre mars et décembre 2019. L'étude a utilisé la sélection en grappes à plusieurs niveaux et comprenait des employés du gouvernement et des étudiants universitaires.Parmi les participants, 19,3 % (n = 1219) ont déclaré qu'il était permis de fumer dans leur foyer, 3,1 % (n = 196) ont indiqué qu'il était permis de fumer sur le lieu de travail ou à l'école, et 3,3 % (n = 204) ont dit qu'il était permis de fumer dans les cafés et les restaurants. Parmi les femmes, 22,8 % (n = 589) autorisaient la consommation de tabac dans leur foyer, dont 51,8 % (n = 130) des fumeuses et 38,5 % (n = 553) de celles qui vivaient avec une personne consommant du tabac. Le fait de vivre avec une personne qui fumait et de consommer du tabac permettait de prédire de manière significative la probabilité d’exposition à la fumée secondaire dans le foyer.L'exposition à la fumée secondaire dans les foyers est une préoccupation de santé pour les femmes et les enfants au Qatar. La présente étude fournit des données de référence pour les politiques et les programmes de lutte antitabac, notamment en ce qui concerne la promotion d'environnements domestiques sans tabac.

In order to solve the problems of restricted classroom and lack of repeated training in good curriculum, the design and development of a school life adaptation curriculum based on VR is proposed. This study identified six life adaptation themes for design and development (recognizing facial expressions, crossing the road, how to get lost, shopping, taking public transport, and job interview) and set the objectives, design principles, specific content, teaching evaluation, and other aspects of virtual reality life adaptation course. Combined with the characteristics of virtual reality, the implementation suggestions and matters needing attention are put forward. The results showed that, in the recognition of human facial expressions, 51 experts thought it was appropriate, 3 experts thought it needed to be modified, and no expert thought it was inappropriate. On the topic of crossing the road, 46 experts thought it was appropriate, eight thought it needed to be modified, and no expert thought it was inappropriate. On the theme of taking public transportation, 48 experts thought it was appropriate, 6 experts thought it needed to be modified, and no expert thought it was inappropriate. For the three major topics of how to get lost, shopping, and job interview, 2-3 experts put forward different opinions and think that the topic is not appropriate mainly because the grade arrangement is not appropriate. Conclusion. The VR-based curriculum for school life adaptation has been reviewed by experts and revised by researchers. It is scientific, interesting, and operable, solves the teaching problems of life adaptation teachers, and provides a safe, reliable, and effective practice channel for students.

In February 2022, Massachusetts rescinded a statewide universal masking policy in public schools, and many Massachusetts school districts lifted masking requirements during the subsequent weeks. In the greater Boston area, only two school districts - the Boston and neighboring Chelsea districts - sustained masking requirements through June 2022. The staggered lifting of masking requirements provided an opportunity to examine the effect of universal masking policies on the incidence of coronavirus disease 2019 (Covid-19) in schools.We used a difference-in-differences analysis for staggered policy implementation to compare the incidence of Covid-19 among students and staff in school districts in the greater Boston area that lifted masking requirements with the incidence in districts that sustained masking requirements during the 2021-2022 school year. Characteristics of the school districts were also compared.Before the statewide masking policy was rescinded, trends in the incidence of Covid-19 were similar across school districts. During the 15 weeks after the statewide masking policy was rescinded, the lifting of masking requirements was associated with an additional 44.9 cases per 1000 students and staff (95% confidence interval, 32.6 to 57.1), which corresponded to an estimated 11,901 cases and to 29.4% of the cases in all districts during that time. Districts that chose to sustain masking requirements longer tended to have school buildings that were older and in worse condition and to have more students per classroom than districts that chose to lift masking requirements earlier. In addition, these districts had higher percentages of low-income students, students with disabilities, and students who were English-language learners, as well as higher percentages of Black and Latinx students and staff. Our results support universal masking as an important strategy for reducing Covid-19 incidence in schools and loss of in-person school days. As such, we believe that universal masking may be especially useful for mitigating effects of structural racism in schools, including potential deepening of educational inequities.Among school districts in the greater Boston area, the lifting of masking requirements was associated with an additional 44.9 Covid-19 cases per 1000 students and staff during the 15 weeks after the statewide masking policy was rescinded.