Search

Background: Physical activity (PA) and nutrition in children have an impact on overall physical and mental well-being, cognitive, and social development. This study aims to report on the best current available evidence on PA, body composition proxies, and nutritional status of South African children and adolescents, based on the published findings between 2018 and 2022, which comprise the 2022 Healthy Active Kids South Africa Report Card. Methods: A comprehensive literature search of online databases, along with hand searching and a gray literature search, was conducted based on PA, body composition proxies, and nutrition indicators defined, in part, by the Active Healthy Kids Global Alliance. Results: Compared with the 2018 report card, there was an improvement in the majority of PA indicators which include overall PA (B–), active transportation (B–), physical fitness (B–), and government policy and programs (C). Body composition proxies and most of the nutrition indicators remained unchanged. The indicators that regressed from 2018 to 2022 included community and environmental influences (D), as well as participation in organized sport (D–). Conclusions: Despite the apparent improvement in overall PA levels in children and adolescents, there is a lack of tangible evidence of actual implementation of policies and programs. There was also a lack of nationally representative data for most indicators. Overall, there is a need to identify intersectoral, equitable approaches for promoting PA and healthy eating in South African children and adolescents and ongoing monitoring and surveillance. [ABSTRACT FROM AUTHOR]

Background: Integrated curriculum interventions have been suggested as an effective means to increase physical activity (PA) and health. The feasibility of such approaches in children living in deprivation is unknown. This study sought to pilot an integrated curriculum pedometer intervention in children living in deprivation on school-based PA, body fatness, resting blood pressure, motor skills, and well-being. Methods: Using a pilot cluster randomized intervention design, children (6–7 y old, n = 64) from 2 schools in central England undertook: (1) 10-week integrated curriculum intervention or (2) control (regular school-based activity). School-based PA, body fatness, resting blood pressure, motor skills, and well-being were assessed preintervention and postintervention. Results: For the intervention group, PA was higher on school days when children had physical education lessons or there were physically active integrated curriculum activities. Body fatness significantly decreased, and well-being and perceived physical competence increased, pre–post for the intervention group compared with the control group. Accelerometer-derived PA, motor skills, and resting blood pressure were not significantly different pre–post for intervention or control groups. Conclusions: A 10-week integrated curriculum PA intervention is feasible to conduct and can positively impact aspects of health in 6- to 7-year-old children in England. [ABSTRACT FROM AUTHOR]

Background: We aimed to identify long-term patterns of sport participation (overall, team, and individual sport) from childhood into adolescence, and to examine the association between these patterns and academic outcomes. Methods: This cohort study used data from the Longitudinal Study of Australian Children in wave 3 (4–5 y) to wave 9 (20–21 y). The participants were a nationally representative sample of 4241 children. We conducted latent class analyses to identify sport participation trajectories and assessed the association between these trajectories and academic outcomes. Results: Continued sport participation was associated with lower odds of being absent from school (OR = 0.44; 95% confidence intervals [CIs], 0.26 to 0.74), better performance on attention (B = −0.010; 95% CIs, −0.019 to −0.002) and working memory (B = −0.013; 95% CIs, −0.023 to −0.003), higher numeracy (B = 20.21; 95% CIs, 14.56 to 25.86) and literacy scores (B = 9.42; 95% CIs, 2.82 to 16.02), higher end of school academic performance (B = 3.28; 95% CIs, 1.47 to 5.09), and higher odds of studying at university (OR = 1.78; 95% CIs, 1.32 to 2.40). Team sport participation was associated with reduced absenteeism, better performance on attention and working memory, and being awarded the Higher School Certificate. Whereas individual sport participation was associated with higher literacy scores and end of school academic performance. Conclusions: Team and individual sport participation both benefit academic outcomes, but differently. Given the decline in sport participation during adolescence, these findings highlight the need to develop educational policies to establish an environment that promotes sport participation, which in turn could improve academic outcomes. [ABSTRACT FROM AUTHOR]

BACKGROUND: Chronic diseases, or non-communicable diseases (NCD), are conditions of long duration and often influenced and contributed by complex interactions of several variables, including genetic, physiological, environmental, and behavioral factors. These conditions contribute to death, disability, and subsequent health care costs. Primary and secondary school settings provide an opportunity to deliver relatively low cost and effective interventions to improve public health outcomes. However, there lacks systematic evidence on the cost-effectiveness of these interventions. METHODS: We systematically searched four databases (PubMed/Medline, Cochrane, Embase, and Web of Science) for published studies on the cost-effectiveness of chronic-disease interventions in school settings. Studies were eligible for inclusion if they assessed interventions of any chronic or non-communicable disease, were conducted in a school setting, undertook a full cost-effectiveness analysis and were available in English, Spanish, or French. RESULTS: Our review identified 1029 articles during our initial search of the databases, and after screening, 33 studies were included in our final analysis. The most used effectiveness outcome measures were summary effectiveness units such as quality-adjusted life years (QALYs) (22 articles; 67%) or disability-adjusted life years (DALYs) (4 articles; 12%). The most common health condition for which an intervention targets is overweight and obesity. Almost all school-based interventions were found to be cost-effective (30 articles; 81%). CONCLUSION: Our review found evidence to support a number of cost-effective school-based interventions targeting NCDs focused on vaccination, routine physical activity, and supplement delivery interventions. Conversely, many classroom-based cognitive behavioral therapy for mental health and certain multi-component interventions for obesity were not found to be cost-effective.

Purpose: This paper aimed to examine moderate-to-vigorous physical activity (MVPA) levels in physical education. Method: A review of reviews was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The screening process, data extraction, assessment of the risk of bias, and analysis of the results were carried out independently by two reviewers. A total of eight systematic reviews from six databases, which included 224 studies, involving more than 80,000 students (elementary, middle, and high school), enrolled in more than 450 schools worldwide were unpacked. Results: Students fail to meet the 50% recommendation of MVPA lesson time, irrespective of country, school stage, gender, or MVPA measures. Physical education-based interventions increased students' MVPA during lessons (range 14.3%–24%) compared with control groups. Conclusion: Physical education is uniquely positioned to provide physical activity opportunities for students, but teachers must target the provision of adequate MVPA levels, which is not currently happening. [ABSTRACT FROM AUTHOR]

BACKGROUND: School leaders play an integral role in the use of implementation strategies, which in turn support special education teachers in the implementation of evidence-based practices (EBPs). In this convergent mixed methods study, we explored school leaders perceptions of the facilitators and barriers to EBP implementation, particularly for students receiving special education, as well as the importance and feasibility of 15 implementation strategies. METHOD: School leaders (N  =  22, principals, assistant principals, school psychologists, etc.) participated in a semistructured interview that included three parts-qualitative questions, quantitative ratings of strategies importance and feasibility, and discussion of the top three implementation strategies. Data strands were analyzed independently and then integrated to generate meta-inferences. RESULTS: The qualitative data identified facilitators such as access to resources about the intervention (e.g., professional development) and collaboration and teamwork, while barriers centered on lack of school supports, culture/climate, and organizational factors (e.g., lack of communication). The quantitative data indicated that the implementation strategy provide ongoing consultation/coaching was rated as important and feasible. Monitor the progress of the implementation effort was rated as important but less feasible, while conduct educational meetings and change the environment were rated as feasible, but less important. Build partnerships to support implementation was rated as less important and feasible. There was convergence and divergence in mixed methods findings. CONCLUSION: This study underscores the critical need to increase school leaders knowledge and skills related to implementation science to better leverage implementation strategies that address the confluence of relevant implementation determinants.

ABSTRACT Existing studies suggest that mindfulness‐based interventions (MBIs) can reduce ADHD symptoms when delivered as targeted clinical programs to young people diagnosed with ADHD. However, there is currently a lack of research on whether MBIs are effective in reducing elevated ADHD symptoms when delivered as universal programs to whole classes in schools. This study investigated the effects of a universal nine‐week MBI (.b program) on students' elevated ADHD symptoms using an cluster randomized controlled trial (RCT) design. The modifying effects of pupils' baseline characteristics (gender, age, and socioeconomic status) and home‐practice intensity were examined. A total of 3519 adolescents aged 12 to 15 years from Finnish schools were randomized into an MBI group, a relaxation‐based active‐control group, and a passive‐control group. ADHD symptoms were measured at baseline (T0), at nine weeks (T9), and at 26‐weeks (T26, follow‐up) using parent‐reported assessments. The study found no positive intervention effects on parent‐reported ADHD symptoms in the MBI group compared to the control groups. Neither boys nor girls benefited from the MBI. The same was true of different age groups and socioeconomic levels. Moreover, regular home practice during the follow‐up period did not strengthen the intervention effects. The results do not support the use of brief, universal MBIs in whole school classes as part of the routine curriculum to reduce elevated ADHD symptoms in adolescents. Further research is essential to identify optimal content and delivery methods for MBIs in schools. Particularly among adolescents with elevated ADHD symptoms, targeted MBIs, adapted to the unique needs of this subgroup, should be examined.Trial Registration: Healthy Learning Mind—a school‐based mindfulness and relaxation program: a study protocol for a cluster randomized controlled trial (RCT) ISRCTN18642659 retrospectively registered on 13 October 2015. The full trial protocol can be accessed at http://rdcu.be/t57S [ABSTRACT FROM AUTHOR]

There is an urgent need to improve mental health outcomes among young people. One approach taken to address this problem has been the design and delivery of universal school‐based prevention, based on therapeutic models such as CBT and mindfulness. Such interventions are delivered to groups of young people, irrespective of risk or need. However, in this commentary, we argue that the initial appeal of universal interventions has not been supported by the evidence: universal school‐based prevention is less effective than targeted approaches, often leads to null or unsustained positive effects, has the potential to elicit negative effects and is not well liked by young people themselves. In addition, many young people in each classroom already meet the criteria for a mental disorder, meaning that prevention approaches may not be appropriate or effective for this group. In this commentary, we respond to Birrell et al.'s (2025) paper by arguing that the field should move away from universal prevention and instead invest our limited resources in the refinement and dissemination of interventions with a stronger evidence base, such as one‐to‐one, targeted and indirect approaches. [ABSTRACT FROM AUTHOR]

Advances in medical care have seen children and young people with rare and life shortening conditions, living longer. This is the case for those living with Duchenne Muscular Dystrophy, whose life expectancy has doubled over the last few decades from around 20 to 40 years. Improving care has tended to focus on the physical aspects of the condition, rather than on wider psycho-social needs, such as social, cultural, psychological, educational, and emotional needs. Individuals with DMD are likely to have higher rates of neurodivergence and mental health diagnoses, and this, coupled with increased life expectancy, requires an urgent focus on how schools and colleges support the non-physical needs of pupils with DMD. We discuss existing research on DMD and education, before reporting findings from a small-scale mixed-methods study that explored parents views of their children’s experiences in education and that of two adults living with DMD. The findings revealed three main themes: lack of understanding of non-physical needs; lack of support and under-resourced systems; and strategies that work – a hopeful approach. We conclude that established educational and emotional aspects of DMD are often unacknowledged in schools and that ableism and societal assumptions about lifespan can affect education provision. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The widespread use of generative AI tools like ChatGPT has seen significant growth. This rise prompted discussions on integrating these technologies into school education. However, the practical implementation, testing, and assessment of generative AI in primary and secondary education remained largely unexplored. This article examines the application of ChatGPT-3.5 and 4 in primary school education. A study involving 110 students aged 8–14 across grades 4–6 in two Uruguayan schools was conducted. The focus was on using generative AI for dynamic personalization of educational content during classroom lessons. In these sessions, instructional content followed the curriculum goals, and text, illustrations, and exercises were generated and dynamically adjusted based on generative AI. The findings indicate that generative AI effectively tailors school materials to match varying pupil knowledge levels. Real-time adjustments during lessons cater to individual learning needs, enhancing cognitive ergonomics. This approach not only boosts pupil motivation but also improves their performance, facilitating more effective achievement of the curriculum's learning objectives. These results suggest a promising avenue for leveraging generative AI to personalize and optimize primary school education. [ABSTRACT FROM AUTHOR]

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 FROM AUTHOR]

To counteract stigma and discrimination a series of five lessons Talk about Learning Disability (Talk‐LD) to promote young people's understanding and acceptance of people with intellectual disabilities were developed for the Scottish secondary school curriculum. This study examined the feasibility of carrying out a randomised control trial comparing the delivery of the lessons alone with the lessons plus an attempt to promote positive contact between participating students and people with intellectual disabilities. The aim was to recruit and randomise 12 schools to receive the lessons alone or the lessons plus contact. The Attitudes Towards Intellectual Disability (ATTID) questionnaire was completed at baseline and a questionnaire about students' understanding of the lesson content was completed at follow‐up alone. Twelve schools were recruited and randomised. The lessons were delivered to 23 classes across the 12 schools. Baseline data were obtained for 480 participants. However, school closures due to COVID‐19 meant that follow‐up data were only obtained from 220 students (six schools) prior to school closures. The attitude measure only detected change in one ATTID scale, indicating students may be more willing to interact with a person with intellectual disabilities post intervention. Three of the six schools randomised to the lessons plus contact group had plans in place for joint activities between students and young people with an intellectual disability. Despite the disruption caused by the Covid pandemic, the findings were encouraging in relation to future research on the Talk‐LD lessons. The schools also engaged positively with the process of promoting positive contact with young people with an intellectual disability. [ABSTRACT FROM AUTHOR]

Aim: Adolescent mental ill‐health is a common international challenge affecting both high‐ and lower‐middle‐income countries. The Republic of the Philippines enacted its first mental health law in 2019, underlining the importance of the promotion of adolescent mental health education in schools. In Japan, course instructions about mental ill‐health were formulated in a Course of Study that reflects governmental curriculum guidelines. Embedded since 2022, the Course of Study aimed to promote an understanding of current issues of adolescent health. The National Center for Global Health and Medicine in Japan has been sharing experience of promoting public health practices and advancing medical technology in low‐ and middle‐income countries, especially in the Western Pacific region. This paper describes the development process and content of these resources by an interdisciplinary team from Japan and the Philippines. Methods: The interdisciplinary team created an embedded mental health education programme using animated videos for the Philippine school curriculum to improve mental health literacy in adolescents. Results: Two six‐minute animated videos of age‐relevant stories were created. The animation scenarios illustrate: 1) mental health problems and recovery; and 2) major symptoms of mental illnesses, including depression, anxiety, and schizophrenia. Each animated video presents several items for discussion among students and/or teachers, both in class and online for students unable to attend school. Conclusion: Our efforts may provide good opportunities for enhancing adolescents' mental health activities in the Philippines. In the following steps, we should investigate the effectiveness of school‐based MHL using these animated videos with rigorous evaluation methods. [ABSTRACT FROM AUTHOR]

Rural communities face significant mental health disparities. Two universities developed a training model for rural school‐based counseling students, which began with a rural life orientation. This case study's findings demonstrate the value of place‐attentive pedagogy and experiential learning. The study offers implications for how programs can prepare counselors to serve rural populations. [ABSTRACT FROM AUTHOR]

This article seeks to provide a clearer understanding of Digital Capital in education. It introduces a comprehensive analytical framework that explores the relationship between Digital Capital and Bourdieu's Cultural Capital Theory. Instead of treating digital skills and resources as separate entities, it integrates them into Cultural Capital Theory as complementary elements. This approach helps shed light on the disparities in ICT usage. Data from the 2018 OECD‐PISA survey conducted in Italy are analysed to assess whether Digital Capital can be considered a component of Cultural Capital. The findings indicate that differences in Cultural Capital do not significantly impact the possession and usage of digital assets. Instead, distinctions become apparent through students' behaviours within the school environment. This underscores the connection between digital competencies and various dimensions of cultural and educational capital. The article posits that status and cultural disparities stem not solely from digital competencies but also from their interplay with social and cultural resources. This offers deeper insights into how the digital divide intersects with broader societal power dynamics. [ABSTRACT FROM AUTHOR]

There is a need for careful examination of large volumes of collected (structured and unstructured) information related to school-based evaluation. There is also no published, comprehensive framework/s for evaluating complex interventions in Irish primary schools. The aim of this paper is to outline a methodology for process evaluation of an Irish primary school-based physical activity (PA) and nutrition intervention. Evaluation followed the three themes outlined by the British Medical Research Council: implementation, context, and mechanism of impact that we further divided into six dimensions. Methodological tools included questionnaires, PA logs, reflective journals, write and draw, and semi-structured interviews. We triangulated findings across these multiple tools to assess each dimension. We designed a unique framework to enable comparisons and offer researchers a template for evaluating complex health promotion interventions in primary schools. We present a methodology for evaluating a complex school-based health promotion intervention. The framework we propose integrates process and outcome data. It aims to enhance future result interpretation and facilitate informed comparisons among intervention schools. Key messages: Irish primary schools lack a comprehensive framework for evaluating complex health promotion interventions. By combining process and outcome data, researchers can assess intervention effectiveness across different schools. This study introduces a unique framework that will support informed comparisons. [ABSTRACT FROM AUTHOR]

Background: Cystic Fibrosis (CF) is a genetic life limiting disease that impacts upon quality of life. An aim of CF care is to preserve lung function, with physical activity (PA) being an important part of daily airway clearance. Ensuring children have opportunities to engage in PA at school should be an important part of their daily routine. It is important to gain parental perspectives on this, as they manage the daily care for their children. This study aims to explore parents' perceptions of school-based PA for their children with CF. Methods: Parents of children with CF (n = 10), from three regions of the UK (England, Wales and Northern Ireland) took part in online semi-structured interviews. Data were analysed using Interpretative Phenomenological Analysis (IPA). Results: Although parents recognized the benefits of school-based PA for their children, systemic barriers in the school setting often inhibit daily PA for children with CF, including teachers' misconceptions, emotional and physical barriers, and PA not being a priority. Conclusion: Recommendations for practice have been developed to help engage children with CF in daily school-based PA in an inclusive way, with the hope of maintaining health outcomes for children with CF. [ABSTRACT FROM AUTHOR]

Purpose: Technical approaches (TAs) such as Direct Instruction are commonly utilized when teaching games in Physical Education (PE) classes, but game-based approaches (GBAs) such as Game Sense (GS) have gained greater interest over the past 30 years. However, little is known about which approach promotes more physical activity (PA). The aim of this study was to compare the PA of girls during single-gender PE classes in an invasion games unit utilizing either a GS approach or a TA. Methods: Two upper primary school PE classes were taught invasion games using a GS approach and two classes were taught using a TA. During each of the 7 lessons students wore a wearable GPS sensor (SPT2, Sport Performance Tracking, Australia) which measured total distance, distance in each speed zone, top speed and 3D load. Results: The GS group traveled a greater distance than the TA group (+203 m, p <.001). This result was explained mostly by a greater distance covered in zone 2 speeds (0.6–1.7 m/s). The 3D load was also significantly higher in the GS group, but there were no group differences in top speed. Conclusions: Findings suggested that a GS thematic invasion unit was more effective in promoting PA levels in all-girl primary PE classes than a traditional sport-based invasion unit. [ABSTRACT FROM AUTHOR]

Early childhood pedagogical leadership has been found to enhance program quality by assisting educators to reach deeper understanding of pedagogical practices. In the early years of school where pedagogical tension resides, research on early childhood pedagogical leadership is scarce. Furthermore, there are few models of early childhood pedagogical leadership that describe how early childhood pedagogical leadership might be enacted in practice. This paper presents a relational model of early childhood pedagogical leadership that was developed from the findings of an investigation into early childhood pedagogical leadership enactment in school settings. The practical elements of pedagogical leadership outlined in this model may assist educators to understand how they can lead continuous improvement while empowering their colleagues and building leadership capability of their team. [ABSTRACT FROM AUTHOR]

Background: Computerised adaptive tests (CATs) are tests that provide personalised, efficient and accurate measurement while reducing testing time, depending on the desired level of precision. Schools have different types of assessments that can benefit from a significant reduction in testing time to varying degrees, depending on the area of application, but for which the loss of measurement accuracy has a different impact. The implementation of CAT can take several approaches, each of which can potentially affect the resulting test length and accuracy. Objectives: We compare the methods of estimation‐based CAT and binary‐search‐based CAT to determine the extent to which they are suitable for school assessment in terms of their length and accuracy. Methods: This study uses simulations based on empirical data from a cohort of pupils with and without special needs (n = 400) to examine the effects of probabilistic estimation‐based CAT and deterministic binary‐search‐based CAT on the length and accuracy of an adaptive reading test for pupils with different ability levels. Results and Conclusions: Estimation‐based CAT leads to a 40% test reduction with an average accuracy of r = 0.96, while binary‐search‐based CAT leads to a test reduction of up to 88% with an average accuracy of r = 0.83. Both methods demonstrate the applicability of CAT in educational environments. Practical advantages and disadvantages of both methods for learning environments are discussed, as well as which method is best suited for specific assessment needs. Lay Description: What is currently known about this?Computerised adaptive testing (CAT) can significantly reduce the length of testing instruments while still accurately measuring an individual's ability.Pupils with low ability benefit most from CAT.There are several methodological approaches to adaptive testing, each with different advantages and disadvantages in terms of test duration and accuracy. What does this paper add?Estimation‐based CAT is more accurate than binary‐search‐based CAT, but requires more items.Binary search‐based CAT is suitable for short‐term and recurrent allocation of support groups or for measuring learning progress with a large increase.Estimation‐based CAT is also suitable for measures that have long‐term implications. Implications for practice:CAT can be very helpful in data‐driven decision making in schools, as it measures and automatically scores students with different levels of ability in a time‐ and resource‐efficient and individualised way.When embedded in digital learning environments, it provides a useful synthesis of assessment, teaching and learning. [ABSTRACT FROM AUTHOR]

Ethnicity plays a significant role in adolescents' everyday lives, but there is a limited understanding of adolescents' own experiences with how ethnicity is addressed in different contexts. Three contexts of importance during adolescence are investigated in the present study: schools, social media, and sports. A closer contextual examination has the potential to provide insights into how multiple contexts shape experiences with ethnicity. The aim of the study was to understand more about adolescents' experiences of how ethnicity is addressed in schools, on social media, and in sports. Six focus groups with a total of 21 adolescents (Mage = 14.5, SDage = 0.5, female = 76%) discussed their experiences. Data were transcribed verbatim and analyzed using a close‐to‐data, inductive thematic analysis. The analysis resulted in three main themes and seven subthemes, indicating that ethnicity was addressed differently in the three studied contexts. For the main theme of how ethnicity was addressed in schools, the subthemes were: Addressing ethnicity is important; Ethnicity is addressed through stereotypes and Everyday racism. The main theme of ethnicity on social media consisted of two subthemes: Sharing ethnic and cultural narratives and Hateful remarks. The main theme of ethnicity in sports also consisted of two subthemes: On equal terms and Clear consequences for racist behaviors. To better understand the multiple contexts, the results are discussed guided by the ecological systems theory. The adolescents highlighted that there are many benefits of addressing ethnicity and that it is important to do so in multiple contexts of adolescent life, just not in the same way. When ethnicity was addressed carelessly, such as through stereotypes or via racism masked as jokes, it had the potential to cause harm. When ethnicity was addressed with reflection, it instead had the potential to build understanding, lead to positive experiences, and provide learning opportunities. [ABSTRACT FROM AUTHOR]

Minecraft Education is a popular digital game-based learning platform designed for use in educational settings. This study explores teachers' experiences of using Minecraft Education as an educational tool to foster the development of key competencies and skills in students. Semi-structured interviews with Irish primary school teachers (N = 11) were conducted during a national project-based initiative involving Minecraft Education in primary schools called Ireland's Future is MINE. Thematic analysis identified six major themes: encourages student collaboration, supports creativity, students as active participants in their learning, inclusive educational tool, supports curricular content, and barriers to use. Findings emphasise how the platform can be used in the classroom to support the development of skills and competencies students need to succeed in the future while simultaneously supporting curricular content. In addition, the platform can enable learning conditions that are more inclusive and equitable for all students. External technological barriers to use need to be addressed to realise the full potential of the platform in a classroom setting. The paper concludes with a series of recommendations and implications relating to the use of Minecraft Education in primary school classrooms. [ABSTRACT FROM AUTHOR]

As outcomes and survival for children with chronic kidney disease (CKD) have improved over the last 30 years, there is an emerging need to characterize and understand later educational and employment outcomes across the spectrum of pediatric CKD severity—ranging from mild CKD to requirement for dialysis and kidney transplantation. Although large-scale research on the topic of long-term educational and employment outcomes in the pediatric CKD population is relatively scarce, the existing literature does support that children across the spectrum of CKD severity are at risk for education-related difficulties including chronic school absenteeism. These education-related difficulties are compounded by well-described neurocognitive deficits—particularly in the domain of executive functioning—that may potentially perpetuate the risk for academic underachievement. This is particularly concerning given that data from the general pediatric population suggest that childhood academic underachievement is associated with higher likelihood of un-/underemployment in adulthood. This review highlights what is known about educational and employment outcomes among persons with a history of childhood CKD, as well as suggestions for interventions to improve educational outcomes for this population. [ABSTRACT FROM AUTHOR]

Radon is a radioactive, carcinogenic gas formed by the radioactive decay of uranium and radium that occur naturally in small amounts in all rocks and soils. It is the largest single source of radiation exposure to the UK population, contributing to more than 1 100 lung cancer deaths each year according to an analysis conducted in 2005. Regulations exist to protect employees (and other persons) where radon concentrations exceed the reference level of 300 Bq m−3. Once the reference level is exceeded, annual doses of more than the public dose limit of 1 mSv a−1 are considered to be excessive. A radon measurement campaign for schools, which started in 2009, generated a large dataset, including those with high numbers of simultaneous radon measurements. Radon data between buildings (e.g. homes) have been shown to correspond broadly to the lognormal distribution, after the additive contribution of outside air has been removed. However, there are fewer studies of the distribution of radon levels within a single, large property. Radon data collected from 533 UK schools with at least 20 valid, simultaneous results were analysed against several statistical models. In approximately 50% of schools the radon levels could be represented by the lognormal distribution and in 60% by the loglogistic lognormal distribution, the latter being a better fit probably owing to its lower sensitivity to the tails of the distribution. Qualitatively, the lognormal and the loglogistic probability plots appeared to be indistinguishable. These findings indicate that the lognormal and loglogistic might be appropriate models to characterise the distribution of radon in most large workplaces. For each statistical model, the two distribution parameters can be used to provide a better estimate of the average dose to the occupants. However, caution is required when assessing doses, since the average estimator of the radon concentration does not predict the highest value and may significantly underestimate or overestimate the dose in specific areas. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the current legal reflections on the meaning and place of inclusive education within the conception of the right to education. While the recent progress on inclusive education have contributed to enhance the realisation of the right to education for many disabled children, it has had mixed results for others. Autistic children in particular appear to still suffer from poor educational experience and outcomes. This paper argues that better fulfilling the right to education of autistic children will entail abandoning the conception of inclusive education as exclusively realised in mainstream schools. Instead, it appears important to offer a variety of settings and to refocus the discussions on the notions of non-discrimination and substantial equality, quality education, and children's rights. [ABSTRACT FROM AUTHOR]

Background: Overweight prevalence in Spain reached critical levels before the COVID-19 pandemic, which likely exacerbated this issue. The PESCA (Programa Escolar de Salud Cardio-vascular) program is a multicomponent school-based intervention, launched in 2018 with the aim of tackling this health problem and reducing overweight rates in youth. Objectives: (1) To analyze the efficacy of the PESCA program intervention on body composition, overweight prevalence, physical activity (PA)/sport practice, resting time, and screentime before COVID-19 and (2) to evaluate the impact of COVID-19 and the associated lockdown measures on these parameters in the studied sample. Methods: This longitudinal study included 207 children and adolescents from schools in Madrid (aged 2.82 to 15.84 years; 44.4% girls), with measurements taken at three time points: two before COVID-19 and one after its onset. Overweight prevalence, body fat percentage diagnosis, physical activity, resting time, and screentime were assessed. Cochran's Q test and repeated-measures ANOVA were used to compare outcomes across the three assessment time points. Results: Overweight prevalence remained stable among children in the PESCA program before COVID-19 (17.87% to 19.81%). However, a significant increase was observed from point 2 to point 3, post-COVID-19 onset (19.81% to 26.57%). Similarly, healthy body composition significantly deteriorated from 63.16% at point 2 to 52.48% at point 3. PA/sport practice prevalence significantly increased until COVID-19 onset (80.19% to 91.22%) but declined thereafter (91.22% to 79.10% from point 2 to point 3). Although the differences were small, resting time significantly decreased post-COVID-19 onset (from 10.18 h at point 2 to 9.96 h at point 3), with no changes in the first period. Non-academic screentime showed a similar pattern: stable before COVID-19 and significantly increased after its onset (1.61 h at point 1; 1.70 h at point 2; 2.29 h at point 3). Conclusions: The PESCA program positively impacted PA/sport practice prevalence and may have provided some protection against overweight and related variables during the pre-COVID period. However, health authorities' restrictions and lockdown policies during COVID-19 negatively affected the health and lifestyle variables studied, offsetting previous improvements. [ABSTRACT FROM AUTHOR]

Aim: Handwashing with soap remains the single most cost-effective strategy for reducing the spread of infectious diseases. From our scoping search, no study was identified which examined the predictors of children's handwashing behaviour within the context of the Health Belief Model (HBM) and Theory of Planned Behaviour (TPB) combined. This paper contributes to bridging this gap in literature. We sought to examine variables emanating from the HBM and TPB which could potentially predict handwashing behaviour; determine whether behavioural intention will potentially predict behaviour; and identify school children's motivation for proper handwashing behaviour. Subject and Methods: Data were collected from 717 school children recruited from four basic schools. A structured questionnaire was used for data collection. Data were analysed using multi-variable linear regression models. Results: Participants' knowledge of hand hygiene failed to predict behavioural intention and handwashing behaviour. As regards participants' perception of severity, there was an association with behavioural intention in a crude model, but this was not so in an adjusted model. Also, perception of severity was not associated with handwashing behaviour. Attitude to handwashing (β = 0.120, 95% CI [0.00, 0.24] p = 0.046), possession of handwashing skills (β = 0.037, 95% CI [0.01, 0.07] p = 0.008), and subjective norms (β = 0.263, 95% CI [0.20, 0.33] p < 0.001) were among the psychosocial variables that showed potential for predicting both behavioural intention and behaviour. The TPB's intention-behaviour relationship was corroborated by our results. Among others, motivation for adherence to proper handwashing behaviour included the desire to make hands smell better. Conclusion: Interventions targeting the handwashing behaviour of school children should consider strategies that move beyond mere knowledge improvement, but rather target attitude and skill enhancement strategies implemented in partnership with 'significant others' such as teachers, and adult peers. [ABSTRACT FROM AUTHOR]

Copyright of School Chronicle / Šolska Kronika is the property of Slovenski Solski Muzej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a more coherent picture of siblings' well-being and functioning across the home and school contexts. We compared how siblings aged 8–16 years (45% boys, 54% girls) were scored on the strengths and difficulties questionnaire by teachers (n = 125), mothers (n = 115), and fathers (n = 81) with population norms and clinical cutoffs. For boys, the mean teacher scores did not indicate problems for total difficulties or any subscale except hyperactivity–inattention, but mean parent scores were higher for total difficulties and most subscales (d =.44 to.96). For girls, teachers indicated higher than norm scores for total difficulties, emotional problems, hyperactivity–inattention and peer problems (d =.26 to.46), while parents indicated higher total difficulties and problems across most subscales (d =.31 to.54). Prosocial behavior was as a relative strength of siblings across all raters. Siblings may not display the same level of mental health problems in school as at home, and teachers can offer an important perspective on siblings' mental health and functioning. [ABSTRACT FROM AUTHOR]

In this mixed-methods experiment, we examined the impacts of an externally provided rationale and teachers' own beliefs on cognitive, emotional, and behavioral responses to student misbehavior. Teachers (N = 120) viewed a video describing three instances of a student's misbehavior, then were randomly assigned to receive one of three explanatory rationales for the misbehaviors, including intentionality, cognitive deficits, adverse childhood experiences, or a comparison condition that offered no new information. Teachers reported causal attributions, emotional responses, perceived self-efficacy, and disciplinary strategy. Results suggest that teachers' attributions are independently predicted by their own beliefs about the student's misbehavior and the provided rationale. Further, both sources of information predicted teachers' feelings, self-efficacy, and disciplinary strategies. We discuss implications for changing teachers' attributions of misbehavior and increasing the use of positive behavior management strategies. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There are many approaches used to deliver social and emotional learning (SEL) in schools. These include both explicit skills-based curricula and more micro strategies, such as behavioral modeling by teachers, incorporating concepts into academic lessons, and creating opportunities for students to apply skills throughout the school day. However, in most SEL studies, implementation "dosage" is measured only as the number of lessons delivered from a curriculum, failing to account for the various approaches to SEL delivery. Currently, there is a lack of measurement approaches that capture SEL implementation dosage across diverse "dose forms." To fill this gap, this study proposes a measure of "Multiform Dosage," which captures four different dose forms: delivering lessons, modeling, incorporating, and applying intervention concepts. We tested a measurement model of Multiform Dosage with data collected during the implementation of TOOLBOX, a school-based SEL program. Multiple forms of implementation dosage were measured through self-report surveys of K-5 classroom teachers (n = 94) in October, December, and May. The four-factor measurement model with one cross-loading showed a good fit to the data with acceptable loadings at each occasion. Measurement weights were equivalent between K-2 and 3–5 grade subgroups except one loading of the Incorporation factor in October. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Divorce and remarriage rates have increased dramatically in China, and more children live in stepfamilies. There remain valuable opportunities to understand the various family and school assets that support the well‐being of Chinese youth amid family structural transitions, such as the transition to stepfamily life. Using latent profile analysis, the current study seeks to identify patterns of youth support using seven family‐related variables and two school‐related variables as indicators among a sample of Chinese youth (N = 269; Mage$$ {M}_{age} $$ = 14 years; 129 females and 117 males) residing with a parent and stepparent. Four profiles were identified: low support, academic focus/low support, moderate support, and high support. Results further demonstrated that youth in the moderate support profile had significantly better well‐being outcomes compared to youth in the low support or academic focus/low support profiles; demographic characteristics such as low SES families and parents with lower education backgrounds were associated with the low support profile; and stepfamilies with stepfathers were overrepresented in the moderate support profile, whereas stepfamilies with stepmothers were overrepresented in the low support and academic focus/low support profiles. These findings can inform the development of interventions intended to bolster the well‐being of Chinese adolescents in stepfamilies. [ABSTRACT FROM AUTHOR]

ObjectivesMethodResultsDiscussionAccording to the World Health Organisation (WHO), more than one in four young people globally experience a mental health issue each year. Alongside traditional care undertaken by hospitals, the justice system, and community care, schools also provide care for students with mental health issues. As a result of increased numbers of students presenting in school with undiagnosed disorders and behavioural and learning problems, schoolteachers have been asking for more mental health training. We sought to explore teachers’ needs for a mental health teacher-training curriculum to support students with mental health issues.A qualitative method was used consisting of 18 in-depth interviews with currently serving teachers from Catholic, Independent and Public schools in Australia. Data were analysed using thematic content analysis.Data revealed that the immediate requirement for training is knowledge of mental health. However, we found this to be insufficient to support teachers and found instead that a multidimensional model was needed comprising of training in the following areas: mental health management skills; training to deliver mental health programs in class; working with and partnering with external agencies, including roles and referral protocolsls; as well as caring teachers own mental health.We developed a multidimensional model for teacher training and for other school staff to meet the increasing demand on schools to manage students’ mental health issues in their classrooms. [ABSTRACT FROM AUTHOR]

The Break4Brain project aims to elucidate the effects of both acute and chronic physical activity (PA) on educational achievement in children with and without Attention Deficit Hyperactivity Disorder (ADHD). This study will be conducted in two phases: a cross-over design followed by a hybrid type 1 implementation-effectiveness trial, which includes both a cluster randomized controlled trial (RCT) and a qualitative study. In phase I, 60 children aged 10–12, with 30 each from ADHD and non-ADHD groups, will participate in a laboratory-based study over 4 days within 1 month. They will participate in three counterbalanced experimental conditions: (i) PA with cognitive engagement, (ii) PA without cognitive engagement, and (iii) a cognitively engaging control. This phase will assess acute changes in brain function, academic performance, working memory, inhibitory control, and sustained attention. Phase II will involve 600 children aged 10–12, randomly assigned to either a video-based PA program or a control group (300 children per group) in an 8-week cluster RCT. This phase will also incorporate a qualitative approach to explore the implementation context through pre- and post-intervention semi-structured interviews with teachers and school staff, and questionnaires for students. The outcomes of interest in this phase will include working memory, cognitive flexibility, selective attention, and academic performance. For the cross-over study, we hypothesize that PA conditions will enhance the studied outcomes compared to the control condition. In the RCT, we anticipate that the 8-week active breaks program will result in significant improvements in the selected outcomes compared to the control group. This study is expected to make pioneering contributions by including novel variables and focusing on the ADHD population. Furthermore, if the cluster RCT proves effective, it could offer a practical and cost-effective resource for integrating active breaks into daily school routines. [ABSTRACT FROM AUTHOR]

Australia has one of the most inequitable education systems in the world. While researchers have investigated these inequities in terms of academic achievement, attendance and behavioural outcomes, there is much less known about the impact of inequity on students’ participation and achievement in school-based physical activity and sport opportunities. This study investigated the impact of social and educational advantage on participation and success in primary school swimming and track and field athletics competitions in two Australian states. Multiple regression was used to see if the Index of Community Socio-Educational Advantage (ICSEA), total school enrolments and geographic location predicted school participation and success. Findings showed that ICSEA had a significant influence on swimming competition participation and success, with enrolment and location also being significant for some regions. However, our data showed less significant differences for these three variables regarding track and field athletics competitions. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

AbstractGuided by six research questions, this study adopted survey design to investigate the prevalence of unorthodox psychoactive substance use amongst students. 700 students were drawn from a population of 10,560 students. ‘Prevalence of Use of Unorthodox Psychoactive Substances Questionnaire’ (PUUPSQ) was used for gathering data, which was analyzed using frequency, percentage, bar charts and pie charts. The results showed, amongst others, that 57% of the respondents had taken at least one of the 20 investigated substances, which indicates high prevalence. It was recommended, amongst others, that adequate awareness on these substances should be created amongst the stakeholders in schools. [ABSTRACT FROM AUTHOR]

Introduction: Adolescent autistic girls in mainstream schools experience more loneliness and exclusion than their peers. Swedish schools have a long tradition of working towards inclusion but, despite this commitment, these girls are at higher risk of absenteeism and failing to achieve educational objectives. Bearing this in mind, it is important to understand how autistic girls navigate their everyday school life from a first-hand perspective and develop a broader understanding of what shapes their opportunities for and barriers to participation. Methods: This qualitative study draws on multiple semi-structured interviews with 11 autistic girls, aged 13–15, exploring how they navigate having an autism diagnosis within a Swedish secondary school context. Results: While on a personal level the diagnosis itself was mostly perceived as positive, the girls expressed ambivalence about making sense of it in the school context. The girls expressed awareness of the perceptions and understanding of autism in their school setting, and their consequences in terms of both support and exclusion and stigmatisation. The sense of being perceived by others as different, accompanied by a desire to belong and an awareness of stigma, seemed to have a strong impact on how they navigated everyday school life. This created field of tension between the social context of school, its values and norms, and the girls' personal experiences and views about autism. Discussion: The girls' accounts illustrate the complex reality of their school lives post diagnosis. Valuable implications for practice include the need to work towards a discourse in schools in which differences are seen as natural, and guidance post diagnosis to build the girls' awareness and understanding and enable them to develop strategies for successfully navigating school. [ABSTRACT FROM AUTHOR]

Hate speech is a global issue that is also prevalent among adolescents and requires an educational response. Teachers handle hate speech as part of their professional role. To date, we know little about their beliefs in relation to the early stages of their interventional actions, specifically to their perception of hate speech in school. Thus, this study examined associations between teachers' social dominance orientation, their pluralist attitude, and their hate speech perception in school. A sample of 471 secondary school teachers from 38 schools (Germany: n = 251; Switzerland: n = 220) participated in a self-report survey from December 2020 to April 2021 (M Age = 42.8 years; 57.7% females; 21.0% with migration status). Data from a total of 3,560 students from grades 7–9 (Germany: n = 1,841; Switzerland: n = 1,719) were matched with teachers' data to control for students' hate speech perception in school. Fixed effects multilevel regressions were run, including covariates (teachers' age, gender, migration status, students' hate speech perception), teachers' social dominance orientation, pluralist attitude, and their hate speech perception in school. Teachers perceived a higher frequency of offline hate speech than online hate speech. Contrary to the hypotheses, social dominance orientation was positively associated with offline and online hate speech perception. As predicted, teachers' pluralist attitude was positively linked to their off- and online hate speech perception. Further research must now clarify how the investigated beliefs and attitudes and teachers' hate speech perception in school relate to other aspects of their professional competence. [ABSTRACT FROM AUTHOR]

Prior research provides little guidance on how to support return to school post-concussion. Peer support may be one strategy to enable adolescents to return to school post-concussion. The purpose of this study was to explore what high school students preferred in a school-based peer support program post-concussion. We conducted a qualitative instrumental case study in one high school in Calgary, Canada. Seven semi-structured focus groups were conducted with 53 high school students (16 boys, 36 girls, 1 preferring not to disclose gender; median age = 16 years, range = 15-18 years). All adolescents were enrolled in a sport medicine course and had either a history of concussion (n = 20) or were interested in supporting peers who had sustained a concussion (n = 33). Focus group questions aimed to solicit which factors the adolescents believed should be considered in the development of a post-concussion peer support program. We analyzed the focus group transcriptions using content analysis. Adolescents preferred a one-on-one Buddy Program. A one-on-one environment would provide a trusting and confidential relationship between the student with a concussion and their buddy. Peer support could include social support, advocacy support for academic accommodations, tutoring support, and concussion education. In future, the Buddy Program should be piloted in high schools. [ABSTRACT FROM AUTHOR]