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Background: Case investigation and contact tracing (CI/CT) are important public health tools to interrupt COVID-19 transmission. Our study aims to understand how parents and school staff perceive COVID-19 CI/CT. Methods: Using a mixed methods approach, we distributed a community survey and conducted 15 focus group discussions (FGDs) in English and Spanish between December 2020 and March 2021 with 20 parents and 22 staff from schools in San Diego County ZIP Codes with COVID-19 rates in the top quintile as of August 2020. Results: One in 4 survey respondents reported that they would be reluctant to participate in CI/CT. FGDs revealed themes of mistrust in government authorities, overburdened institutions, unfamiliarity with CI/CT, and uncertainty about its reliability. School community members emphasized that parents trust schools to be involved in CI/CT efforts, but schools are overwhelmed with this added responsibility. Conclusions: Investing in schools as community hubs is necessary so they can become important partners in prevention and mitigation in public health.

The evolution of a research university can take many paths. Described here is a case study of the synergy between the establishment and growth of a primarily graduate school and the commitment to developing a research university, all with the assistance of a separately incorporated non-profit research administration entity. The result has been a dramatic advancement of the university as a nationally recognized research institution, benefiting from an emerging field and school focused on applied research and community engagement, and a research support entity that has likewise thrived in its mission. The strategies leading to this success highlight the role of research in institutional advancement and regional recognition, even when operating in the context of a primarily teaching oriented state educational system; the support of a strong research management apparatus was key to producing successful results.

If we truly wish to promote science or STEM education, then it would seem that the joining of resources and expertise from the communities of formal schooling and informal science education institutions or ISEIs (museums, aquariums, and the like) would be an important early step. Yet creating such connections between teacher and museum remain a challenge for both teachers and informal educators. This study employs a "communities of practice" lens (Wenger, 1998) to provide a deeper explanation for the challenges inherent in those programs and experiences (field trips, outreach programs, teacher professional development) where schools and informal science institutions interact to create unique learning opportunities. To better understand the expectations and perceived challenges of these boundary activities, questionnaires, focus groups and interviews were used to gather information from over 200 teachers and informal science institution staff in southern California. Several factors, identified by both groups, were found to influence these shared experiences, including issues of "authority", "capacity", "communication", and "complexity". By considering both educators' perspectives, we gain a clearer understanding of the practice of these communities and how such practices influence the activities at these boundaries. Furthermore, a closer look at "avid" users--those teachers who do successfully and regularly make use of ISEIs--reveals possible avenues for strengthening such boundary activities and potentially creating a more effective merging of learning and teaching resources.

Debate over the design of state and federal accountability systems is an important ongoing issue for policy makers. As we move toward next-generation accountability through No Child Left Behind's (NCLB) waivers and reauthorization drafts, it is important to understand the implementation and effects of key elements of prior accountability systems. In this policy brief, we investigate an under-researched feature of NCLB accountability--the use of safe harbor to meet proficiency rate objectives. We use school-level data on California schools between 2005 and 2011 to investigate the prevalence of safe harbor over time. We find dramatic increases in recent years, primarily for the objectives for historically disadvantaged groups. Furthermore, we find no evidence that schools using safe harbor meaningfully outperform schools failing Adequate Yearly Progress in the short or long run, casting doubt on the utility of the measure. We conclude with recommendations to policy makers, including state assessment and accountability coordinators, regarding accountability policy design in future laws.

The present investigation considers the program outcomes of one community youth project, Leadership Excellence Inc., Oakland Freedom Schools. Oakland Freedom Schools are culturally relevant 6-week summer Language Arts enrichment programs for primarily inner-city African American youth aged 5 to 14 years. In this study, 79 African American youth participated. Results indicated that involvement in Oakland Freedom Schools positively influenced racial identity and youth views toward African/African American culture and precepts. The results also indicated an increase in pretest to posttest scores on social skills strategies and future commitment to social action. There were no statistically significant increases in attitudes toward reading and self-concept.

To ascertain best practices for schools implementing or sustaining instructional school gardens by interviewing key members in 10 schools with exemplary instructional school gardens programs in California. Practices of schools with exemplary instructional school gardens programs were analyzed by constant comparative analysis using qualitative data analysis software. Seven of the 10 schools had people from at least 3 of the following 4 groups: administrators, teachers, parent and community volunteers and garden coordinators. Nine of 10 schools had a part- or full-time garden coordinator. Results demonstrated that a committee committed to instructional school gardens is the most important step towards success. (Contains 1 figure.)

In the corporate world, the notion of customer relationship management (CRM) is nothing new. That particular technology sector is now jam-packed with software that enables organizations to monitor and manage every interaction with a customer, from the very first experience on, throughout the lifecycle of the relationship. That relationship spans the gamut from prospect to customer; from referring customer to repeat customer; from displeased customer to satisfied service recipient, and so on. In the world of higher education, however, CRM takes on an entirely different face--a face once known as client, or constituent relationship management and now generally referred to as "student lifecycle management," or SLM. In this scenario, the "customers" are the students themselves, and the technology manages all interactions from the moment students express interest in a school as potential recruits, through their first day on campus, then to graduation and beyond. In their book, "Strategic Marketing for Educational Institutions" (Prentice Hall, 1995), authors Philip Kotler and Karen Fox put the notion of SLM into perspective by equating students to customers (a concept that really rankled higher ed administrators, when they were first exposed to it some years back). SLM is now broadly accepted as the process of developing and maintaining long-term relationships with students. The author provides scenarios in which a school can set the stage for SLM to expand naturally into other areas, moving beyond recruitment and retentions into human resources, financials, and more.

In recognition of the fact that science centers and other informal educational institutions can play a role in the reform of science, technology, engineering, and mathematics (STEM) education, several major research and professional programs are currently underway. This article discusses one such effort, the Center for Informal Learning and Schools (CILS), a collaboration of the Exploratorium, the University of California, Santa Cruz, and King's College, London and the need for a theoretical framework based on socio-cultural theory to link discussion of varied efforts characterizing science learning in informal settings. The article discusses two key problematics related to developments in the science education field of the past decade: (1) integrating studies that are undertaken from multiple disciplinary perspectives, namely, science education, developmental psychology, and cultural studies, and (2) characterizing critical properties of informal learning in museums. It reviews work that has been conducted in nonschool settings and, using examples from research conducted by the Center for Informal Learning and Schools, it reviews questions currently under investigation.

Performance measurement can be a difficult political as well as technical challenge for educational institutions at all levels. Performance-based budgeting can raise the stakes still higher by linking resource allocation to a public "report card." The 23-campus system of the California State University (CSU) accepted each of these accountability challenges beginning in 1999. CSU agreed to institutionalize a comprehensive data-collection process designed to measure progress toward a series of technology policy goals. Further, the state legislature would receive annual reports on those measures of success. In exchange, the legislature agreed to support the technology infrastructure buildout on each of the campuses. The agreement runs through 2008. This research brief provides an overview of the process and methodology underlying the Measures of Success (MOS) reports. The tools and approaches described here may apply to other public institutions interested in striking a "negotiated accountability" agreement with the state government in exchange for a predictable base of technology funding.

Analyzes state performance incentive programs in California, South Carolina, and Wisconsin. Findings suggest that incentive programs vary in effectiveness, indicating that program design is critical to success, and that most of the programs do not have high monetary costs. (FMW)

Arguments for an education voucher proposal are presented with particular application to California, which is experiencing a rapid shift from public to private schools. (JMF)

The article examines how California's community college system allocates categorical funding and the processes involved in redesigning these funding formulas to better support underserved student populations. It highlights the complexities and tensions in ensuring that categorical programs are funded equitably, considering factors like program goals, student needs, and institutional challenges. It emphasizes the importance of involving practitioners and researchers in the review process.

With 7.3% of children under the age of 18 experiencing the death of a parent and more who experience a loss of a loved one bereavement is a common experience in the lives of children and youth. The current study sought to evaluate the effectiveness of an 8-week, school-based grief group treatment program in reducing symptoms of grief, dysregulation, and improving social support. A total of 296 children and youth (age 11–18) participated in the grief programming provided by a local hospice agency. With a retention rate of 76% the researchers identified a significant reduction in grief symptomology, frequency of emotion dysregulation, and a significant increase in perceived social support from pre- to post-8-week school-based grief programming. A reduction in intensity of dysregulation was not significant. Implications for school personnel and parental support of children and youth experiencing loss are discussed. [ABSTRACT FROM AUTHOR]

A large literature documents that there are significant academic and non-academic differences between the youngest and oldest students in a school cohort. This paper investigates if being the youngest in a cohort has any impact on an individual's propensity to commit crime by utilizing a data set that contains over 4 million arrest records spanning a 20-year period in California. While I find no persistent effect on the probability of arrest, the youngest students in a cohort have a higher risk of arrest for certain offenses at age 14, corresponding to the age when they would transition to high school. [ABSTRACT FROM AUTHOR]

Objectives: Reports of unsafe school drinking water in the United States highlight the importance of ensuring school water is safe for consumption. Our objectives were to describe (1) results from our recent school drinking water sampling of 5 common contaminants, (2) school-level factors associated with exceedances of various water quality standards, and (3) recommendations. Methods: We collected and analyzed drinking water samples from at least 3 sources in 83 schools from a representative sample of California public schools from 2017 through 2022. We used multivariate logistic regression to examine school-level factors associated with lead in drinking water exceedances at the American Academy of Pediatrics (AAP) recommendation level (1 part per billion [ppb]) and state action-level exceedances of other contaminants (lead, copper, arsenic, nitrate, and hexavalent chromium). Results: No schools had state action-level violations for arsenic or nitrate; however, 4% had ≥1 tap that exceeded either the proposed 10 ppb action level for hexavalent chromium or the 1300 ppb action level for copper. Of first-draw lead samples, 4% of schools had ≥1 tap that exceeded the California action level of 15 ppb, 18% exceeded the US Food and Drug Administration (FDA) bottled water standard of 5 ppb, and 75% exceeded the AAP 1 ppb recommendation. After turning on the tap and flushing water for 45 seconds, 2%, 10%, and 33% of schools exceeded the same standards, respectively. We found no significant differences in demographic characteristics between schools with and without FDA or AAP exceedances. Conclusions: Enforcing stricter lead action levels (<5 ppb) will markedly increase remediation costs. Continued sampling, testing, and remediation efforts are necessary to ensure drinking water meets safety standards in US schools. [ABSTRACT FROM AUTHOR]

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10 exclusionary discipline outcomes for students with disabilities (SWD). Specifically, we compared schools that implemented multiple SWPBIS tiers with fidelity to schools that only implemented Tier 1 with fidelity from a sample of 558 schools in 113 districts in California. Findings indicate a statistically significant decrease in multiple out-of-school suspension categories as well as referrals to law enforcement for SWD in schools that implemented all tiers with fidelity. We provide recommendations for using findings to inform school efforts to reduce exclusionary discipline for SWD. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the trends in bias-based bullying between 2013 and 2019 among California youth overall and by type of bias-based bullying and explore the extent to which Trump's announcement of his candidacy for U.S. President in June 2015 impacted these bullying outcomes. We pooled the student-level survey data from multiple waves of the California Healthy Kids Survey. The final study sample included 2,817,487 middle- and high-school students (48.3% female, 47.9% male, and 3.7% not reported). We examined five specific types of bias-based bullying and any bias-based bullying overall. We employed logistic regression and calculated odds ratios to compare differences in the odds of bias-based bullying before and after Trump announced his candidacy for U.S. President. Between 2013 and 2019, approximately one in four students reported experiencing at least one type of bias-based bullying, based on race, ethnicity, or national origin being the most commonly reported. Trump's announcement for candidacy was inconsistently associated with differences in the odds of bias-based bullying. Counties in which a higher proportion of the electorate voted for Trump had slightly higher odds of bullying for any bias-based bullying and for all specific types of bias-based bullying. Findings highlight the need for a commitment to protecting students from bullying regardless of their identity. Public health and education researchers and practitioners should draw on our growing understanding of the different dimensions of bullying in designing, implementing, and evaluating intervention approaches that address bias-based bullying, a particularly important cause given the growing polarization in the United States and the increasing salience of identity in the lead-up to and since the 2016 and 2020 elections. [ABSTRACT FROM AUTHOR]

Summary: Background: It is currently unknown whether the relationship between affluence of school neighbourhoods and prevalence of youth overweight/obesity is uniform across demographic subgroups and areal context in the United States. Methods: We examined association between school‐neighbourhood income tertiles and school‐level overweight/obesity (OVOB) prevalence, using data on body mass index of fifth, seventh, and nineth graders who attended public schools in California in 2001 and 2010 (n = 1 584 768), using multiple logistic regression models. Results: Overall, OVOB prevalence was higher in lower‐income school neighbourhoods, with a steeper income‐OVOB gradient for girls. Among boys, the gradient became steeper in 2010 than 2000. Among Asian and White girls, the negative gradients were steepest in rural areas. For African–American students in all areas and Latino boys in rural areas, there was less clear evidence of inverse income‐OVOB gradients. Addition of fast‐food restaurant availability to the models did not change the observed inverse school‐neighbourhood income–obesity gradients. Conclusions: The findings suggest the needs to investigate reasons for this variability with consideration to combinations of sociodemographic, economic, and environmental risk factors that may contribute to disparities in childhood obesity. [ABSTRACT FROM AUTHOR]

Background: School-based COVID-19 testing is a potential strategy to facilitate the safe reopening of schools that have been closed due to the pandemic. This qualitative study assessed attitudes toward this strategy among four groups of stakeholders: school administrators, teachers, parents, and high school students. Methods: Focus groups and interviews were conducted in Los Angeles from December 2020 to January 2021 when schools were closed due to the high level of COVID transmission in the community. Results: Findings indicated similarities and differences in attitudes toward in-school COVID-19 testing. All groups agreed that frequent in-school COVID-19 testing could increase the actual safety and perceived safety of the school environment. School administrators expressed pessimism about the financial cost and logistics of implementing a testing program. Parents supported frequent testing but expressed concerns about physical discomfort and stigma for students who test positive. Teachers and parents noted that testing would prevent parents from sending sick children to school. Students were in favor of testing because it would allow them to return to in-person school after a difficult year of online learning. Conclusion: In-school COVID-19 testing could be a useful component of school reopening plans and will be accepted by stakeholders if logistical and financial barriers can be surmounted and stigma from positive results can be minimized. [ABSTRACT FROM AUTHOR]

Background. Wastewater measurements of SARS-CoV-2 RNA have been extensively used to supplement clinical data on COVID-19. Most examples in the literature that describe wastewater monitoring for SARS-CoV-2 RNA use samples from wastewater treatment plants and individual buildings that serve as the primary residence of community members. However, wastewater surveillance can be an attractive supplement to clinical testing in K-12 schools where individuals only spend a portion of their time but interact with others in close proximity, increasing risk of potential transmission of disease. Methods. Wastewater samples were collected from two K-12 schools in California and divided into solid and liquid fractions to be processed for detection of SARS-CoV-2. The resulting detection rate in each wastewater fraction was compared to each other and the detection rate in pooled clinical specimens. Results. Most wastewater samples were positive for SARS-CoV-2 RNA when clinical testing was positive (75% for solid samples and 100% for liquid samples). Wastewater samples continued to test positive for SARS-CoV-2 RNA when clinical testing was negative or in absence of clinical testing (83% for both solid and liquid samples), indicating presence of infected individuals in the schools. Wastewater solids had a higher concentration of SARS-CoV-2 than wastewater liquids on an equivalent mass basis by three orders of magnitude. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To examine students' experiences of water security at school and how experiences relate to intake of water from different sources of water at school. DESIGN/METHODS: In this cross-sectional study, 651 students in grades 3 to 5 in 12 low-income public elementary schools in the San Francisco area completed surveys about their daily intake of water from different sources of water at school, experiences of water security including safety, cleanliness, and taste of water at school, and their demographics. Multivariable linear regressions examined associations between students' water security experiences at school and reported intake from different sources of water at school. RESULTS: Approximately half of students were Latino (56.1%) and had overweight/obesity (50.4%). Most (74.5%) had some negative water security experience at school. Students drank from the school fountain or water bottle filling station a mean of 1.2 times/day (standard deviation [SD] = 1.4), sinks 0.2 times/day (SD = 0.7), tap water dispensers 0.2 times/day (SD = 0.6), and bottled water 0.5 times/day (SD = 1.0). In multivariable linear regression, students with more negative experiences of school water security drank less frequently from fountains (-0.5 times/day, P value < .001), but more frequently from tap water dispensers (0.1 times/day, P value = .040) and sinks (0.1 times/day, P value = .043), com- pared to students with no negative perceptions. CONCLUSIONS: On average, students had negative school water security experiences, which decreased their consumption of water from tap water sources. However, relationships between negative water security experiences and reported water intake appeared to be mitigated by water source. Schools should consider installing more appealing water sources to promote water intake. [ABSTRACT FROM AUTHOR]

School-sponsored at-home COVID-19 testing benefits users, school administrators, and surveillance efforts, although reporting results remains challenging. Users require simple systems with tailored posttest guidance, and administrators need timely positive test information. We built a system to serve these needs and to collect data for our Rapid Acceleration of Diagnostics-Underserved Populations Return to School Program study in San Diego County, California, from October 2021 through January 2022. We describe this system and our participant outreach strategies and outline a replicable model for at-home results reporting. (Am J Public Health. 2022;112(S9):S883–S886. https://doi.org/10.2105/AJPH.2022.307073) [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, reports to child abuse and neglect hotlines have dropped significantly across the United States. Yet, during this same period, calls to domestic violence hotlines have increased. The purpose of this study was to examine if there have been measurable changes in domestic violence-related reports to child abuse and neglect hotlines. Using administrative child protection records from California, we plotted counts and proportions of child maltreatment reports with and without domestic violence allegations before and through the onset of school closures associated with the COVID-19 pandemic. We used an interrupted time series analysis to evaluate whether or not there was a change in domestic violence allegations in child protection reports corresponding to the COVID-19 pandemic. We document that during the first two quarters of 2020 there was a 14.3% drop in the overall number of child protection reports. Despite a decline in maltreatment reporting overall, there was a 25% increase in the proportion of reports with allegations of domestic violence. Our findings suggest both the count and composition of reports to child protection agencies were affected by the COVID-19 pandemic. The current analyses also showcase the seasonality of CPS reports generally, and reports with DV allegations, specifically. [ABSTRACT FROM AUTHOR]

For Black students in the United States, attending schools with a higher proportion of White students is associated with worse mental and physical health outcomes in adolescence/early adulthood. To our knowledge, no prior studies have evaluated the association between school racial/ethnic composition from kindergarten through grade 12 and later-life mental health. In a cohort of Black adults aged ≥50 years in Northern California who retrospectively reported (2017-2020) school racial/ethnic composition for grades 1, 6, 9, and 12, we assessed the association between attending a school with mostly Black students versus not and mid-/late-life depressive symptoms (8-item Patient-Reported Outcomes Measurement Information System (PROMIS) depression score, standardized to the 2000 US adult population) using age-, sex/gender-, southern US birth-, and parental education-adjusted generalized estimating equations, and assessed effect modification by the presence of a caring teacher/staff member. Levels of later-life depressive symptoms were lower among those who attended schools with mostly Black students in grades 1 and 6 (β = -0.12 [95% CI, -0.23 to 0.00] and β = -0.11 [95% CI, -0.22 to 0.00], respectively). In grade 6, this difference was larger for students without an adult at school who cared about them (β = -0.29 [95% CI, -0.51 to -0.07] vs β = -0.04 [95% CI, -0.17 to 0.09]). Among Black Americans, experiencing early schooling with mostly Black students may have later-life mental health benefits; this protective association appears more important for students without the presence of caring teachers/staff. This article is part of a Special Collection on Mental Health., (© The Author(s) 2024. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Purpose: To examine alcohol use (AU) among intersectional subgroups within a longitudinal cohort of predominantly Hispanic/Latino alternative high school (AHS) students in southern California., Methods: Past month AU was measured over a period of three years among 1,029 students (mean age 17.5 years, 49.7% female, 76.1% Hispanic/Latino) from 29 AHSs. Multilevel models that adjusted for age, socioeconomic status, parental education, weekly income, sensation seeking, depression, anxiety, and stress estimated trends in AU over time among intersectional subgroups defined by gender, ethnicity, and generational immigration., Results: Students with parents born in the United States had high rates of AU at the baseline that remained stable over time. In contrast, first-generation Hispanic/Latino students had lower levels of AU at the baseline that increased over time. First-generation, female, Hispanic/Latino students exhibited one of the lowest probabilities of AU at the baseline (28.6%, confidence interval [CI]: 15.9%-41.3%) but at the two-year follow-up had one of the highest probabilities (47.4%, CI: 29.3%-65.5%). A similar trend was observed among first-generation, male, Hispanic/Latino students whose probability of past month AU rose between the baseline (23.1%, CI: 12.4%-33.8%) and two-year follow-up (36.0%, CI: 19.2%-52.7%)., Discussion: Findings underscore the heterogeneity of AHS students, showing a more nuanced picture of AU by the intersection of gender, ethnicity, and generational immigration. Underage AU prevention efforts among AHS students must provide targeted messages to intersectional identities., (Copyright © 2024. Published by Elsevier Inc.)

Introduction: The use of electronic vaping products (EVPs) containing nicotine, marijuana, and/or other substances remains prominent among youth; with EVPs containing nicotine being the most commonly used tobacco product among youth since 2014. However, a detailed understanding of the chemical composition of these products is limited., Aims and Methods: From February 25th to March 15th, 2019, a total of 576 EVPs, including 233 e-cigarette devices (with 43 disposable vape pens) and 343 e-liquid cartridges/pods/bottled e-liquids, were found or confiscated from a convenience sample of 16 public high schools in California. Liquids inside 251 vape pens and cartridges/pods/bottled e-liquids were analyzed using a gas chromatography/mass spectrometry (GC/MS). For comparison, new JUUL pods, the most commonly used e-cigarette among youth during 2018-2019, with different flavorings and nicotine content were purchased and analyzed., Results: For e-cigarette cartridges/pods/bottled e-liquids, nicotine was detected in 204 of 208 (98.1%) samples. Propylene glycol and vegetable glycerin were dominant solvents in nicotine-containing EVPs. Among 43 disposable vape pen devices, cannabinoids such as tetrahydrocannabinol (THC) or cannabidiol (CBD) were identified in 39 of 43 (90.1%) samples, of which three contained both nicotine and THC. Differences in chemical compositions were observed between confiscated or collected JUULs and purchased JUULs. Measured nicotine was inconsistent with labels on some confiscated or collected bottled e-liquids., Conclusions: EVPs from 16 participating schools were found to widely contain substances with known adverse health effects among youth, including nicotine and cannabinoids. There was inconsistency between labeled and measured nicotine on the products from schools., Implications: This study measured the main chemical compositions of EVPs found at 16 California public high schools. Continued efforts are warranted, including at the school-level, to educate, prevent, and reduce youth use of EVPs., (© The Author(s) 2024. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site—for further information please contact journals.permissions@oup.com.)

OBJECTIVES: To examine whether social aspects of the neighborhood environment are associated with early sexual initiation in a California agricultural community of predominantly Latinx adolescents. METHODS: In a prospective cohort study of 599 eighth graders recruited from middle schools in Salinas, California (2015-2019), participants completed five interviews over 2 years. Social environment measures included neighborhood social dynamics (neighborhood disorder, social cohesion, and social network gang exposure); experiences of discrimination; and school connectedness. We estimated associations between baseline social environment and early sexual initiation (<15 years) using Poisson regression with robust standard errors. We compared contraceptive self-efficacy and attitudes by sexual initiation status using ANOVA. RESULTS: Most youth were Latinx (94%) and age 13 (70%) at enrollment; 53% were female and 49% had a parent employed in agriculture. Additionally, 14% reported first vaginal sex before age 15. Neighborhood disorder (relative risk [RR], 1.13; 95% confidence interval [CI], 1.05-1.21), social network gang exposure (RR, 2.23; 95% CI, 1.49-3.33), and experiences of discrimination (RR, 1.67 [1-2 events versus none], 95% CI, 1.09-2.55; RR, 2.33 [31 events versus none], 95% CI, 1.07-4.64) were associated with early sexual initiation. School connectedness was protective (RR, 0.44, 95% CI, 0.29-=0.69). Youth who initiated sex before age 15 had more negative birth control attitudes and expressed lower motivation to use contraceptives. CONCLUSIONS: Findings underscore opportunities to promote early adolescent sexual health through strengthening supportive and safe neighborhood environments with the promise of addressing disparities in unintended pregnancy and sexually transmitted infection rates in later adolescence. [ABSTRACT FROM AUTHOR]

To examine how body mass index assessments are conducted in schools and whether student comfort with assessments varies by students' perceived weight status, weight satisfaction, or privacy during measurements. In-person cross-sectional surveys with diverse fourth- to eighth-grade students (n = 11,510) in 54 California schools in 2014–2015 about their experience being weighed in the prior school year. Half of the students (49%) reported being weighed by a physical education teacher and 28% by a school nurse. Students were more comfortable being weighed by nurses than physical education teachers (P = 0.01). Only 30% of students reported privacy during measurements. Students who were unhappy with their weight (P <0.001) and those who perceived themselves as overweight (P <0.001) were less comfortable being weighed than their peers. Student weight dissatisfaction, higher perceived weight status, and being female were associated with discomfort with school-based weight measurements. Prioritizing school nurses to conduct weight measurements could mitigate student discomfort, and particular attention should be paid to students who are unhappy with their weight to avoid weight stigmatization. [ABSTRACT FROM AUTHOR]

We critically examine the ongoing development of a collaborative, responsive, activist research process between academics and farmworkers. Drawing upon in-depth interviews with community-based researchers and scholar-activists, we assess our team's understanding of community capacity building and research sustainability as the conceptual and operational definitions of these concepts lack academic consensus. The definitions we present reflect a 12-year effort to respond to community needs through interdisciplinary research, planning, and action. Our community-university team's evolving understanding of community capacity building and research sustainability is contextualized by our community-driven, community-responsive, and collaborative process. We discuss strengths and limitations encountered when conducting community-responsive, scholar-activist research and conclude by offering the lessons learned. [ABSTRACT FROM AUTHOR]

Violence is a leading cause of injury and death, and its impacts extend far beyond physical harm to the victim. We estimated the prevalence of direct or indirect exposure to violence, factors associated with exposure, and effects of exposure on socioemotional health—with effect modification by firearm involvement during the violent event—among a state-representative sample of California adults. We also examined effects of exposure on subsequent intent to purchase firearms. The sample comprised 2,558 California adults who completed the 2018 California Safety and Wellbeing Survey. An estimated 4% of respondents—1.2 million Californians—said they or a household member were exposed to violence while living in their current neighborhood. Half of those exposed to violence reported the event was "severely" distressing, and 47% experienced social functioning problems (i.e., problems with job/school and/or family/friends); for comparison, only 12% of unexposed adults reported having such problems in the past 12 months. When the violent event involved a weapon, respondents who did (versus did not) experience severe distress were significantly more likely to report that a firearm was present (69% versus 14%); those with (versus without) social functioning problems were significantly more likely to report other types of weapons were involved (67% versus 22%). Exposed adults considered buying a gun in response to the violent event more often than did unexposed respondents in the past 12 months (33% versus 17%). These findings highlight the need to address the physical and psychological sequelae of violence exposure among direct and indirect victims and can inform violence prevention research, programs, and policies across the nation. [ABSTRACT FROM AUTHOR]

The demand for schools to provide complex health-care services for students with chronic conditions has induced districts to hire licensed vocational nurses (LVNs). Questions remain about how overlapping responsibilities and skills of nursing staff works to facilitate care. The purpose of this mixed-methods descriptive study was to examine the use of LVNs to identify factors related to the supports and impediments to school nurse (SN) practice. The sample consisted of members of the California School Nurse Organization, and methodologies consisted of an online survey and one-on-one interviews. LVNs perform duties within their scope of practice, allowing SNs time for activities related to the Framework for 21st Century School Nursing PracticeTM, confirming appropriate use, and alignment with National Association of School Nurses guidance on the utilization of LVNs. Identified areas of concern included role definition and orientation and supervision of the LVN. Insights into best practices for the effective addition of the LVN to the team are provided. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this exploratory study was to obtain documentation about interpretive interactions that include speech-language pathologists (SLPs) and interpreters in public schools, including information on best practices and difficulties. Method: Seven California public school SLPs were interviewed by the authors using preset questions. Their responses were transcribed, then coded into 55 codes, and then combined into six different themes. Results: Results included the following six themes: (a) interpreter roles, (b) SLPs' characteristics or actions, (c) characteristics of effective interactions, (d) interpreters' positive characteristics or actions, (e) characteristics of ineffective interactions, and (f) interpreters' negative characteristics or actions. Some of the positive characteristics or actions reported about some interpreters included direct translation without adding, changing, or deleting information, knowledge of professional vocabulary, training as an interpreter, and demonstrating empathy. In addition, the majority of respondents stated that they used the briefing, interaction, and debriefing process in interpreted interactions. Conclusions: It was concluded that additional training of SLPs and interpreters was indicated. Given the small sample, generalizability is limited, but there is a need for further research, especially given that the quality of bilingual assessments and individualized education program rests directly on the skills of effective interpretation. [ABSTRACT FROM AUTHOR]