Search

On 22 February 2011, a magnitude 6.3 earthquake killed 185 people in Christchurch, New Zealand. On 11 March 2011, a magnitude 9.0 earthquake struck eastern Japan, and was followed by a devastating tsunami and a nuclear plant crisis. As of 16 November 2011, the official death toll in Japan had reached 15,839, with a further 3467 people still missing. This article presents two case studies of the experiences and the responses of schools in New Zealand and Japan in the immediate aftermath of these events. Although the magnitude of the events is significantly different, the authors argue that there are many similarities in their responses. These provide an opportunity to consider the manner in which schools in other settings might prepare for such events. This comparative case study includes practical recommendations for schools to consider in their pastoral care of students in the immediate aftermath of a disaster. Research in New Zealand and Japan, undertaken separately by the authors, attempted to capture the voices of principals, teachers and students to inform a series of recommendations and guidelines created from the real-life experiences of the research participants. They were collected with the primary focus of wishing to better inform the decision-making responsibilities of others who may be in a similar situation, or to guide future disaster prevention and management policies in schools.

In August 1945, Imperial Japan surrendered to the Allied Powers. From September 1945 to April 1952, the United States occupied the defeated country. Douglas MacArthur, an American army general and the Supreme Commander for the Allied Powers (SCAP), attempted to transform Japanese society from an authoritarian regime into a budding democracy. Japan's new constitution, written in English in one week by MacArthur's General Headquarters (GHQ) in Tokyo, guaranteed every citizen freedom of expression and academic freedom. The notorious "Red Purge" was instituted nationwide in the final phase of the occupation, from July 1947 to March 1951, and proved to be a critical test for the survival of academic freedom. The GHQ ordered the Japanese Cabinet to fire communists and their sympathizers from private companies, government offices, and all educational institutions. American educator Dr. Walter C. Eells, who served at GHQ as adviser on higher education, became a central figure in the "Red Purge" of Japan's educational system, and thus emerged as one of the most infamous figures of the U.S. occupation. Between July 1949 and May 1950, GHQ's Civil Information and Education Section (CIE) dispatched Eells to thirty national universities to call for the immediate dismissal of communist professors. Often the Eells case is interpreted solely from the Japanese perspective. But this article aims to reveal the complex internal tensions and discussions within the CIE and, in particular, elaborates Eells's own view. An awareness of these hidden but critical factors offers a more refined understanding of the "Eells typhoon ("Iruzu senpu")," as the Japanese called it at the time. In order to place the Red Purge in Japan in a broader context, the author presents an overview of anticommunist sentiment in the United States. (Contains 100 footnotes.)

This document presents statistics and tables dealing with the use of television and radio broadcasts in Japanese schools. Topics discussed include: (1) the increase in the number of schools using school broadcasts; (2) reasons for using school broadcasts; (3) the exchange of views between teachers and broadcasters; (4) ways of overcoming obstacles to the use of school broadcasts; (5) information concerning educational broadcasts for handicapped children; and (6) current problems of school broadcasts. (AWP)

Describes the evolution and current status of education for international understanding within the Japanese school system. Topics discussed include the UNESCO associated schools, Japanese schools overseas, experimental schools for students who have returned from abroad, curricula, and objectives by grade level. (DB)

Defines the concept of the teacher center, traces its development in three countries (Great Britain, Japan, and the United States), and draws implications for the school media supervisor. (Author)

Two charts show school type, course length, and qualifications for admission in terms of age and previous education. The 10 school or course types are kindergarten, elementary school, lower secondary school, upper secondary school, special schools for the handicapped, technical college, junior college, university, special training schools, and miscellaneous schools. (JHZ)

Japan's achievements are the results of an outstanding educational system that emphasizes quality of instruction, gives priority to children's learning, and rewards hard work. (Author)

Reports the results of a 1980 survey of teachers in Los Angeles (California) and Tokyo (Japan). Among the findings were that Japanese teachers identify with their schools and are committed to service, while American teachers are more independent and view teaching as a job. (Author/JM)

Introduction: With advancements in communication technologies and internet connectivity, avatar robots for children who cannot attend school in person due to illness or disabilities have become more widespread. Introducing these technologies to the classroom aims to offer possibilities of social and educational inclusion. While implementation is still at an experimental level, several of these avatars have already been introduced as a marketable service. However, various obstacles impede widespread acceptance. Methods: In our explorative qualitative case study we conducted semistructured interviews with eight individuals involved in the implementation of the avatar robots AV1 in Germany and eleven participants involved with implementing OriHime in Japan. We analyzed and compared implementation processes, application areas, access and eligibility, and the potential and limitations of avatars at schools. Results: We identified structural similarities and differences in both countries. In the German cases the target is defined as temporary use for children who cannot attend school in person because of childhood illness, with the clear goal of returning to school. Whereas in Japan OriHime is also implemented for children with physical or developmental disabilities, or who cannot attend school in person for other reasons. Discussion: Our study suggests that avatar technologies bear high potential for children to stay socially and educationally connected. Yet, structures need establishing that grant equal access to avatar technologies. These include educational board regulations, budgets for funding avatar technologies and making them accessible to the public, and privacy protection standards that are adequate, yet do not create implementation hurdles that are too high. Furthermore, guidelines or training sessions on technical, educational and psychosocial aspects of including avatar technologies in the classroom for teachers are important for successful implementation. Since our Japanese cases suggest that expanding the area of application beyond childhood illness is promising, further research on the benefits for different groups is needed. [ABSTRACT FROM AUTHOR]

Background: In Japan, Alzheimer's disease dementia (AD) is the most common cognitive disease, and the most widely used dementia screening tests are the Revised Hasegawa Dementia Scale (HDS‐R) and Mini‐Mental State Examination (MMSE). This study sought to elucidate the relationships of the individual domains of these tests with age and duration of school education in a large group of patients with AD. Methods: Participants were 505 new outpatients diagnosed with AD who completed the HDS‐R and MMSE at the first visit. We investigated the relationships of total and individual domains of these tests with age and duration of school education using the least squares method. Next, we plotted regression lines of the individual domain scores against the total test scores. Results: Younger age and longer duration of school education were significantly associated with higher total HDS‐R and MMSE scores in AD. Domain‐specific results indicated that younger age was significantly associated with a higher immediate memory score on both the HDS‐R and MMSE and with a higher orientation (time), repetition score on the MMSE. Longer duration of school education was significantly associated with a higher working memory score on the HDS‐R and with higher serial 7, repetition and writing scores on the MMSE. In addition, shorter duration of school education was significantly associated with higher naming score on the MMSE. The regression lines of orientation of time, remote memory, visual memory, and verbal frequency hit the bottom on the HDS‐R (4/30, 8/30, 4/30, and 6/30, respectively) and of orientation of time, serial 7, remote memory, and writing also hit the bottom on the MMSE (8/30, 9/30, 11/30, and 8/30, respectively). Conclusions: We should pay attention to age, duration of school education, and the individual domains when using the HDS‐R or MMSE to assess patients with AD. [ABSTRACT FROM AUTHOR]

This study investigated the different activities and distinctive roles undertaken by the 67 schools for the blind across Japan. A qualitative content analysis based on primary sources, including annual reports published by the Association of Principals of Schools for the Blind from 2011 to 2020 was conducted. From the identified activities, two themes: "activities targeted to individuals with visual impairment" and "activities targeted to environment of individuals with visual impairment," with nine total categories emerged. Several findings of this study corroborated those from previous research. However, this research elucidates how Japanese schools for the blind approach crucial elements needed in ensuring equal access to education and social participation for all students with visual impairment (VI) including those in mainstream classrooms. The findings highlight the complexity of the debate surrounding segregated schools in this era of inclusion and calls on policy makers and school administrators to adopt a more nuanced understanding of the roles these schools play in supporting inclusive education. [ABSTRACT FROM AUTHOR]

We studied risk factors for rhinitis in Japanese homes and schools. A questionnaire was sent to students in four schools (12–15 y age), 1048 (99.2%) participated. Crowdedness and furry pet allergens were measured in their classrooms. Household environment data was collected by a questionnaire. Risk factors were identified by multi-level logistic regression with mutual adjustment. The prevalence of current rhinitis was 60.3%, current rhinoconjunctivitis 24.4% and weekly rhinitis 29.5%. Window condensation (AORs1.69–1.90) and indoor painting (AORs1.72–1.76) at home were associated with rhinitis. The association between painting and rhinitis was stronger in girls (interaction p = 0.002) and in wooden homes (interaction p = 0.05). Dog allergen (Can f 1) in classroom air was associated with rhinitis (p = 0.04). In conclusion, window pane condensation and indoor painting can be household risk factors for rhinitis and dog allergen may be a risk factor in Japanese schools. Girls can be more sensitive to emissions from indoor paint than boys. [ABSTRACT FROM AUTHOR]

Background: The 22q11.2 deletion syndrome (22q11DS) is characterised by a changing pattern of overlapping intellectual, physical, and mental disabilities along the course of one's life. However, the impact of overlapping disorders (multimorbidity) on educational challenges remains unclear. Method: A survey was conducted with 88 caregivers of individuals with 22q11DS. A quantitative analysis of educational challenges and support needs divided into age groups (7–12, 13–15, 16–18, and 19 years and over) and a qualitative analysis of the free‐text items in the questionnaire was conducted. Results: Caregivers were more interested in comprehensive developmental support when their children were younger, and the emphasis shifted to concerns regarding environments that matched individual characteristics at older ages. Furthermore, when there are multiple disabilities or disorders, support is concentrated on the more obvious disabilities, and the lack of support for the less superficially obvious disabilities associated with multiple difficulties, including mental health problems, can be a challenge for people with 22q11DS and their families. Conclusions: This study suggests a need for increased focus on multimorbidity and associated disabilities in school education that are difficult to observe because of their mildness or borderline levels if present alone. [ABSTRACT FROM AUTHOR]

Objectives: Generous dental insurance coverage can improve oral health among children. However, most previous studies were from the United States, and the results may not be applicable to countries with universal healthcare systems. The purpose of the present study was to examine the effect of dental subsidy on dental service utilization and oral health among school‐aged children. Methods: An administrative claims database in Kumamoto Prefecture, Japan, between 2014 and 2015 was used for the study. Municipalities in which the upper age limit of qualification for the dental subsidy was either 9 years of age or older were selected. The difference‐in‐differences approach was used to investigate the impact of subsidy discontinuation on dental care utilization and dental caries prevention. Dental care utilization was measured by number of first visits, number of total visits, and dental care cost per visit. Failure in dental caries prevention was determined by identifying treatment for acute severe dental conditions. Results: During the study period, 1108 eligible children made a total of 6276 visits to the 455 selected dental clinics. Among the dental clinics, 230 (50.5%) were located in municipalities in which the dental subsidy was discontinued when children reached age 10. After adjusting for area income and minimal user charges, there were no significant differences in subsequent dental care utilization (mean ratio 1.01, 95% confidence interval [CI] 0.97–1.04 for first visits; mean ratio 1.01, 95% CI 0.98–1.05 for total visits), acute severe dental conditions (mean ratio 1.06, 95% CI 0.90–1.24) or cost (coefficient 0.7 US dollars; 95%CI −0.2–1.6) during the 12‐month period following the policy change. Conclusion: The current dental subsidy policy may have limited value for promoting dental care utilization and improving oral health among school‐aged children in Japan. [ABSTRACT FROM AUTHOR]

This study reviewed the literature on psycho-social treatments for reducing school absenteeism in Japan, particularly focussing on those featuring a cognitive-behavioural approach. To extract studies, we screened journals published by 52 academic societies that are members of the Union of the Japanese Psychological Association and reviewed relevant peer-reviewed papers. We consequently analysed 31 cases: 21 elementary school students and 10 junior high school students. We found that to effectively address school absenteeism in Japan, cognitive-behavioural approaches should feature a combination of two or more behavioural techniques. These findings may help Japanese practitioners, such as school counsellors, explain to clients the benefits of choosing cognitive-behavioural approaches, as well as the prospects for support. [ABSTRACT FROM AUTHOR]

Background: Stuttering is a childhood‐onset fluency disorder. Part of the counseling for middle and high school students with persistent stuttering is related to school refusal. Anxiety disorders are known to contribute to school refusal. However, it is not known whether social anxiety disorder (SAD) is a factor in school refusal among adolescents who stutter. Methods: In our first study, we examined the relationship between school refusal and SAD in 84 middle and high school students who stutter; 26% of the 84 students were in the school refusal group and the remaining 74% were in the school attendance group. The second study examined whether SAD was associated with 10 factors related to speech and stuttering frequency using the Japanese version of the Liebowitz Social Anxiety Scale for Children and Adolescents to determine the presence of SAD. Of the 84 students in the first study, 40 participated in the second study. Results: The school refusal group of adolescents who stutter had significantly higher rates of SAD than the school attendance group. Fifty percent of adolescents who stutter met the criteria for SAD. Moreover, adolescents who stutter with SAD had significantly higher scores on the items "When speaking in public, do you experience tremors in your limbs?" and "After you stutter, do you have negative thoughts about yourself?" than the adolescents who stutter without SAD. Conclusions: When examining adolescents who stutter, checking for comorbid SAD may lead to better support. Moreover, noticing their repetitive negative thinking, nervousness, and trembling during speech may help to resolve SAD. [ABSTRACT FROM AUTHOR]

Background: Acute coronavirus disease 2019 (COVID‐19) is associated with chronic symptoms. These have been termed the "post COVID‐19 condition." The data on this condition in children are still limited. We therefore aimed to elucidate the characteristics of this post COVID‐19 condition. Methods: Children referred to a long COVID‐19 clinic were included at Tokyo Metropolitan Children's Medical Center between October 2021 and July 2022. Children with another diagnosis and those who failed to meet criteria for post COVID‐19 condition were excluded. Demographic and clinical data were collected retrospectively. Results: Of 33 referrals, nine were excluded, and 24 fulfilled the criteria for post COVID‐19 condition. The median age and percentage of girls were 12.5 (IQR: 11–13) years and 29.2%, respectively. All the patients had mild, acute COVID‐19. Dysgeusia and brain fog was observed more frequently during the Delta and Omicron variant periods, respectively. School absenteeism >4 weeks was observed in 41.6% of the patients. Common symptoms included malaise, headache, dysgeusia, and dysosmia. The median duration of post COVID‐19 condition was 4.5 (IQR: 2.8–5.2) months. Pain management and counseling using the pacing approach were the most commonly offered treatments. Symptom resolution and improvement was observed in 29.2% and 54.2% of the patients, respectively. Conclusions: One third of the patients referred for long COVID did not fit the definition of the post COVID‐19 condition. After a median follow up of 4.5 months, the majority of the cases resolved or improved. [ABSTRACT FROM AUTHOR]

Background: After the coronavirus disease (COVID‐19) pandemic, nationwide school closures were implemented in many countries. This study aimed to determine the impact of the school closures on pediatric ambulance transport, comparing the situation before and after the COVID‐19 pandemic. Methods: This retrospective observational study was conducted using data from the Kochi‐Iryo.net database. In Kochi prefecture, schools were closed from March 6 to May 24, 2020. Pediatric emergency transport during the school closure period in 2020 was compared with that in the same period in 2019 (before the COVID‐19 pandemic) and in 2021 (when schools were not closed). Statistical analysis comprised χ2 tests with Bonferroni adjustments for multiple testing. To adjust for patient backgrounds, we also performed multiple logistic regression analyses for numbers of pediatric ambulance transports. Results: The rate of pediatric ambulance transports was significantly lower (p = 0.008) in 2020 (276; 3.97%) than in 2019 (391; 4.87%), but there was no significant difference (p = 0.360) between 2019 (391; 4.87%) and 2021 (352; 4.56%). Multivariable analysis revealed similar trends (2019 vs. 2020: OR 0.86, 95% CI 0.73–1.00; 2019 vs. 2021: OR 0.96, 95% CI 0.82–1.11). Regarding the characteristics of pediatric ambulance transport journeys, there were no significant differences in 2019, 2020, and 2021 in terms of sex, severity, locations of ambulance stations, and disease classification. Conclusions: There was a decrease in pediatric ambulance transportation due to the public health interventions for COVID‐19, including school closures. However, this decrease was not solely due to school closures. [ABSTRACT FROM AUTHOR]

Using interorganizational relations as a framework, this study investigated the preconditions, details and outcomes of collaborative alliance between schools and local sports organizations in school athletic club. For our analytical approach, we used Bailey and Koney’s (2000) “Four Phases of Strategic Alliance Development”, which describes various stages of interorganizational relations in nonprofit human service organizations. The data consisted of 152 examples of collaborative alliance between schools and local sports organizations published in materials from the Japan Sports Agency, periodicals such as the Japan Sports Association, and newspapers. As a result of collaborative alliance and the processes involved, we confirmed several items for evaluation of 4 phases: 1) Actors and opportunities to connect with local communities, 2) Partners, 3) Division of roles, and 4) Services. This revealed several characteristics as follows. (1) Although there are various problems affecting the preconditions for collaborative alliance, the survival of athletic clubs in the absence of instructors with sufficient expertise and a decrease in the number of club members were conspicuous features. (2) There were differences in the services offered by central actors in schools, comprehensive community sports clubs, and boards of education, either alone or in combination with other organizations. (3) Patterns of collaborative alliance between schools and local sports organizations were quite wide, and the progress and outcomes of collaborative alliance were greatly dependent on the leadership of the central actor and the individual in charge of dealing with the situation, as well as daily communication between the organizations. (4) Mainly 8 types of services were evident, but in several cases services and sports events were changed or added after the collaborative alliance had been established. (5) A total of 4 phases (Bailey and Koney, 2000) in the process of collaborative alliance between schools and local sports organizations were identified: Assembling the member organizations, Ordering the alliance, Performing the tasks, and Transforming the alliance. [ABSTRACT FROM AUTHOR]

Background: In Japan, cancer education utilizing external lecturers are being promoted as part of cancer control measures. The objective of this study was to clarify children's perceptions of cancer and survivors and their awareness of actions for early prevention and detection of cancer after participating in a cancer education program engaging with survivors. Methods: This study was conducted during January and March 2020, using the qualitative analysis method. Homeroom teachers gave a lesson on cancer to sixth-grade students (n=69) at an elementary school in Japan. Two weeks later, a cancer survivor gave a follow-up class. Then an inductive content analysis was conducted on the content of the post-class reflection worksheets written by students. Results: After analyzing the worksheets of 59 students, they learned that "to reduce the risk of developing cancer, one should lead a healthy lifestyle" and "strive for early detection through cancer screening" through the education program. As things they can do themselves in the future, they listed "encourage family members to get cancer screenings," "quit smoking," and "cut back on alcohol." In addition, children have deepened their understanding of cancer survivors and learned the importance of their own and others' lives. Conclusion: The results suggested that children gained practical knowledge about cancer through the program and deepened their understanding of cancer and survivors by directly interacting with and listening to survivors. [ABSTRACT FROM AUTHOR]

Purpose: Helicobacter pylori (HP) infection, a risk factor for gastric cancer, is prevalent in Japan. Consequently, some municipalities across Japan are implementing HP screening and treatment programs for adolescents. However, little is known about parents' attitudes and awareness regarding HP screening for their children. This study aimed to elucidate parental perspectives on HP screening for their children and identify the factors influencing these attitudes., Methods: This study focused on the parents of first-year junior high school students in Yokosuka City, Kanagawa Prefecture, where an HP screening and treatment program had been implemented for adolescents. The survey questionnaire was distributed among parents in all 23 public junior high schools in Yokosuka City., Results: Among the 618 respondents, 86.4% supported HP screening for their children. Regression analysis identified sufficient knowledge about HP (adjusted odds ratio (aOR) = 5.80; 95% confidence interval (CI), 2.10-16.03) and being in their 40s (aOR = 2.25; 95% CI, 1.35-3.77) as significant factors influencing supportive attitudes. For parents favoring the screening, common reasons included perceiving it as a promising opportunity (53.2%) and considering the test necessary (44.0%). In contrast, those who opposed screening frequently cited it as unnecessary (66.7%) or believed that their children did not have HP., Conclusions: A significant proportion of parents in Yokosuka City, Japan, demonstrated a good understanding of HP and expressed a high level of interest in HP screening for their children. Further investigation of parents' attitudes is essential for the effective implementation of adolescent HP screening programs., (© 2024. The Author(s).)

Background: We constructed a hypothetical model of the knowledge of autism spectrum disorder (ASD) and self-perception of support of staff working in after-school day services to clarify structural relationships., Methods: A questionnaire survey was conducted at 194 facilities providing after-school day services in Fukushima Prefecture (October 2020), including a basic attributes questionnaire, the Literacy Scale of Characteristics of Autistic Spectrum Disorder (LS-ASD), and a staff questionnaire. We developed a hypothetical model of the relationship between self-perception and LS-ASD total scores of after-school service staff. To obtain latent variables for structural equation modeling (SEM) to confirm factor extraction and the interrelationships among variables, exploratory factor analysis was performed. SEM was used to examine the fit of the hypothetical model to the data and the relationships among variables., Results: The study included 302 staff members from 58 of 194 facilities. Four factors (Factor 1, motivation; 2, self-perception of knowledge; 3, information sharing; 4, self-confidence) were extracted. The final model showed that Factor 2 had a positive direct effect (path coefficient = 0.64) and Factor 4 had a negative direct effect (path coefficient = -0.22) on LS-ASD scores. The model goodness of fit was acceptable (Goodness-of-Fit Index = 0.890; Comparative Fit Index = 0.912; Root Mean Square Error of Approximation = 0.086; Akaike's Information Criterion = 392.7)., Conclusion: Self-perception of knowledge contributes greatly to knowledge acquisition, while excessive confidence may hinder knowledge retention.

During the 3 years of the COVID-19 pandemic, Japanese children had to live with strict mitigation measures at school, such as eating school lunches silently and wearing masks during physical exercise classes, even after those mitigation measures have been relaxed worldwide. Excursions and other school events were frequently cancelled, especially in 2020 and 2021. This study conducts a retrospective survey on school experiences to understand how the strict mitigation measures were related to children's mental health and well-being. Results revealed school excursion cancellation to be associated with a higher risk of developing depressive symptoms {odds ratio [OR] 1.543 [95% confidence interval (CI) 1.109-2.148]}, and high cancellation rate of other school events to be associated with dissatisfaction in school experience [OR 1.650 (95% CI 1.222-2.228)]. In the subsample analysis, we found that girls and children with no extracurricular activities tended to exhibit depressive symptoms due to the cancellation of school excursions. Overall, the study demonstrated that persistent strict mitigation measures at schools might be a key factor in understanding children's mental health and psychological well-being during a long-lasting pandemic., (© 2024. The Author(s).)

Background: Hand washing instructions for children have been implemented in school education to establish good lifestyle habits. However, repeated hand washing through education from early childhood was common for both teachers and children. If this continues, children might assume they already know how to wash their hands, stop taking handwashing instructions seriously, and become increasingly lax about washing their hands., Purpose: This study aimed to develop a new handwashing education method for children., Methods: We applied the adenosine triphosphate (ATP) test to health education on hand washing in elementary schools. This study was conducted as part of a class for elementary school students in October 2023, in Hokkaido, Japan. The subjects were 157 third-grade (9-10 years old) elementary school students. After excluding absent pupils, 147 were included in the analysis., Results: Both pre- and post-education, ATP values after handwashing were lower than those before handwashing. Following the education, children's handwashing behavior improved, with an increase in the number of point washed and appropriate timing of handwashing., Conclusion: The new handwashing education program utilizing the ATP-test succeeded in promoting handwashing behavior among many children. Visualizing handwashing using ATP values was effective in motivating children., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Oura, Naito, Yako-Suketomo, Nakata, Koyama and Ohnishi.)

In March 2020, many schools were closed to prevent the spread of COVID-19 in Japan, and it is predicted that many children, especially those with neurodevelopmental disorders (NDDs), will be affected emotionally and behaviorally. Here, we examined the impact of school closures due to COVID-19 on school-aged children with NDDs using the Child Behavior Checklist. Totally, data on 121 children diagnosed with autism spectrum disorder, attention-deficit hyperactivity disorder, and/or intellectual disorder were analyzed and it was found that externalizing and aggressive behavior increased in all NDDs, regardless of the type of diagnosis. A clear prospect is important for children with NDDs children to lead a stable life, and more generous supports for children with NDDs and their families are needed. [ABSTRACT FROM AUTHOR]

Despite efforts to eradicate corporal punishment in school extracurricular sports settings, it is still considered a problem in Japan. One of the reasons for this is that a number of individuals still retain a favorable attitude toward corporal punishment. In fact, previous studies have shown that individuals who have experienced corporal punishment themselves tend to maintain such attitudes. Therefore, it seems necessary to examine the factors affecting the attitude of such individuals to corporal punishment. In this study, we focused on disposition for critical thinking as one such factor. This cross-sectional study examined (1) whether condoning corporal punishment among those who have experienced it is associated with their disposition for critical thinking, and (2) whether disposition for critical thinking in those individuals moderates the relationship between condoning corporal punishment and a positive perception of corporal punishment. We conducted an online survey of 513 participants who had experienced corporal punishment in school extracurricular sports settings. Participants responded to questions relating to age, sex, educational background, favorable attitudes toward corporal punishment, positive perceptions of corporal punishment experiences, critical thinking disposition, aggression, and knowledge of laws regarding corporal punishment. Hierarchical multiple regression analysis, with favorable attitudes toward corporal punishment as the objective variable, showed that the partial regression coefficient for critical thinking disposition was significant. The results indicated that those who had a disposition for critical thinking tended not to view toward corporal punishment favorably. The interaction between a positive perception of the corporal punishment experience and critical thinking disposition was also significant. Furthermore, the relationship between a positive perception of the corporal punishment experience and a favorable attitude toward corporal punishment was weaker for those who had higher critical thinking disposition scores than for those with lower scores. The present results suggest that fostering a disposition for critical thinking among individuals who have experienced corporal punishment may help to prevent the development of favorable attitudes toward it. [ABSTRACT FROM AUTHOR]

This paper describes a study of school physical education (PE) in French Indochina to cover the existing lack of knowledge on the developmental process of PE in developing countries. The study focused specifically on how PE developed in the Indochina Union, based on "colonial experience" in each region of French Indochina. A historical overview revealed that the former colonial countries had reconstructed their own education models in response to the demands of the extrinsic development model imposed by the colonial government. However, it was suggested that individual societal values may have regulated the behavior of the colonial people, and redefined the characteristics of PE. Regarding the process by which PE had been introduced, it was found that after sporadic and uneven efforts at gymnastics education based on the "General regulation of education" in 1917, the introduction of PE in the Indochina Union had gained momentum as a result of "Instruction n°26" issued by the Superior General Commander in 1921 and the "General Regulation of Physical Education" approved by the Minister of Public Instruction and Fine Arts. Moreover, based on failures experienced in the early stages, the French-Indochina administration took measures to prepare for the introduction of full-scale PE through a series of "arrêté" in 1924, including the signing of an agreement between the University and Military, provision of special allowances to military instructors, establishment of the Regional Center for Physical Instruction (CRIP), and physiological surveys conducted by the special committee. Furthermore, it was revealed that the PE program started in French Indochina through the 1925 PE campaign included the establishment of PE classes and annual sports festivals through the PE facilities established at fullexercise schools (école de plein exercice), and a teacher training system that was organized in 1926 by adopting the teaching methods of the Joinville School, distribution of PE manuals, and establishment of several PE training courses for teachers. [ABSTRACT FROM AUTHOR]

The present study, based on a literature review, was conducted to clarify the role of music in the development of modern physical education in Japan by focusing on the relationship between physical education and musical accompaniment, as exemplified by light gymnastics at the Taiso Denshu Jo (National School of Gymnastics), which were introduced with the aim of establishing modern school physical education. The results obtained were as follows. 1. G.A. Leland and gymnastics instructors believed that performing gymnastics with musical accompaniment would be very effective, based on the gymnastics books "Shinsentaisousyo" and "Shinseitaisouhou". 2. It appears that Clara Matsuno was actually hired as a part-time employee specializing in gymnastics accompaniment until the Taiso Denshu Jo became attached to the Tokyo Normal School. 3. From the records of the "Ongaku Torishirabe Gakari Jidai Bunshotsuzuri" (Documentary Files on the Research and Musical Educational Institution) held by Tokyo University of the Arts, it seems that Watson's gymnastics book was used at the Taiso Denshu Jo. 4. From the above records, it became clear that G.A. Leland recommended that Japanese samurai descendants should sing exercises songs from an early age in order to strengthen their bodies because of their weak lungs. 5. The above records revealed that tuning repair and rental of gymnastics pianos were often carried out. This suggests that a lot of gymnastics practice was performed with piano accompaniment at the Taiso Denshu Jo. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of school closures due to the coronavirus disease 2019 (COVID-19) pandemic on students' perceptions of physical activity and exercise. An online, form-based questionnaire was administered to students of elementary, junior high and high schools, and universities in Japan. The total number of respondents was 3,502. The questionnaire was designed to determine variations in anxiety about studying, physical fitness, and daily life, and the relative amounts of physical activity and exercise before and after school closures. The results demonstrated that anxiety about studying, physical fitness, and daily life following school closures caused by the COVID-19 pandemic differed according to gender and the type of school (P <0.05). The amounts of physical activity and exercise were both reduced. Additionally, the frequency and intensity of exercise decreased significantly among students who participated in sports clubs from junior high school through university (P <0.05). However, excercise frequency increased among university students not belonging to sports clubs (P <0.05). Weekly exercise frequency decreased among elementary through high school students (P <0.05) but increased among university students (P <0.05). Our results suggest that school closures have reduced the frequency and degree of physical activity and exercise among children and adolescents, as well as increasing their anxiety. We conclude that measures against the COVID-19 pandemic must focus on not only preventing the spread of infection but also health risks from a social viewpoint. [ABSTRACT FROM AUTHOR]

Background: It is well‐known that a neurologically favorable outcome of out‐of‐hospital cardiac arrest (OHCA) is associated with the presence of bystander‐initiated cardiopulmonary resuscitation (bystander CPR) and use of an automated external defibrillator. However, little is known about the effect of the presence of pre‐existing conditions, prior activity, and locations on the outcome of pediatric OHCA. Methods: We analyzed the data from questionnaires about pediatric patients with OHCA aged from 3 days to 19 years in the Kyushu area in Japan between 2012 and 2016. Results: A total of 594 OHCA cases were collected. The numbers of OHCA cases and the rate of 1 month survival with a favorable neurological outcome during sleeping, swimming / bathing, and exercise were 192 (1.0%), 83 (32.5%), and 44 (65.9%), respectively. When an OHCA occurred at school (n = 56), 88% of children / adolescents received bystander CPR, but when it occurred at home (n = 390), 15% received bystander CPR. Cardiovascular (n = 61), suicide (n = 61), and neurological / neuromuscular (n = 44) diseases were three major pre‐existing conditions. The OHCA of cardiovascular disease was associated with exercise (24/61) and mainly occurred at school (22/61). The OHCA of neurological / neuromuscular disease was associated with swimming/bathing (15/44) and mainly occurred during bathing at home (12/44). Multivariate regression analysis showed that the presence of bystander CPR (P < 0.001) and occurrence of OHCA at school (P < 0.001) were independently predictive of a favorable outcome in pediatric OHCA. Conclusion: The outcome was different among pre‐existing conditions, prior activity, and location of OHCA. These findings might be useful for preventing OHCA and improving the outcome of pediatric OHCA. [ABSTRACT FROM AUTHOR]

Background: Japan has provided nationwide school health services since 1872. However, the system used and the factors enabling this provision have not been fully and systematically explored. This study aimed to provide an overview of the system and identify enabling factors for the provision of school health services in Japan, to support successful implementation in developing countries. Methods: We reviewed research papers and related documents and identified factors likely to support successful provision of school health services in developing countries. Results: The following six key factors were identified that support systematized, nationwide school health service provision in Japan: (i) existence of a legal basis for school health services provision, (ii) partnership between the education and health sectors, (iii) a systematized supervision system at all administrative levels, (iv) clear definition of essential services and stakeholders' responsibilities, (v) utilization of skilled human resources for school health services at school level, and (vi) regular assessment of children's health issues. Conclusion: Five factors were proposed as essential for successful provision of school health services in developing countries: (i) formulation of national school health policies and guidelines with clear definitions of essential health services and stakeholders' responsibilities, (ii) strengthening partnerships within and between health and education sectors at all administrative levels, (iii) building cooperation between school and health professionals and at the community and school levels, (iv) establishing sustainable development of personnel for school health in the education sector, and (v) developing systems for collecting children's health data, assessing their health issues, and monitoring and evaluating the implementation. [ABSTRACT FROM AUTHOR]

The psychosocial correlates and consequences of peer victimization are well documented. However, there is limited knowledge about whether different forms of peer victimization (relational and physical) are predictive of school-based social and motivational factors among adolescents from non-Western cultures. The present study examined the relationship between individual and school-level forms of peer victimization and school adjustment among Japanese adolescents, and the mediating role that these factors may play. The Japanese sample (N = 6109 from 185 schools, M age  = 15.78, SD = 0.29, 51% girls and 49% boys) was drawn from a large international dataset, the Organization for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) 2018. Results showed that school-level relational victimization was associated with individual-level relational victimization, and school-level physical victimization was associated with individual-level physical victimization, after controlling for age, gender, and socioeconomic status. Individual-level relational victimization was also uniquely associated with indices of school adjustment (negative affect, positive affect, and fear of failure) over and above physical victimization. While controlling for relational victimization, individual-level physical victimization was associated with indices of school adjustment (positive affect and meaning in life). In further findings, school-level relational and physical victimization were indirectly, but not directly, related to some of students' school adjustment through individual-level relational and physical victimization. These parallel and differential associations suggest the importance of considering the role of relational and physical victimization in school adjustment among Japanese adolescents., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

This longitudinal study investigated the roles of elementary schoolers' executive function (EF) and theory of mind (ToM) as predictors in their academic achievements in Japanese language skills (e.g., speaking and listening ability, writing ability, reading ability, and linguistic knowledge) from first through fifth grade. We assessed the EF, ToM, and academic achievements of 85 Japanese elementary schoolers, when they were grade 1 ( M = 90.19 months) and grade 3 ( M = 114.34 months). Moreover, academic achievements of same children tested in grade 5 ( M = 137.92 months). A path analysis revealed that EF abilities in Grades 1 and 3 predicted Japanese language achievement via ToM ability, and EF and ToM in Grade 1 had an indirect effect on achievements in Grades 3 and 5. Further, Japanese language skills achievement in Grade 1 predicted EF ability in Grade 3 and EF predicted achievement in Grade 5. These findings indicate the vital role of elementary schoolers' EF on academic achievement in Japan., Competing Interests: Declaration of conflicting interestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Formation of proper handwashing techniques and habits from childhood is important for disease prevention. However, there are few studies that comprehensively and longitudinally evaluate the effectiveness of handwashing education for kindergarteners. This study aims to evaluate the effectiveness of continuous handwashing education using multiple activities to improve handwashing practices and skills among first- to third-grade students at a kindergarten in central Japan. A quasi-experimental one group pre- and post-test design was used. The education program consisted of three activities: (i) a 1-day teaching session by a researcher in January 2021, (ii) a 1-month follow-up activity led by kindergarten teachers and (iii) a 1-month follow-up activity led by parents at home, both occurring from late January to late February 2021. The study used questionnaires and handwashing skill experiments to investigate the kindergarteners' handwashing practices and comprehensive handwashing skills (handwashing steps, handwashing time, rinsing time and areas of the hands left unwashed) before and after Activities 1, 2 and 3. Data were obtained from 56 kindergarteners (64.4%). Second and third graders showed a significant improvement in their handwashing practices after coughing or sneezing. With the exception of rinsing time, handwashing skills significantly improved in all grades after the 1-day teaching session. After 1-month follow-up activities, the number of areas left unwashed by first graders significantly decreased, and the score for handwashing steps significantly improved. This study indicated that continuous handwashing education is partially effective at improving and maintaining handwashing practices and skills, except for rinsing time, among kindergarteners of all grades., (© The Author(s) 2024. Published by Oxford University Press. 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.)

Background: Life satisfaction is a key component of students' subjective well-being due to its impact on academic achievement and lifelong health. Although previous studies have investigated life satisfaction through different lenses, few of them employed machine learning (ML) approaches., Objective: Using ML algorithms, the current study predicts secondary students' life satisfaction from individual-level variables., Method: Two supervised ML models, random forest (RF) and k-nearest neighbours (KNN), were developed based on the UK data and the Japan data in PISA 2018., Results: Findings show that (1) both models yielded better performance on the UK data than on the Japanese data; (2) the RF model outperformed the KNN model in predicting students' life satisfaction; (3) meaning in life, student competition, teacher support, exposure to bullying and ICT resources at home and at school played important roles in predicting students' life satisfaction., Conclusions: Theoretically, this study highlights the multi-dimensional nature of life satisfaction and identifies several key predictors. Methodologically, this study is the first to use ML to explore the predictors of life satisfaction. Practically, it serves as a reference for improving secondary students' life satisfaction., (© 2023 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Cancer education programs are regularly conducted in schools in Japan. Previous reports on their effectiveness were based on surveys conducted several months after the education. We aimed to evaluate whether cancer education for children influenced their behavioral changes in adulthood. We targeted schools where the Japan Cancer Society has conducted the programs since 2011 and the program participants are older than 21 years currently. Invitations were sent to the participants and controls who graduated one year before or after the participants, and answers were obtained using an online questionnaire. Data were collected on the willingness to undergo cancer screening, sociodemographic characteristics, healthy behaviors, and health literacy. We compared the data from the program participants with those from controls. We requested cooperation from 13 schools; however, only one agreed. The common reason for refusal was privacy concerns. In the all-boys participating school in Tokyo, there was no significant difference in background information between the cancer education (38 participants) and control (55 participants) groups. Multiple linear regression showed that healthcare or welfare education background (β = 0.25, p = 0.01) and health literacy (β = 0.24, p = 0.02) were significant predictors of cancer screening intention, while the presence of cancer education (p = 0.25) was not. Despite severe selection bias, this is the first study to examine the long-term impacts of cancer education. We found no significant impacts on the measured outcome. However, the educational content at that time differed from that of today, and the program's efficacy should not be negated., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Minamitani et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

The study aimed to examine the association of expanded adverse childhood experiences (ACEs) with psychological distress in adulthood. The data from nation-wide online cohort was used for analysis. Community dwelling adults in Japan were included. The ACEs was assessed by 15 items of ACE-J, including childhood poverty and school bullying. Severe psychological distress was determined as the score of Kessler 6 over 13. Multivariable logistic regression analysis was conducted, by using sample weighting. A total of 28,617 participants were analyzed. About 75% of Japanese people had one or more ACEs. The prevalence of those with ACEs over 4 was 14.7%. Those with ACEs over 4 showed adjusted odds ratio = 8.18 [95% CI 7.14-9.38] for severe psychological distress. The prevalence of childhood poverty was 29% for 50-64 year old participants and 40% of 65 or older participants. The impact of childhood poverty on psychological distress was less than other ACEs in these age cohorts. Bullying was experienced 21-27% in young generations, but 10% in 65 or older participants. However, the impact on psychological distress in adulthood was relatively high in all age groups. ACEs have impacted mental health for a long time. Future research and practice to reduce ACEs are encouraged., (© 2024. The Author(s).)

Background: Social restrictions associated with the COVID-19 pandemic have altered children's movement behaviours and impacted their mental health. However, the influence of social restrictions on subjective health complaints remains inadequately understood. This study compared adherence to 24-hour movement behaviour guidelines and the prevalence of subjective health complaints during school closure and one year after reopening. We also examined how combinations of adherence to movement behaviour recommendations relate to subjective health complaints., Methods: A repeated cross-sectional survey was conducted at two points. The first survey in May 2020 included 1535 (766 boys and 769 girls) participants during school closures, while the second survey from May to July 2021 involved 1125 (583 boys and 542 girls) participants one year after school reopening. The questionnaire covered socio-demographics, physical activity, screen time, sleep, and subjective health complaints. Differences between periods were analysed using chi-square tests. Logistic regression models assessed the association between adherence to guidelines and subjective health complaints., Results: During school closure, children were more likely to meet 'only sleep' recommendations and have irritability and lethargy symptoms. Irrespective of sex, those adhering to two or all three recommendations (excluding physical activity and screen time) had a lower risk of symptoms related to physical and mental pain, fatigue, irritability, and lethargy as compared to those who met none of the recommendations., Conclusions: Children should meet at least one physical activity or screen time recommendation in addition to sleep recommendations for subjective health. Strategies considering the priority of each movement behaviour are crucial, even during abnormal situations, such as pandemic-related social restrictions. This study offers insightful findings concerning children's mental health issues during unprecedented and massive disasters or crises., (© 2024. The Author(s).)

Background/objectives: Although higher diet quality is related to higher socioeconomic status among adults, it is unclear whether this result could be generalized to children. Elementary and junior high school lunch programs may contribute to the reduction of socioeconomic disparities in diet quality. We examined the association between diet quality and household income level in school children in Japan according to age subgroups.Methods: This cross-sectional study was conducted in 866 household members (435 men and 431 women) aged 6-18 years old from the 2014 National Health and Nutrition Survey, Japan. Dietary intake was assessed by 1 day semi-weighted household dietary record, and the Japanese Food Guide Spinning Top scores (range 0-70) were calculated. The household income was assessed by low, middle, and high. Associations between diet quality and household income levels were examined by age subgroups (6-14 years and 15-18 years), i.e., those with and without school lunch programs RESULTS: Higher dietary scores were observed in those with higher household income in the 15-18 year-olds; the multivariate adjusted mean (95% CI) of diet score was 44.3 (39.0-49.7), 48.8 (47.1-50.6), 51.6 (49.7-53.4) in children with the lowest household income level through the highest, respectively (P for trend = 0.003). However, there were no significant associations among those who were 6-14 years old.Conclusions: Our findings suggest that school lunch program in elementary and junior high schools might help to reduce socioeconomic disparities in diet quality. The development of healthy food environment in high schools without school lunch programs, should also be considered. [ABSTRACT FROM AUTHOR]

Introduction: This pilot study examined the effect of collaborative consultation with teachers in school‐based occupational therapy (SBOT) using iPad application for goal‐setting—Aid for Decision‐Making in Occupation Choice for School (ADOC‐S). Method: A single arm pre‐post intervention design was conducted at four preschools in Japan. The participants were 10 preschool teachers (10.5 ± 0.4 years of teaching), and 10 children (3.8 ± 0.4 years old; five boys). The teachers received three collaborative consultations (1 hr for each) from one occupational therapist. Firstly, the occupational therapist conducted an observational assessment of the child's school life, then the teacher and occupational therapist identified occupation‐based goals for each child using the ADOC‐S. Secondly, the teacher and the occupational therapist developed the graded goals using the Goal Attainment Scale (GAS) and discussed the daily intervention plan for the teachers to conduct. Thirdly, the occupational therapist followed up on the intervention process using GAS. The subjective outcome was measured at 10 point‐satisfaction and performance score in each goal using Canadian Occupational Performance Measure (COPM). The observed outcome was measured using GAS and Strengths and Difficulties Questionnaire (SDQ). Results: All the participants including teachers and children successfully underwent the intervention process. Significant improvement was found pre‐post and effect size (ES) was large on the COPM (ES; r =.85–.94), GAS (ES; r =.98–.99) and SDQ (ES; r =.64). All goals (30/30) exceeded expectations of GAS from zero to +2. Conclusion: Although there are some limitations and considerations which need to be resolved for future studies, our results suggest that ADOC‐S would help build a rapport with a teacher in SBOT settings, and this collaborative consultation would facilitate a positive outcome. [ABSTRACT FROM AUTHOR]

This study evaluated the characteristics of individuals with voluntary behavioural changes (cancellation and postponement of bookings) during the early stages of the coronavirus disease 2019 (COVID-19) outbreak in Japan. In addition, the temporal trends of these changes were captured. A cross-sectional analysis and a time series analysis were conducted. A nation-wide retrospective panel survey was conducted at the end of March 2020 (n = 1052). Odds ratios for cancellations/postponements with respect to individual characteristics were calculated in the analysis. To determine the temporal trend, the incidence ratios were compared throughout the time series analysis for four time periods: period 1, before the announcement of the Public Health Emergency of International Concern (PHEIC) from the World Health Organisation (WHO) (January 1–31); period 2, after the announcement of PHEIC (February 1–26); period 3, after the announcement of school closures by the Japanese government (February 27 – March 11); and period 4, after the announcement of the pandemic by the WHO (March 12–31). In total, 72% of respondents cancelled or postponed their bookings at least once, and about half of the changes occurred in period 3. Elderly individuals' changes in gatherings were, on average, 5.9 times (95% confidence interval [CI] 1.9 – 17.9) higher than those of young individuals. The incidence rate of change in gatherings during period 3 was 7.11 times (95% CI: 5.16 – 9.81) higher than in period 2 and 3.15 times (95% CI: 2.25 – 4.43) higher than in period 4. Significant interaction terms were observed in age and residential city size, but not sex, of the respondents. A significant proportion of the Japanese population voluntarily changed their behaviour during the early stages of the COVID-19 outbreak, and the government's announcement of school closures was a key trigger during this time. [Display omitted] • Temporal behavioural changes for the coronavirus disease 2019 outbreak in Japan were evaluated. • A high percentage of the population had voluntarily initiated behavioural changes. • Differences in behavioural changes were observed across individual characteristics. • The government announcement for school closures was a key trigger for behavioural change across all ages. • Significant interaction effects between time periods and characteristics were observed. [ABSTRACT FROM AUTHOR]

This study investigated the leftover rate of side dishes in school lunches provided by communal kitchens in Japan's Chugoku region, with a focus on vegetable dishes supplied in containers and three types of menu items served daily to 20 elementary and junior high schools in communal kitchen A for 116 days. First, the leftovers in the containers that were returned to the communal kitchen were weighed and combined. The study then compared outside temperature, distance from communal kitchen A, school type, number of students per class, assignment of nutrition teachers, and time elapsed after cooking. Finally, we examined the relationship between these factors and the leftover rate using multiple regression analysis. The median leftover rate was 20.1% (0-96.9) for 250 side dishes with a high leftover rate; however, this was widely distributed. The number of students per class, assignment of nutrition teachers, and time elapsed after cooking were strongly related to the leftover rate; the adjusted coefficient of determination, R2, was 0.236. The regression results indicated that regarding the side dish leftover rate, the standardized coefficient, β, was 0.414, 0.215, 0.107, 0.093, and 0.094 for the number of students per class, assignment of nutrition teacher, the time elapsed after the end of cooking, distance from communal kitchen A, and presence of seaweed, respectively (p<0.001). Dietary education by homeroom and nutrition teachers and reducing the time elapsed after cooking impacts students' awareness and preferences, which may decrease the leftover rate., Competing Interests: The authors have declared that no competing interests exist, (Copyright: © 2024 Nakagiri et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility., Methods: One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play., Results: The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades., Conclusions: The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities.

This study comprehensively examined the associations between shokuiku (food and nutrition education) during school years, current well-balanced diets, and current eating and lifestyle behaviours of Japanese female university students. A hypothetical model was developed using factors potentially associated with well-balanced diets. A simultaneous multipopulational analysis was performed according to the living arrangements of 148 female Japanese students (48.6% living alone) from a registered dietitian course. The analysis showed acceptable goodness of fit and a significant positive path from shokuiku during school years (living alone: standardised estimate 0.29, p = 0.004; with family: 0.32, p = 0.006) and a negative path from eating out frequency (-0.19, p = 0.039; -0.24, p = 0.017) towards a well-balanced diet. A significant negative path was identified from late bedtimes (-0.45, p < 0.001) and home meal replacement use frequency (-0.24, p = 0.010) in those living alone and from late-night snacking frequency (-0.27, p = 0.007) in those living with family. Well-balanced diets in female university students may be positively associated with shokuiku during school years and limited by a late bedtime, eating out, and home meal replacement use in those living alone, and by late-night snacking and eating out in those living with family.

This study examined associations between self-reported mental health problems, body image, bullying victimisation and school safety in large adolescent samples in Japan and Russia, considering the effects of gender, culture and their interactions. In both Japan and Russia, girls reported a greater number of mental health problems, less bullying victimisation and much higher body dissatisfaction than boys did. Japanese adolescents rated themselves higher on total difficulties, reported less body dissatisfaction and bullying victimisation, and rated their school safety lower than that of Russian youths. Cross-cultural differences in total difficulties and body image were qualified by gender. Body dissatisfaction, bullying victimisation and school safety all independently contributed to adolescent mental health problems. The protective effect of school safety on total difficulties was larger for girls than for boys; the strength of the association between bullying victimisation and adolescent mental health problems differed across genders and cultures. The findings indicate a need for a cross-cultural approach and provide a strong basis for targeted interventions that seek to improve adolescent mental health., (© 2023 International Union of Psychological Science.)

Objective: This study aimed to explore the effectiveness of distributing pocket cards with summaries of key information on appropriate medication usage after the implementation of a structured school-based medication education program for junior high school students in Japan., Methods: A total of 227 3rd-grade high school students participated in the intervention. Students who received the program without the provision of pocket cards in 2022 were included in the comparison group, and students who took the program with the provision of pocket cards in 2023 were included in the intervention group. After propensity score matching, the final sample of N  = 116 comprised n  = 58 comparison group participants and n  = 58 intervention group participants. Questionnaires were administered at baseline, end-of-class, and 3-month follow-up to assess the changes in behavior, attitude, and knowledge scores., Results: The matched intervention group showed significantly lower scores at the 3-month follow-up than the matched comparison group. The results of the multiple linear regression analysis showed that for both groups, only the attitude scores were significantly correlated with the behavior scores. In addition, regardless of the baseline scores, the matched intervention group demonstrated smaller or negative changes in scores at the 3-month follow-up., Conclusion: Overall, the results of this study did not support the effectiveness of distributing pocket cards after in-class intervention. However, the usefulness of medication education intervention was confirmed. These results emphasize the need to explore other supplemental teaching tools to further enhance the impact of structured medication education programs., Competing Interests: TT is currently an Associate Editor. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision., (Copyright © 2024 Sakai, Iguchi, Tachi, Noguchi, Hisamatsu, Katsuno and Teramachi.)

Background: The number of students with food allergies is on the increase, while the problems and burdens of school teachers and staff are not yet clear. Our study was designed to identify the unmet needs of school teachers and staff dealing with food allergy in school lunches., Methods: A written questionnaire was sent by mail to 600 elementary and junior high schools in Miyagi Prefecture., Results: Responses were received from 169 schools. The prevalence of food allergy was 5.6% and the EpiPen possession rate was 0.36%. The most common problems perceived by teachers and staff were the "increase in the number of students with food allergies" and the "diversification of causative foods". Other problems included "uncertainty of foods to be removed" and "insufficient collaboration among teachers, guardians, and doctors," which could be improved by the medical providers. In the free descriptions, many respondents complained of an excessive workload and the mental burden of never making a mistake or missing anything., Conclusion: Our survey revealed that while there is a public demand for safe school lunches, the teachers and staff dealing with this demand are under considerable strain. It is necessary to consider reducing the burden, and a sustainable system needs to be established.