Search

In the modern "omics" era, measurement of the human exposome is a critical missing link between genetic drivers and disease outcomes. High-resolution mass spectrometry (HRMS), routinely used in proteomics and metabolomics, has emerged as a leading technology to broadly profile chemical exposure agents and related biomolecules for accurate mass measurement, high sensitivity, rapid data acquisition, and increased resolution of chemical space. Non-targeted approaches are increasingly accessible, supporting a shift from conventional hypothesis-driven, quantitation-centric targeted analyses toward data-driven, hypothesis-generating chemical exposome-wide profiling. However, HRMS-based exposomics encounters unique challenges. New analytical and computational infrastructures are needed to expand the analysis coverage through streamlined, scalable, and harmonized workflows and data pipelines that permit longitudinal chemical exposome tracking, retrospective validation, and multi-omics integration for meaningful health-oriented inferences. In this article, we survey the literature on state-of-the-art HRMS-based technologies, review current analytical workflows and informatic pipelines, and provide an up-to-date reference on exposomic approaches for chemists, toxicologists, epidemiologists, care providers, and stakeholders in health sciences and medicine. We propose efforts to benchmark fit-for-purpose platforms for expanding coverage of chemical space, including gas/liquid chromatography-HRMS (GC-HRMS and LC-HRMS), and discuss opportunities, challenges, and strategies to advance the burgeoning field of the exposome.

Research conducted in partnership with the Wallace Foundation and the Education Development Center revealed the importance of school principals on the success of student achievement and attendance, as well as on teacher efficacy and retention. The implications of this research reveal the importance of stronger and more focused principal preparation programs. Therefore, the Wallace Foundation established a continuous improvement process that engages teams of program faculty and stakeholders in conducting evidence-based assessments of program quality. In this article, three programs document their experiences with the self-study process. Readers will gain a deeper appreciation for the collaborative role that stakeholders play in shaping and improving the quality of programs in higher education institutions.

The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers' intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one's ability to teach diverse students, and one's ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.

This qualitative study investigated what factors kept teachers committed to teaching in one rural east Texas school district despite the perceived educational inequalities of rural districts compared to suburban and urban districts. When it comes to teacher retention, rural school leaders cite school environment and community lifestyle compatibility as the primary reasons for staying. Despite the considerable number of rural school districts throughout the United States, research continues to largely ignore the unique relationships found in rural locales. Rural school districts offer many advantages over their suburban and urban counterparts; it is a matter of identifying what is important to rural teachers and attending to those needs. In an effort to improve teacher retention, the first-year superintendent of a small rural school district in east Texas wanted to know why some teachers stayed while others left. To examine the affect of rurality on teacher retention, 98 teachers responded to an online questionnaire on what kept them in the district, followed by 10 teachers randomly selected from the group for an in-depth face-to-face interview to probe further into their reasons for staying. Using a progressive refinement two-cycle coding technique, several themes emerged explaining their reasons for staying. If rural school district leaders can better understand the reasons why teachers remain in rural districts, then they can improve their retention efforts. The study concludes with a review of recommended strategies that rural school district leaders can implement to incentive teachers to stay.

BackgroundTo date, health-effects research on environmental stressors has rarely focused on behavioral and mental health outcomes. That lack of research is beginning to change. Science and policy experts in the environmental and behavioral health sciences are coming together to explore converging evidence on the relationship-harmful or beneficial-between environmental factors and mental health.ObjectivesTo organize evidence and catalyze new findings, the National Academy of Sciences, Engineering, and Medicine (NASEM) hosted a workshop 2-3 February 2021 on the interplay of environmental exposures and mental health outcomes.MethodsThis commentary provides a nonsystematic, expert-guided conceptual review and interdisciplinary perspective on the convergence of environmental and mental health, drawing from hypotheses, findings, and research gaps presented and discussed at the workshop. Featured is an overview of what is known about the intersection of the environment and mental health, focusing on the effects of neurotoxic pollutants, threats related to climate change, and the importance of health promoting environments, such as urban green spaces.DiscussionWe describe what can be gained by bridging environmental and psychological research disciplines and present a synthesis of what is needed to advance interdisciplinary investigations. We also consider the implications of the current evidence for a) foundational knowledge of the etiology of mental health and illness, b) toxicant policy and regulation, c) definitions of climate adaptation and community resilience, d) interventions targeting marginalized communities, and e) the future of research training and funding. We include a call to action for environmental and mental health researchers, focusing on the environmental contributions to mental health to unlock primary prevention strategies at the population level and open equitable paths for preventing mental disorders and achieving optimal mental health for all. https://doi.org/10.1289/EHP9889.