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Background: Schools are an attractive platform for improving the dietary knowledge, attitudes and behaviors of children and their families, yet limited nutrition knowledge amongst educators can impede nutrition education efforts. Information and communication technology (ICT) can potentially overcome this barrier, yet there is limited evidence for its effectiveness in school settings in low- and middle-income countries. Methods: We implemented a randomized field experiment in 50 schools in the North Region of Cameroon to assess the effectiveness of a school-based nutrition education program at improving the nutrition knowledge of fifth and sixth grade students and their parents. We evaluate the relative effectiveness of video-based versus typical classroom instruction. Nutrition knowledge is assessed using a pre-post questionnaire and analyzed using analysis of covariance. Results: We find that students exposed to the video treatment improved their nutrition knowledge scores by 0.45 standard deviation more (equivalent to an additional 1.3 out of 14 correct answers) than students that received traditional classroom instruction. There is no differential impact of video on the nutrition knowledge scores of parents. Conclusion: Videos can improve knowledge gains compared with typical classroom instruction, but questions remain as to the conditions under which videos and other ICT are most effective as instructional tools. [ABSTRACT FROM AUTHOR]

Background: Intellectual development disorder (IDD) is a challenging disorder that professionals, most notably teachers, are confronted with daily. Supporting oral language in the classroom is a complex challenge as teachers are expected to implement effective methods to support students' language. However, they face a persistent scarcity of scientific evidence to draw upon in their practice. Aims: This research provides a first overview of instructional methods and their effectiveness in this population. Method: Our search was conducted through various databases, generating a total of 931 articles. Data from the 14 selected studies were analyzed. Outcomes and results: The results reveal limited, heterogenous, and hardly comparable studies in terms of their characteristics (samples, language area, strategies, and effectiveness measures) suggesting a low level of evidence regarding the effectiveness of these practices. Conclusion and implications: We discuss the implications of these findings in light of the different factors contributing to the interventions' effectiveness, as well as considering the issue of transfer and generalization of acquired skills in IDD. We also reveal the urgent need for developing methods addressing cognitive load limitations such as implicit learning approaches, to enhances effectiveness and compensate the gap of available resources tailored to improve oral language outcomes in the IDD population. [ABSTRACT FROM AUTHOR]

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities. Thus, an emerging strand of research focuses on the use of computerized cognitive training to improve cognitive skills. This project addresses this issue with high-risk students attending community day schools. An in-school cognitive training program implemented (for 30 min per day) at each school site resulted in improvements for working memory, task switching, and processing speed after six total hours of participation. The current results provide evidence for the changeability of what were once thought to be static skills. Equally important, this study highlights the effectiveness of computerized cognitive training and critically extends intervention-based work to a student group that has received little attention. Implications of this work for cognitive research and educational support programs are discussed. [ABSTRACT FROM AUTHOR]

Anxiety disorders have been on the rise among adolescents over the past decade. The COVID-19 pandemic appears to have contributed to this increase, putting further pressure on often already overburdened health systems. Universal prevention programs may offer a potential solution, but few have been evaluated in the context of a pandemic. The objective of this article is to measure the impact of a universal prevention program—the HORS-PISTE program—on several anxiety-related variables in the context of a pandemic. The HORS-PISTE program consists of 10 workshops spread over the two first years of high school, secondary 1 and 2 (grade 7 and 8 equivalent). Workshops are held in a classroom setting and focus on the development of psychosocial skills. The study was conducted in Quebec with 1,202 secondary 1 and 2 students (48.7% girls, 51.3% boys) with an average age of 12.58 years (SD = 0.75). They completed an assessment protocol before and after participating in the HORS-PISTE program in the autumn of 2020. Their answers were subjected to descriptive analysis and multivariate analysis of variance. Results indicate a significant decrease in symptoms for several of the measured variables between the two measurement times, such as those associated with panic disorder, generalized anxiety disorder, and test anxiety. The results also show a decrease in some variables related to the interference of anxiety symptoms and the cognitive and behavioral vulnerabilities targeted by the program. The discussion highlights possible explanations for the results, as well as how universal prevention programs may contribute to the prevention of anxiety during adolescence, especially in a pandemic context. [ABSTRACT FROM AUTHOR]

Introduction: The school environment remains unsafe for many trans people, where they are victims of discrimination, aggression, and bullying, resulting in socioemotional and physical harm to trans individuals. Intersectionality and minority stress are contributing factors in this already challenging education environment. In many cases, the voices of trans people are not heard or listened to at school; therefore, this study aims to listen to their school experiences in order to identify key areas for improvement. Method: This study implemented a narrative research approach where six in-depth interviews were completed with trans participants from the Basque Country, Europe, and the United States of America that focused on five dimensions: being a trans, the role of school, lack of teacher education and training, segregation by gender, and socioemotional wellbeing. The transcriptions of these interviews were coded using Nvivo software in categorical systems in a deductive and inductive way. Results: The results clearly showed that the binary society has a negative impact on trans people. In addition, the educational environment is still hostile for most of them, in which the lack of teacher training and gender identity content in the curriculum has a negative impact on trans people and their experiences at school. Discussion: The findings support the idea that socially ingrained binarism is detrimental to all those who step outside the norm. It can also be said that the earlier the transition is made, the better the effect (clinical as well as socioemotional) on their personal lives. For this early transition to occur, it is necessary to have access to information from an early age. [ABSTRACT FROM AUTHOR]

Most people start experimenting with and/or initiating health-compromising behaviors and establishing behavioral patterns during adolescence. Possible selves and episodic future thinking have been used to foster behavioral changes. In this study, we aimed to (1) develop a program incorporating possible selves and episodic future thinking to decrease the risks associated with health-compromising behaviors, and (2) examine the feasibility and fidelity of implementing this intervention among Taiwanese adolescents. A novel combination of existing intervention approaches tailored for the Taiwanese context was applied to develop a school-based intervention, which we named the Future Mapping Master program. This program contains four core units: exploring the self, setting goals, developing strategies and problem solving, and understanding the threats of health-compromising behaviors. It includes daily episodic future thinking visualization exercises. The feasibility evaluation was conducted with 88 adolescents aged 12–14 years. Feedback from teachers and students supported the proposed program's feasibility and revealed favorable reactions to the intervention. The Future Mapping Master program is feasible and offers promising strategies for implementation in Taiwanese school settings. [ABSTRACT FROM AUTHOR]

BackgroundIntellectual development disorder (IDD) is a challenging disorder that professionals, most notably teachers, are confronted with daily. Supporting oral language in the classroom is a complex challenge as teachers are expected to implement effective methods to support students’ language. However, they face a persistent scarcity of scientific evidence to draw upon in their practice.AimsThis research provides a first overview of instructional methods and their effectiveness in this population.MethodOur search was conducted through various databases, generating a total of 931 articles. Data from the 14 selected studies were analyzed.Outcomes and resultsThe results reveal limited, heterogenous, and hardly comparable studies in terms of their characteristics (samples, language area, strategies, and effectiveness measures) suggesting a low level of evidence regarding the effectiveness of these practices.Conclusion and implicationsWe discuss the implications of these findings in light of the different factors contributing to the interventions’ effectiveness, as well as considering the issue of transfer and generalization of acquired skills in IDD. We also reveal the urgent need for developing methods addressing cognitive load limitations such as implicit learning approaches, to enhances effectiveness and compensate the gap of available resources tailored to improve oral language outcomes in the IDD population.

This quantitative study aimed to explore the impact of dysfunctional parenting on aggression and disruptive behaviour among children. The data were collected from 100 children studying at different institutes in Rawalpindi, using a purposive sampling technique. The participants of the study varied in age between 11-14 years. Three scales, that is, the Parenting Scale (PS), the Aggression Scale (AS), and the Disruptive Behaviour Sale Professed by Students (DBS-PS) were used for data collection. The data analysis was performed using correlation analysis, linear regression, and independent sample T-test. It was hypothesized that dysfunctional parenting would be positively correlated with aggression and disruptive behaviour, and dysfunctional parenting would have a significant impact on aggression and disruptive behaviour. The findings revealed that dysfunctional parenting was positively correlated with disruptive behaviour, but not with aggression. On the other hand, aggression and disruptive behaviour were positively correlated. Moreover, it was also proved that dysfunctional parenting had a significant impact on aggression and disruptive behaviour. However, there were no significant gender differences to be found in the study outcomes. This research will help to fill the gap in the research on student aggression and dysfunctional parenting. [ABSTRACT FROM AUTHOR]

School is one of the main settings where it is useful to guarantee health promotion actions, as it is well known that diet and eating habits that are shaped in the early stages of life are maintained through adulthood. The objective of this study was to carry out the "Healthy Snack" project to promote nutritional education in primary schools in the Province of Belluno in the 2022–2023 school year, in which 925 students were enrolled, and to evaluate the intervention in terms of changes in eating habits during their school breaks. Following the workshops performed by the healthcare workers (HCWs), medals were awarded, taking into account the quality of the participating students' mid-morning snacks, considering the food pyramid. The results collected in the annual survey period were related to the type and quantity of snacks consumed at school, and allowed students to gain a final score, comparing the period before and after the educational intervention to demonstrate the effectiveness of the actions promoted by HCWs and the increased nutritional quality of meals. In light of this evidence, public health strategies must continue to emphasize the importance of implementing health promotion interventions and actions aimed at children in order to prevent weight gain in this age group, and the potential development of cardiometabolic pathologies over their lifetime. [ABSTRACT FROM AUTHOR]

IntroductionThe school environment remains unsafe for many trans people, where they are victims of discrimination, aggression, and bullying, resulting in socioemotional and physical harm to trans individuals. Intersectionality and minority stress are contributing factors in this already challenging education environment. In many cases, the voices of trans people are not heard or listened to at school; therefore, this study aims to listen to their school experiences in order to identify key areas for improvement.MethodThis study implemented a narrative research approach where six in-depth interviews were completed with trans participants from the Basque Country, Europe, and the United States of America that focused on five dimensions: being a trans, the role of school, lack of teacher education and training, segregation by gender, and socioemotional wellbeing. The transcriptions of these interviews were coded using Nvivo software in categorical systems in a deductive and inductive way.ResultsThe results clearly showed that the binary society has a negative impact on trans people. In addition, the educational environment is still hostile for most of them, in which the lack of teacher training and gender identity content in the curriculum has a negative impact on trans people and their experiences at school.DiscussionThe findings support the idea that socially ingrained binarism is detrimental to all those who step outside the norm. It can also be said that the earlier the transition is made, the better the effect (clinical as well as socioemotional) on their personal lives. For this early transition to occur, it is necessary to have access to information from an early age.

IntroductionThe main aim of the present study was to examine whether the use of a low-tech tool, called click4all, inserted into cognitive and motor training can increase social interaction of patients with Rett Syndrome (RTT) with classmates in a school setting.MethodsTwenty-seven participants with RTT were randomly assigned to two groups: the experimental group received treatment with click4all, and the control group received traditional treatment without click4all. Parameters were measured before treatment (T1), 6 months after treatment (T2), 6 months after the second treatment phase (T3) and at the end of the third treatment phase (T4).ResultsThe results demonstrated an increase in levels of social interaction among classmates and patients with RTT in the experimental group, over time, compared to the control group, 95% CI [5.20–15.30]. Classmates also showed a higher level of knowledge related to participants of the experimental group, and this increased over time, 95% CI [24.98–63.52]. The level of knowledge related to the control group was stable over time and lower than the experimental group.DiscussionThis study demonstrated that the use of a low-tech tool can increase social interactions of patients with RTT in a school setting. This is important, as patients with RTT are often restricted in an isolation condition.

Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students’ academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities. Thus, an emerging strand of research focuses on the use of computerized cognitive training to improve cognitive skills. This project addresses this issue with high-risk students attending community day schools. An in-school cognitive training program implemented (for 30 min per day) at each school site resulted in improvements for working memory, task switching, and processing speed after six total hours of participation. The current results provide evidence for the changeability of what were once thought to be static skills. Equally important, this study highlights the effectiveness of computerized cognitive training and critically extends intervention-based work to a student group that has received little attention. Implications of this work for cognitive research and educational support programs are discussed.

Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities. The purpose of this project was to examine the efficacy of a cognitive training program implemented during the school day to improve abilities predictive of academic achievement. Ninety-five children completed two training activities that were counterbalanced across participants. Analyses of baseline working memory, cognitive flexibility, and processing speed performance relative to those following training showed a strong treatment effect. Moreover, there is notable evidence of greater intervention efficacy with extended engagement with the training program. Implications for neuropsychological research and practice are discussed. [ABSTRACT FROM AUTHOR]

There are well-established benefits of social and emotional learning (SEL) programs for children within educational contexts. Combining social-emotional skills and compassion abilities has been seldomly done, and it may be valuable at individual and societal levels, for resilient, empathetic, and inclusive societies. This study explored the feasibility and efficacy of a program designed to promote socioemotional and compassion skills in children attending the 3rd and 4th grades, by using in-class dynamics complemented with serious games. This program, named "The Me and the Us of Emotions," is part of the Gulbenkian Knowledge Academies 2020 and consists of 10 group sessions embedded in the school curriculum. Using a cluster-randomized controlled trial design, school classes were allocated to intervention (classes, n = 8; children, n = 163) and control groups (classes, n = 6; children, n = 132). During the program, facilitators assessed adherence to the sessions' plan, attendance, dosage (i.e., how many sessions were delivered), and participant responsiveness. Children completed self-report measures of social-emotional skills and emotional climate at pre-, post-intervention, 3-month, and 6-month follow-ups. Results indicate that the program is feasible, with high adherence, high attendance rate, and participant responsiveness. Results also indicate empathy, soothing, and drive feelings to change from pre-intervention to all other assessment moments, for the intervention group only. Moreover, cooperation and threat changed over time for participants in both the control and the intervention groups. The current study offers empirical support for the feasibility and utility of a compassionbased social-emotional learning program on promoting children's empathy, and emotions of soothing and vitality in the school context. Thus, these findings contribute to recent research on the potential added value of compassion practices within an SEL program. [ABSTRACT FROM AUTHOR]

Background: Adverse childhood experiences (ACE) can have negative effects on cognitive, social and emotion regulation abilities, which can threaten the child's school integration and capacity to learn. While steady relations to sensitive, understanding adults may moderate these negative outcomes, the difficulties of children with ACEs pose a major challenge for teachers, whose insufficient preparation may lead to career attrition. Objective: Psychoeducational trauma-informed care (TIC) interventions targeting teachers may strengthen teacher preparation and buffer the deleterious outcomes of ACEs, yet the evidence-base for these interventions is limited. Importantly, while minority groups are overrepresented among those with ACEs and additionally risk exposure to ethno-racial trauma, TIC interventions lack a social disadvantage/discrimination perspective. The Present trial addresses these issues. Method: The study protocol employs a quasi-experimental design for assessing effects of a psychoeducational TIC intervention carried out in Swedish schools by Save the Children, Sweden (SCS). We compare, for the first time, an intervention group (N = 160) and a control group (N = 160) over time (pre-intervention, immediately after, 6 and 12 months post-intervention), assessing teacher stress, compassion fatigue, self-efficacy and trauma-informed knowledge. We monitor teacher attitudes and attributions of students' academic weaknesses and behavioural and mental difficulties. The trial is preregistered (). Results: We hope that the mitigating effects of the SCS-TIC school intervention may be independent of social category, and that the trial will additionally generate knowledge of how providers and recipients of TIC may respond to it differently depending on their social and cultural identities. As school-based TIC practices and interventions are expansively relied on as means of preventing teacher burnout and career attrition, and buffering negative consequences of ACEs for children, establishing their effects with methodological robustness is important and timely. Conclusion: Such knowledge may be used to tailor and target interventions to specific populations, while ensuring maximum effectiveness. Psychoeducational trauma-informed care interventions targeting teachers may strengthen teacher preparation and buffer the negative outcomes of adverse childhood experiences. The evidence based for these interventions is insufficient, while potential interactions with the teachers' and children's social identities are unexplored. Our quasi-experimental, longitudinal, preregistered trial will address these knowledge gaps and increase the knowledge for targeted intervention. [ABSTRACT FROM AUTHOR]

Recent research findings confirm the mediating role of animals, especially dogs, between a therapist and a child during therapy sessions. The presence of dogs has been studied in clinical studies. In cases of children with disabilities dogs facilitate the therapeutic session as they distract children from their real problems and make them feel relaxed. However, there is a research gap on the impact of a therapy dog in a school setting. The present study aims to explore the effectiveness of therapy dogs' presence in an intervention programme for students with Autism Spectrum Disorder (ASD). Three primary school students with ASD, their teachers and parents, and a therapy dog with its attendant were enrolled in the study. Data collection was based on teachers' and parents' observations of students' social responses and behavioural difficulties before and after the intervention, on teachers' diaries, and on the micro-analysis of the six videotaped therapeutic sessions. Results show that the dog's presence increased student response to social stimuli and reduced the symptoms of ASD, not only during the intervention but also in the post-intervention phase. No aggressive or self-injurious behaviours were exhibited during the sessions. The study highlights the healing impact for children with ASD when a dog is incorporated in a school setting. [ABSTRACT FROM AUTHOR]

There are well-established benefits of social and emotional learning (SEL) programs for children within educational contexts. Combining social–emotional skills and compassion abilities has been seldomly done, and it may be valuable at individual and societal levels, for resilient, empathetic, and inclusive societies. This study explored the feasibility and efficacy of a program designed to promote socioemotional and compassion skills in children attending the 3rd and 4th grades, by using in-class dynamics complemented with serious games. This program, named “The Me and the Us of Emotions,” is part of the Gulbenkian Knowledge Academies 2020 and consists of 10 group sessions embedded in the school curriculum. Using a cluster-randomized controlled trial design, school classes were allocated to intervention (classes, n = 8; children, n = 163) and control groups (classes, n = 6; children, n = 132). During the program, facilitators assessed adherence to the sessions’ plan, attendance, dosage (i.e., how many sessions were delivered), and participant responsiveness. Children completed self-report measures of social–emotional skills and emotional climate at pre-, post-intervention, 3-month, and 6-month follow-ups. Results indicate that the program is feasible, with high adherence, high attendance rate, and participant responsiveness. Results also indicate empathy, soothing, and drive feelings to change from pre-intervention to all other assessment moments, for the intervention group only. Moreover, cooperation and threat changed over time for participants in both the control and the intervention groups. The current study offers empirical support for the feasibility and utility of a compassion-based social–emotional learning program on promoting children’s empathy, and emotions of soothing and vitality in the school context. Thus, these findings contribute to recent research on the potential added value of compassion practices within an SEL program.

ABSTRACTBackground: Adverse childhood experiences (ACE) can have negative effects on cognitive, social and emotion regulation abilities, which can threaten the child’s school integration and capacity to learn. While steady relations to sensitive, understanding adults may moderate these negative outcomes, the difficulties of children with ACEs pose a major challenge for teachers, whose insufficient preparation may lead to career attrition.Objective: Psychoeducational trauma-informed care (TIC) interventions targeting teachers may strengthen teacher preparation and buffer the deleterious outcomes of ACEs, yet the evidence-base for these interventions is limited. Importantly, while minority groups are overrepresented among those with ACEs and additionally risk exposure to ethno-racial trauma, TIC interventions lack a social disadvantage/discrimination perspective. The Present trial addresses these issues.Method: The study protocol employs a quasi-experimental design for assessing effects of a psychoeducational TIC intervention carried out in Swedish schools by Save the Children, Sweden (SCS). We compare, for the first time, an intervention group (N = 160) and a control group (N = 160) over time (pre-intervention, immediately after, 6 and 12 months post-intervention), assessing teacher stress, compassion fatigue, self-efficacy and trauma-informed knowledge. We monitor teacher attitudes and attributions of students’ academic weaknesses and behavioural and mental difficulties. The trial is preregistered (DOI:10.17605/OSF.IO/V7SH8).Results: We hope that the mitigating effects of the SCS-TIC school intervention may be independent of social category, and that the trial will additionally generate knowledge of how providers and recipients of TIC may respond to it differently depending on their social and cultural identities. As school-based TIC practices and interventions are expansively relied on as means of preventing teacher burnout and career attrition, and buffering negative consequences of ACEs for children, establishing their effects with methodological robustness is important and timely.Conclusion: Such knowledge may be used to tailor and target interventions to specific populations, while ensuring maximum effectiveness.

THE ARTICLE EXPLORES IMPACT OF SOCIO-CULTURAL FACTOR AND SCHOOL SETTING ON SENIOR SECONDARY STUDENTS' CAREER CHOICE IN EJIGBO LOCAL GOVERNMENT AREA OF OSUN STATE, NIGERIA. THE PAPER INVESTIGATES THE INFLUENCE SOCIO-CULTURAL FACTORS, SCHOOL SETTINGS, CURRICULUM AND GUIDANCE SERVICES ON STUDENTS' CHOICE OF CAREERS. INTERACTION BETWEEN SOCIO-CULTURAL FACTORS AND SCHOOL SETTINGS IN SHAPING CAREER CHOICES AMONG SENIOR SECONDARY STUDENTS IN EJIGBO LOCAL GOVERNMENT AREA WERE ALSO EXAMINED IN THE PAPER. THE STUDY ADOPTS A DESCRIPTIVE SURVEY DESIGN. THE POPULATION COMPRISES OF ALL THE SENIOR SECONDARY STUDENTS IN EJIGBO LOCAL GOVERNMENT AREA OF OSUN STATE. A SAMPLE SIZE OF FIVE SCHOOLS AND ONE HUNDRED AND TWENTY FIVE STUDENTS WAS RANDOMLY SELECTED FOR THE STUDY; TWENTY FIVE STUDENTS FROM EACH SCHOOL WERE RANDOMLY SELECTED. SELF-DESIGNED QUESTIONNAIRE WAS USED TO COLLECT DATA ON THE IMPACT OF SOCIOCULTURAL AND SCHOOL SETTINGS ON SENIOR SECONDARY STUDENTS' CAREER CHOICES IN THE EJIGBO LOCAL GOVERNMENT AREA OF OSUN STATE, NIGERIA. AFTER SCORING, THE DATA WAS ANALYSED USING SIMPLE PERCENTAGE. THE FINDINGS OF THE STUDY SHOW THAT SOCIO-CULTURAL ELEMENTS SUCH AS FAMILIES' EXPECTATIONS, GENDER ROLES, SOCIETAL NORMS, FAMILY HISTORY, SOCIETAL OPINIONS AND HER EXPECTATIONS AFFECT THE CAREER ASPIRATIONS OF STUDENTS IN THE STUDY AREA. THE STUDY'S FINDINGS SHOW THAT THE SCHOOL SETTINGS, CURRICULUM AND GUIDANCE SERVICES PROVIDED IN SCHOOLS HAVE A SIGNIFICANT IMPACT ON DIFFERENT CAREER OPTIONS. THE STUDY ALSO SHOWS THAT SOCIOCULTURAL FACTORS AND SCHOOL SETTINGS PLAY A SIGNIFICANT ROLE IN SHAPING THE CAREER CHOICES OF STUDENTS IN THE STUDY AREA. IT HAS BEEN DEMONSTRATED THAT EDUCATIONAL SUPPORT NETWORKS AND THE SCHOOL ENVIRONMENT ARE CRITICAL IN ASSISTING STUDENTS IN CHOOSING APPROPRIATE CAREER PATHWAYS. THE STUDY THEREFORE CONCLUDES THAT, UNDERSTANDING THESE FACTORS IS CRUCIAL FOR CRAFTING EFFICACIOUS CAREER ADVISORY INITIATIVES THAT ENABLE LEARNERS TO MAKE KNOWLEDGEABLE DECISIONS REGARDING THEIR PROSPECTS. [ABSTRACT FROM AUTHOR]

This article is based on pair and group interviews with 40 girls in lower secondary school in Sweden and examines their perspectives on friendship forming. Constructivist grounded theory was used throughout the study. The findings address girls' trajectory perspectives on friendship forming and how the school setting, gender norms and social exclusion anxiety influence their friendships over time. In particular, they highlight a fear of being excluded as associated with the school setting. This fear shows how friendship forming and bullying connect to each other by highlighting how the need to socially belong is the most important thing in school. [ABSTRACT FROM AUTHOR]

This study assessed the efficacy of a co-designed, school-based intervention meant to promote physical activity and fitness among Dutch prevocational secondary students. In a two-year clustered randomized controlled trial, students’ physical activity and fitness was measured by indirect and direct methods. In the intervention group, we used the triple-I procedure, a participatory action research method, to co-design the intervention together with the students and schools. This procedure involved focus group discussions by interviewing and imaging techniques, followed by a co-design process to align the intervention content and implementation processes with students’ preferences. The study involved 22 Dutch schools, with a total of 2685 13-to-14-year-old prevocational secondary students. Schools were randomly assigned to either intervention (11 schools, 1446 students) or control group (11 schools, 1239 students).There were no significant intervention differences between students’ overall physical activity behavior on intervention versus control schools. However, with regards to various specific physical fitness indicators, such as the long jump, handgrip strength, shuttle run test, and the sum of skinfolds, intervention school students performed significantly better than the control group students. Furthermore, when taking into account student participation, i.e. the success of the co-design process, schools with higher levels of student participation showed higher shuttle run scores. However, such graded effects were not similarly apparent with regards to students’ physical fitness indicators. This study showed that co-designing a comprehensive physical activity intervention on numerous Dutch high schools via the Triple-I Interactive Method was feasible. Moreover, results showed that certain aspects of physical fitness were improved after two years of intervention, although taken together with the lack of effects on physical activity, results were mixed. [ABSTRACT FROM AUTHOR]

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IntroductionWhile schools represent key venues for supporting health, they continue to experience gaps in health resources. The integration of community health workers (CHWs) into schools has the potential to supplement these resources but has been underexplored. This study is the first to examine perspectives of experienced CHWs about how CHWs can be applied in school settings to support student health.MethodsThis qualitative study involved conducting semi-structured interviews focused on implementation of CHWs in schools with individuals who held positions aligned with the CHW scope of work. De-identified transcripts were analyzed, and codes were organized into domains and themes.ResultsAmong 14 participants, seven domains emerged about the implementation of CHWs in schools: roles and responsibilities, collaborations, steps for integration, characteristics of successful CHWs, training, assessment, and potential challenges. Participants shared various potential responsibilities of school-based CHWs, including educating on health topics, addressing social determinants of health, and supporting chronic disease management. Participants emphasized the importance of CHWs building trusting relationships with the school community and identified internal and external collaborations integral to the success of CHWs. Specifically, participants indicated CHWs and schools should together determine CHWs' responsibilities, familiarize CHWs with the school population, introduce CHWs to the school community, and establish support systems for CHWs. Participants identified key characteristics of school-based CHWs, including having familiarity with the broader community, relevant work experience, essential professional skills, and specific personal qualities. Participants highlighted trainings relevant to school-based CHWs, including CHW core skills and health topics. To assess CHWs' impact, participants proposed utilizing evaluation tools, documenting interactions with students, and observing indicators of success within schools. Participants also identified challenges for school-based CHWs to overcome, including pushback from the school community and difficulties related to the scope of work.DiscussionThis study identified how CHWs can have a valuable role in supporting student health and the findings can help inform models to integrate CHWs to ensure healthy school environments.

This scoping review summarizes studies on passive participation in collaborative online learning activities that used computer-mediated communication tools in school settings. A total of 42 articles spanning about 20 years were explored. ERIC and three main journal indexes from Web of Science were used to locate articles. For each year searched, there were only one to five studies that investigated passive participation, indicating that not many researchers have examined this topic in general. Most studies used mixed methods and were conducted in higher education settings in asynchronous online discussions. Three terms have been used to discuss the notion of passive participation: lurking for read-only behavior, legitimate peripheral participation for low contribution, and free riding for no contribution. Studies on passive participation have mainly explored four topical areas: motivational factors and reasons, participation types and behavioral patterns, effect on learning outcomes, and pedagogical strategies for de-lurking. Most studies have investigated passive participation as one of the behavior patterns among various types of participation. A few studies have solely examined read-only behaviors. The notion of passive participation varies among researchers and should therefore be redefined. Overall, there have been few studies on the topic of passive participation and those that have been conducted reveal some inconsistencies in their findings, indicating the topic requires further investigation. Future studies on this topic are urgently needed due to the forced shift to online courses precipitated by the pandemic. While instructors are also responsible for supporting their learners in this unprecedented context, researchers should investigate ways to help instructors better understand passive participants and encourage active learner participation in collaborative online learning space. [ABSTRACT FROM AUTHOR]

Managing diabetes is complicated for many children. It often requires support from an adult during the school day. In Denmark, most children spend 30–35 h a week at school. Nevertheless, diabetes management in schools remains largely uninvestigated. This study aimed to examine the characteristics and organization of diabetes management in Danish primary schools from the personnel's perspective. All primary schools in Denmark were invited to participate in the study (n = 2129), and 525 schools were included. A questionnaire was constructed and sent by email. Questionnaire data are presented in the descriptive statistics and compared with the ISPAD guidelines. According to 77.2% of respondents, school personnel had received training in diabetes management, and 78.5% of the schools had at least one person available for diabetes support every day. Respondents felt prepared to help the students with counting carbohydrates (38.9%), dosing insulin (39.1%), and helping the students during high (52.1%) or low (60.3%) blood sugar levels, insulin chock (35.2%), or during activities (36.3%). Yet, diabetes management was a challenging task. Only 61.7% had an action plan for diabetes management, 37.4% had face-to-face information meetings with the parents, and 55.1% of respondents reported having sufficient time to cooperate with the parents. [ABSTRACT FROM AUTHOR]

Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities. The purpose of this project was to examine the efficacy of a cognitive training program implemented during the school day to improve abilities predictive of academic achievement. Ninety-five children completed two training activities that were counterbalanced across participants. Analyses of baseline working memory, cognitive flexibility, and processing speed performance relative to those following training showed a strong treatment effect. Moreover, there is notable evidence of greater intervention efficacy with extended engagement with the training program. Implications for neuropsychological research and practice are discussed.

Insufficient consumption of fruit and vegetables was found in primary school children. To address this problem, a three-year school-based multicomponent intervention was conducted in 14 primary schools in the City of Zagreb. The aim of the study was therefore to evaluate one of the primary goals of the intervention—the increase in fruit and vegetable intake among primary school children. A total of 681 children were allocated to the intervention (n = 300 in the control group and n = 381 in the intervention group). The intervention included 23 interactive classroom workshops, 10 cross-curricular activities, 13 homework challenges, visual exposure with educational posters in classrooms, parent education via the website, and the implementation of new dishes into the school food system. Fruit and vegetable intake was assessed using a semi-quantitative food frequency questionnaire at baseline and after the intervention. Data were analyzed by per-protocol analysis. The study involved 259 children (50.2% girls; age 7.7 ± 0.4 years; n = 116 in the control group and n = 143 in the intervention group) who completed a food intake frequency questionnaire at both time points. Children in the intervention group showed a significant increase (p < 0.001) in total daily fruit and vegetable intake (before: 332.1 ± 164.9 g; after: 430.1 ± 186.7 g) compared to the control group (before: 350.2 ± 187.5; after: 382.6 ± 196.8) after the intervention. The increase in fruit and vegetable intake was achieved in 89% of children, while 25% more children reached the daily recommendation of 400 g. The use of the multicomponent intervention showed potential to increase fruit and vegetable intake in primary school children. [ABSTRACT FROM AUTHOR]

Peer-mediated intervention (PMI) includes a range of strategies that are considered a successful aid in social-communication behavior for kids and their peers with autism spectrum disorders (ASD). This study was carried out to improve the social behavior of children with ASD, using peer training through an activity that they have in common. Three ASD students in Greek elementary schools, aged seven to ten years old, two boys and one girl, participated in this study. The peers of ASD students were trained to interact with them during recess in a comprehensive school setting. An ABA reversal design was used on each participant in order to define the effects of the intervention. Through observation probes, the responses and the initiations of all ASD students were noted by trained school staff. The results of the intervention phase showed an increase in both of these two variables. Furthermore, the follow-up phase depicted important results for the academic community, also showing an increase in all ASD students' responses and initiations. The current study supplements the existing PMI research, which leads to the possible use of this valid tool that could be used in school settings in order to increase the socialization of ASD students. [ABSTRACT FROM AUTHOR]

Abstract Background In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 min of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within the curriculum at ten Danish schools. Methods A complementary mixed-methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 10 schools were invited to participate, including 846 students, 76 teachers, and 10 school managers on various levels. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire, and school managers were encouraged to take part in a semi-structured interview. Results Results showed that, on average, 45.2% of the students were active at least 45 min daily within the curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within scheduels and collaborations with external parties were found to influence implementation. Finally, internal coordination, motivated school staff, and school management priority were identified as central factors for maintenance. Conclusions This study provides an evaluation on a nationwide physical activity requirement in Danish public schools. When introducing a wide-ranging nation-wide requirement on physical activity within the curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes in order to ensure motivation and local ownership. The study also highlights the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.

Bullying and violence are relevant issues in school settings and negatively impact students' well-being and mental health. Psychoeducation and anti-bullying programs may prevent violence among students by addressing emotional expression and regulation, alexithymia, and anger. We describe the impact of a psychoeducational intervention delivered to 90 male and 101 female school youths (N = 191), aged 12–14 years old, and aimed to improve their emotional recognition and regulation, as well as to reduce alexithymia in order to prevent aggression and bullying episodes. A psychological assessment has been performed before (T0) and after (T1) the intervention including levels of alexithymia, measured with the Toronto Alexithymia Scale-20 (TAS-20), the State-Trait Anger Expression Inventory (STAXI), Empathy Quotient (EQ), and the Emotion Regulation Questionnaire (ERQ). Females have shown higher levels of alexithymia at baseline whereas other characteristics (anger, empathy quotient and emotional regulation) did not differ among sex groups. The psychoeducational program significantly increased the empathy quotient (+10.2%), the emotional regulation reappraisal (+20.3%), and the assertive anger expression (+10.9%); alexithymia significantly decreased after the intervention in all the samples (−14.4%), above all among students scoring ≥61 at TAS-20 (−48.2%). Limitations include a small sample from a single school setting, the lack of a control group without psychoeducation, and an assessment based on self-reported measures. We may conclude that psychoeducation has significantly reduced levels of alexithymia and improved empathy and emotional regulation among adolescents. [ABSTRACT FROM AUTHOR]

Obesity bias is one of the main psychosocial consequences experienced by people who are overweight and people with obesity. Therefore, its study, especially during childhood, has become an emerging objective. The aim of this study is to examine obesity bias in children in the school setting. In total, 171 primary school students (Mean age: 10.68; SD: 0.63) from a school in Madrid (Spain) filled out a survey in which they indicated whether they would choose a classmate with obesity with whom they would carry out academic, social, and leisure activities. The rejection ratios of peers with obesity and other personal characteristics such as gender, nationality, or ethnicity were compared. The results indicate that more than half of the participants would not choose a partner with obesity to carry out any of the three activities suggested, and that obesity was the personal characteristic that elicited the highest rate of rejection, especially among females. The possible explanations for these findings are discussed, as well as why the school setting should be a nonaggressive but protective environment for children with obesity. [ABSTRACT FROM AUTHOR]

Copyright of Revue Francophone de Recherche en Ergotherapie is the property of Communaute Pour l Avancement de la Recherche Appliquee Francophone en Ergotherapie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Overweight and obesity in children and adolescents are major public health challenges affecting quality of life and representing important risk factors in the development of non-communicable diseases. School environments provide great possibilities for the primary prevention of overweight and obesity and different school-based nutrition interventions are available. However, existing research on school-based nutrition interventions has important limitations and no network meta-analysis (NMA) has been performed yet to compare all available interventions. Therefore, the present research project aims to investigate the impact of different nutrition interventions in the school setting by comparing and ranking them using NMA methodology. Methods/design A systematic literature search will be performed in 11 electronic databases (PubMed, the Cochrane Library, Web of Science, ERIC, PsycINFO, CAB Abstracts, Campbell Library, BiblioMap EPPI, Australian Education Index, Joanna Briggs Institute Evidence-Based Practice Database and Practice-based Evidence in Nutrition Database). Parallel or cluster randomized controlled trials (RCTs) meeting the following criteria will be included: (1) generally healthy school students aged 4–18 years, (2) school-based intervention with ≥ 1 nutrition component, and (3) assessed anthropometric (overweight/obesity risk, body weight change, weight Z-score, [standardized] body mass index, body fat, waist circumference) and/or diet-quality measures (daily intake of fruits and vegetables, fat, and sugar-sweetened beverages). Random effects pairwise and NMA will be performed for these outcomes and surface under the cumulative ranking curve (SUCRA) estimated (P-score). Where possible, component NMA (CNMA) will be used additionally. Subgroup analyses are carried out for intervention duration, gender, age of school students, socioeconomic status, and geographical location, and sensitivity analyses by excluding high risk of bias RCTs. Discussion This systematic review and NMA will be the first to both directly and indirectly compare and rank different school-based nutrition interventions for the primary prevention of overweight and obesity in childhood and adolescence. Our analyses will provide important insights about the effects of the different interventions and show which are the most promising. The results of our study can help inform the design of new studies and will be of value to anyone interested in developing successful, evidence-based nutrition interventions in school settings. Systematic review registration PROSPERO: CRD42020220451 .

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

A growing number of students with health conditions, many of which carry with them the potential for an emergency, increases the likelihood of adverse events occurring in the school setting. An adverse event can be either preventable or nonpreventable. This article reviews a preventable adverse event which took place in a second-grade classroom of a student with spina bifida. Children with spina bifida are at increased risk for the development of latex allergy and subsequent anaphylaxis. The seriousness of accumulated exposure to latex necessitated initiation of a quality improvement plan with the goal of decreasing the risk of future exposures and increasing the quality of collaboration among school staff in meeting student health needs. The article describes the adverse event and discusses the five factors that were addressed in the quality improvement plan: communication deficit, knowledge deficit, hierarchical culture, product labeling, and data collection. [ABSTRACT FROM AUTHOR]

Abstract Background Sweden is home to a large and growing population of refugee youths who may be at risk of mental health problems such as post-traumatic stress disorder (PTSD). Thus, there is a need for interventions that address mental health problems in these populations. Schools have been identified as an ideal setting for delivering such interventions as they offer a non-stigmatizing space and are often central to young refugees’ social networks. The RefugeesWellSchool trial in Sweden will investigate an intervention comprising two programmes: Teaching Recovery Techniques (TRT) and In-service Teacher Training (INSETT), delivered in a school setting, among refugee youth. TRT is a group-based programme for children and adolescents, informed by Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). INSETT is a multi-module course for teachers providing information on trauma and the refugee experience to build teachers’ cultural competence and capacity for supporting refugee youths in schools. Methods This trial employs a cluster randomized-control design with two arms: (1) the intervention arm in which the TRT and INSETT programmes are offered (n = 350), (2) the wait-list control arm (n = 350) in which services are provided as usual until the TRT and INSETT programmes are offered approximately six months later. Data will be collected prior to the intervention, immediately following the intervention, and at three months post-intervention. Outcomes for the trial arms will be compared using linear mixed models or ANCOVA repeated measures as well as the Reliable Change Index (RCI). Discussion This study will provide knowledge about the effectiveness of an intervention comprising two programmes: a group-based programme for youth reporting symptoms of PTSD and a training course for teachers, in order to build their competence and ability to support refugee youths in schools. Trial registration ISRCTN, ISRCTN48178969 , Retrospectively registered 20/12/2019.

The school has remained the only incubator of semiotic capital - resources of meaning - and regenerator of social capital. Therefore, the task of the teacher-educator is primarily to 'teach how to live', i.e. to allow each individual to develop knowledge of himself and the link with others - others within himself and others outside himself - to prepare them to face the multiple uncertainties and difficulties of existence, coping with the sense of radical impotence and indefinability of the Self experienced by the 'sovereign child' who has now grown up. Central to this, will be a re-education as regards limits, mentalisation, caring for the common living space. To this end, even the learning-teaching process should be interpreted as something concerning above all the emotional-affective dynamics, largely unconscious, that configure the group network of relationships between all the actors on the school's stage: transference, countertransference, collusions, the class-group as a single mind, the institution, the specific culture of each school. The teacher will be able to find in his own mind his main working tool, provided he has space and time to conscientise and metabolise what is acting in himself at an unconscious level, through appropriate group methodologies - Balint and Psychodrama. The student, on the other hand, will be helped to transition from a culture of fulfilment to feeling like a 'client' who experiences school as a time to cultivate himself and implement Relational Assets, such as reciprocity, cooperation and trust. It is about operating a real act as a 'social clinic'. [ABSTRACT FROM AUTHOR]

The "11 for Health in Denmark" concept aims to enhance 10–12‐year‐old schoolchildren's physical activity levels and health knowledge through an 11‐week football intervention and has been shown to induce positive effects in numerous areas. However, little is known about the implementation facilitation of this concept in schools. This case study therefore aims to gain a deeper understanding of the implementation facilitation of "11 for Health" in a Danish 5th grade class comprising 22 schoolchildren (12 boys and 10 girls, Mage 11.86±) and one teacher. Data were derived from multiple school situations using photographs and videos, observations, and informal interviews. Five themes were identified: (1) environmental and organizational factors impacting on the implementation; (2) familiarization with the concept for the teacher and schoolchildren; (3) previous clique formation; (4) the central role of the teacher; and (5) the importance of how praise partners are allocated. We found high adherence to the "11 for Health" concept, in which the teacher played a key role by applying an autonomy‐supportive style of teaching and using the praise partner concept in a suitable manner. A clique of football‐playing boys was a resource, as their praising of classmates encouraged adherence. However, familiarization with the "11 for Health" concept was a challenge and the clique's competitive nature occasionally built barriers to other schoolchildren without football experience, potentially leading to a more controlled form of motivation. Based on the results, we encourage teachers to apply autonomy‐supportive teaching when applying the "11 for Health" concept. [ABSTRACT FROM AUTHOR]

Background: The school environment can play an important role in the prevention of childhood overweight and obesity. Photos of the school environment may contribute to more adequate measurement of the school environment, as photos can be rated by different assessors. We aimed to examine the interrater reliability for rating characteristics of primary school environments related to physical activity and eating. Methods: Photos taken at 172 primary schools in 7 European countries were rated according to a standardized protocol. Briefly, after categorizing all photos in subsections of physical activity or eating opportunities, 2 researchers independently rated aspects of safety, functionality, aesthetics, type of food/drinks advertised, type/variety ot foods provided. Interrater reliability was assessed using the intraclass correlation coefficient (ICC) and Cohen's kappa. Results: Six subsections of the photo-rating instrument showed excellent (ICC or Cohen's kappa ≥0.81) or good (ICC or Cohen's kappa 0.61 to 0.80) interrater reliability. Outdoor physical activity facilities (ICC = 0.64) showed moderate, and school canteens (Cohen s kappa = 0.05) and vending machines showed poor (Cohen's kappa = 0.16) interrater reliability. Conclusion: Interrater reliability of the ENERGY (EuropeaN Energy balance Research to prevent excessive weight Gain among Youth) photo-rating instrument was good-to-excellent tor 6 out of 9 characteristics of primary school environment components related to physical activity and eating. [ABSTRACT FROM AUTHOR]

Background: Sweden is home to a large and growing population of refugee youths who may be at risk of mental health problems such as post-traumatic stress disorder (PTSD). Thus, there is a need for interventions that address mental health problems in these populations. Schools have been identified as an ideal setting for delivering such interventions as they offer a non-stigmatizing space and are often central to young refugees' social networks. The RefugeesWellSchool trial in Sweden will investigate an intervention comprising two programmes: Teaching Recovery Techniques (TRT) and In-service Teacher Training (INSETT), delivered in a school setting, among refugee youth. TRT is a group-based programme for children and adolescents, informed by Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). INSETT is a multi-module course for teachers providing information on trauma and the refugee experience to build teachers' cultural competence and capacity for supporting refugee youths in schools. Methods: This trial employs a cluster randomized-control design with two arms: (1) the intervention arm in which the TRT and INSETT programmes are offered (n = 350), (2) the wait-list control arm (n = 350) in which services are provided as usual until the TRT and INSETT programmes are offered approximately six months later. Data will be collected prior to the intervention, immediately following the intervention, and at three months post-intervention. Outcomes for the trial arms will be compared using linear mixed models or ANCOVA repeated measures as well as the Reliable Change Index (RCI). Discussion: This study will provide knowledge about the effectiveness of an intervention comprising two programmes: a group-based programme for youth reporting symptoms of PTSD and a training course for teachers, in order to build their competence and ability to support refugee youths in schools. Trial registration: ISRCTN, ISRCTN48178969, Retrospectively registered 20/12/2019. [ABSTRACT FROM AUTHOR]

Background: In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 min of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within the curriculum at ten Danish schools.Methods: A complementary mixed-methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 10 schools were invited to participate, including 846 students, 76 teachers, and 10 school managers on various levels. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire, and school managers were encouraged to take part in a semi-structured interview.Results: Results showed that, on average, 45.2% of the students were active at least 45 min daily within the curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within scheduels and collaborations with external parties were found to influence implementation. Finally, internal coordination, motivated school staff, and school management priority were identified as central factors for maintenance.Conclusions: This study provides an evaluation on a nationwide physical activity requirement in Danish public schools. When introducing a wide-ranging nation-wide requirement on physical activity within the curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes in order to ensure motivation and local ownership. The study also highlights the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation. [ABSTRACT FROM AUTHOR]

Bien dans mes baskets (BDMB) uses an after-school team sports program as a medium for social work with groups in a high school in Montreal (Quebec, Canada). BDMB is a long-time partner of Centre de recherche de Montréal sur les inégalités sociales, les discriminations et les pratiques alternatives de citoyenneté (CREMIS). This narrative essay stems from a process of collective knowledge-building combining sociology, social work theory, and clinical practice. Using methods inspired by group analysis, we met online with members of BDMB (three social workers and three volunteer coaches) to discuss how they adapted to the pandemic. In this essay, after describing how BDMB uses basketball as a medium for social work with groups, we will see how the program had to adjust in the face of the COVID-19 pandemic. Then, we will discuss the social and educational inequalities underscored by the current social and health crisis and analyze how BDMB, at its own scale, is able to address some of these. [ABSTRACT FROM AUTHOR]

Peer-mediated intervention (PMI) includes a range of strategies that are considered a successful aid in social-communication behavior for kids and their peers with autism spectrum disorders (ASD). This study was carried out to improve the social behavior of children with ASD, using peer training through an activity that they have in common. Three ASD students in Greek elementary schools, aged seven to ten years old, two boys and one girl, participated in this study. The peers of ASD students were trained to interact with them during recess in a comprehensive school setting. An ABA reversal design was used on each participant in order to define the effects of the intervention. Through observation probes, the responses and the initiations of all ASD students were noted by trained school staff. The results of the intervention phase showed an increase in both of these two variables. Furthermore, the follow-up phase depicted important results for the academic community, also showing an increase in all ASD students’ responses and initiations. The current study supplements the existing PMI research, which leads to the possible use of this valid tool that could be used in school settings in order to increase the socialization of ASD students.

Les performances du dépistage des troubles du spectre autistique (TSA) restent insuffisantes malgré l'identification des facteurs impactant son efficacité. Une des pistes d'amélioration est celle de l'inclusion des enseignants dans ce processus de repérage. Les recherches internationales montrent en effet que les enseignants sont des informateurs potentiellement fiables, de par la richesse des observations pouvant s'effectuer en milieu scolaire. Notre étude vise à examiner cette hypothèse, en comparant la qualité des observations réalisées par des enseignants d'école maternelle à celle de parents et de professionnels de l'autisme à partir d'un outil de dépistage commun. La cohorte principale est composée de 90 enfants avec TSA vus en Centre Ressources Autisme pour une évaluation diagnostique. L'Autism Discriminative Tool(ADT) a été rempli en aveugle par les professeurs et les parents en début de bilan. Leurs observations respectives ont été comparées à celles de l'équipe diagnostique au terme du bilan, soit au référentiel complet du tableau clinique de l'enfant. Les enseignants s'avèrent être d'excellents témoins des signes de TSA, avec un pouvoir de prédiction de 83,3 %, proche de celui des parents. La nature et le nombre de signes autistiques qu'ils observent (x moy = 16,64) rejoignent celles des experts (x moy = 16,78). Leurs observations sont particulièrement pertinentes en ce qui concerne les déficits sociaux en groupe, là où les parents se concentrent sur des aspects plus individuels et plus subtils. La tripartite enseignants–parents–professionnels est le modèle à privilégier pour améliorer le dépistage des enfants présentant un TSA. Autism screening remains largely inefficient despite the identification of multiple biases and shortages. One way to improve this process may be to include teachers as informants. Indeed, international studies suggest that teachers are good observers of developmental particularities, including in the field of autism spectrum disorders. Furthermore, school setting seems like the right environment to notice socio-communicative difficulties. Our study examines the relevance of including preschool teachers in the ASD screening process, by comparing the quality of their observations to those of parents and experts in autism with an identical detection tool. The examined cohort is composed of 90 preschoolers aged two to six years of age, seen in a specialised autism clinic for diagnostic purposes. The Autism Discriminative tool, a new screening test, was blindly and independently rated by teachers and parents at the very beginning of the assessment. Their observations were compared to those gathered by diagnostic team members at the end of the assessment procedure and during the consensual decision process which finalizes the diagnostic status of the child. In this configuration, ADT profile depicted by professionals was considered as the true clinical picture of the child and therefore the referential against which parents and teachers' observations were compared. Data show that teachers are excellent informants when it comes to detect symptomatology of autism spectrum disorders in preschoolers. Their screening predictions are 83.3% accurate for children who end up receiving the diagnosis of ASD at the end of the assessment procedure. In addition, teachers are as efficient observers as experts in the field, with a high concordance in symptoms observation (ADT X mean = 16.64 versus X mean = 16.78). Teachers are particularly accurate when it comes to observe skills that are paramount for group and social interaction. For example, they are better placed to pinpoint difficulties with peers and reactions to changes. Parents' observations within the home setting and during family outings are different from those gathered from school. Nevertheless, their observations are complementary to those of teachers, with a better focus on the one-to one relationship. As such, they are more able to notice subtle difficulties such as deficit of eye-contact, lack of social smile or fingers mannerisms. In the domain of ASD, observations of the child's difficulties are very much context-dependent. Therefore, the isolated questioning of a parent, a school intervener or the sole observation of the clinician only partially describes the child's psychopathology. As the combination teachers–parents–professionals ensures a better detection of ASD, we strongly suggest that this model be promoted in official screening policies. [ABSTRACT FROM AUTHOR]

Introduction: Every year, 1/10,000 children experiences a food‐anaphylactic reaction. Most of these events, including attack‐related deaths, may happen during the school hours. In the current study, we assessed the influence of information and communication technologies (ICT) in the school‐staff's education on food allergy and anaphylaxis (FAA). Methods: The target population of this intervention was non‐university teaching centers from the local Regional Education Council, including both state and private institutions. The digital intervention was supported by the free‐of‐charge and open‐source learning‐management Aulatic Educational Platform. Structured questionnaires were developed to evaluate the educators' knowledge, feelings, and self‐efficacy on FAA, in addition to a satisfaction and quality survey of the training program. Results: A total of 1748 school‐educators were virtually enrolled from May 2016 to June 2020 in one of the 8‐week course editions, with 80.6% of attendees successfully completing the full training. All scores concerning school‐staff's basic knowledge and self‐efficacy on FAA significantly improved after the educational intervention, reaching a high level of satisfaction among participants (98.5%) over the 4‐year educational program. Conclusion: Our results highlighted the effectiveness of a focused e‐learning activity to improve teachers and school caretakers in the management of food allergic scholars and anaphylactic reactions during the school hours. The use of ICTs tools should become an integrated part of curricular frameworks in non‐university education, leading to a better care of FAA school children. [ABSTRACT FROM AUTHOR]

Social work in a public-school setting plays a vital role in the development of students and linking them to the resources and support, which is necessary to maximize their potential in the educational process. In both countries, Macedonia and Kosovo, there is no data-based, comprehensive information regarding the situation of social workers, their perceived general image in the society, scale and quality of services they offer, and the social work service policies. The current research is focused on the Perception of Social Worker profession in School Setting in Macedonia and Kosovo. This paper summarizes key findings of the accompanying evaluation carried out in the period February-April 2018. In the first step, the evaluation has targeted the perspective of school social workers, psychologists, pedagogical workers, lawyers and economists. In order to ensure the consideration of scientific discourses, this research is designed as a questionnaire so it can grasp the opinion of different target-groups. The evaluation of results shows that perception about need for school social work is closely related with general image of the social work in a particular society. [ABSTRACT FROM AUTHOR]