Journal of School Health最新文献

{"title":"Recovery and Response: Responding to Mental Health Needs That Emerged in the Wake of the COVID-19 Pandemic in Chicago Public Schools.","authors":"Julia Liu, B Marshall, K Cisneros, E Jarpe-Ratner","doi":"10.1111/josh.13545","DOIUrl":"https://doi.org/10.1111/josh.13545","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic elevated mental health needs among students. As such, in 2022 Chicago Public Schools (CPS) introduced the Comprehensive Mental Health and Suicide Prevention Policy to deliver mental health awareness and services to all pK-12th grade students. While transitioning back to in-person learning, an evaluation was conducted in the 2022-2023 school year to identify current practices and barriers of delivery, and identify lessons learned to support the policy in schools.</p><p><strong>Methods: </strong>Interviews were conducted with 30 staff members who delivered mental health services. Interviews were recorded, transcribed, and thematically coded.</p><p><strong>Results: </strong>Themes identified in the interview highlighted barriers to providing mental health supports included: 1) overwhelming number of mental health cases with limited time and capacity; 2) mental health stigma among families and staff, and 3) the lack of diversity representation among mental health professionals in schools and the communities. Implications for School Health Policy, Practice, and Equity: CPS prioritized and elevated awareness of resources, training sessions and policies guidance through toolkits, newsletters, mandated trainings, and communication about new state mental health laws.</p><p><strong>Conclusions: </strong>The pandemic disrupted mental health services and illuminated critical barriers to access. CPS' Office of Student Health and Wellness used these findings to provide additional training and technical assistance for staff, families, and the community.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143365536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"American School Health Association Membership Survey: Leading the Way Into the Next Century.","authors":"Randi J Alter, Meagan Shipley, Kayce D Solari Williams","doi":"10.1111/josh.13542","DOIUrl":"https://doi.org/10.1111/josh.13542","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Three-Dimensional (3D) Printing in Non-Industrial Spaces: A Summary of Emissions Evaluations in 11 School Settings.","authors":"Jessica F Li, Eric K Glassford","doi":"10.1111/josh.13541","DOIUrl":"https://doi.org/10.1111/josh.13541","url":null,"abstract":"<p><strong>Background: </strong>Additive manufacturing or 3-dimensional (3D) printing is an emerging technology with increasing prevalence in non-industrial settings such as university and school settings. However, printers are often located in spaces not designed for this purpose.</p><p><strong>Methods: </strong>3D-printer use in 11 university and K-12 schools was evaluated by identifying emissions using area air sampling for volatile organic compounds (VOCs) and particle counting instruments (PCIs) measuring ultrafine particulate (UFP) and evaluating controls to reduce potential exposure. Ventilation in printer locations was also characterized.</p><p><strong>Results: </strong>VOCs and UFP were identified during 3D printing. Best-practice recommendations were provided to school health and safety staff to protect users, including workers and students. Recommendations included installing and implementing engineering controls, administrative controls, and personal protective equipment (PPE) to minimize exposure to 3D printer emissions.</p><p><strong>Implications: </strong>School health and safety staff can translate findings and recommendations for these 11 evaluations to identify 3D-printing areas on their campuses and use principles of industrial hygiene to protect workers and students and prevent the movement of emissions.</p><p><strong>Conclusions: </strong>VOCs and UFP were detected during 3D printing. There were opportunities to improve health and safety practices and reduce potential exposure when using 3D printing technologies.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Slipping Through the Cracks? Concussion Management in Aotearoa New Zealand Secondary Schools.","authors":"Danielle Salmon, Marelise Badenhorst, Anja Zoellner, Debbie Skilton, Kate Mossman, Patricia Lucas, Kylie Thompson, Simon Walters, Sierra Keung, Gisela Sole","doi":"10.1111/josh.13544","DOIUrl":"https://doi.org/10.1111/josh.13544","url":null,"abstract":"<p><strong>Background: </strong>Concussion-related guidelines appear to be inconsistently implemented in secondary schools in Aotearoa New Zealand. The purpose of this qualitative Participatory Action Research study was to describe key school stakeholders' perceptions of their current concussion management processes.</p><p><strong>Methods: </strong>Seventeen focus groups, two dyad, and nine individual interviews were conducted with stakeholders (n = 95) from six secondary schools and healthcare clinics, exploring their perceptions of barriers and facilitators to concussion management. We used thematic analysis to analyze data.</p><p><strong>Results: </strong>Our analysis identified five overarching and inter-relating themes: Hit or miss, the need for a clear pathway; the school context; aligning attitudes and enacting values; concussion knowledge and education; and complexity of concussion. The effectiveness of concussion management in secondary school settings is shaped by the dynamic interaction of these five themes.</p><p><strong>Implications for school health policy, practice, and equity: </strong>These findings highlight the need to develop a context-sensitive framework that can assist schools with real-world implementation of concussion management guidelines, for both sports and non-sports related concussions.</p><p><strong>Conclusions: </strong>The intent to support students was evident among most stakeholders yet appeared to be limited by lack of structured processes to follow, resources, unfavorable attitudes towards concussion management, and lack of knowledge.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clarifying Misconceptions About School-Based Health Care","authors":"Irwin Mary Kay,&nbsp;Sara Bode,&nbsp;Daniel Skinner","doi":"10.1111/josh.13543","DOIUrl":"10.1111/josh.13543","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To health professionals working in American school-based health centers, the benefits of school-based health programs are obvious. The philosophical warrant for this work has been reasserted for over 70 years. And yet, the divisiveness of health and health care in the U.S. has led to questions and even concerns about the appropriateness of co-locating healthcare services in schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>We address three common misconceptions to provide an accurate depiction of the work school-based health centers do. The misconceptions we address are: 1. that education and health care should be separate; 2. that parents and guardians alone are responsible for their children's health; and 3. that school-based health centers cut out parents and guardians from involvement in their children's health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Misconceptions about school-based health centers undermine the important work being done in these centers, including the pursuit of improved child health outcomes. Clarifying these misconceptions is of the utmost importance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>It is important to understand and actively address common misconceptions about school-based health centers. Doing so can help leverage the opportunities these centers and programs present.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 2","pages":"212-214"},"PeriodicalIF":1.8,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11748817/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School-Based Physical Activity Program Implementation Is Enhanced With Support From Community-Based Partners","authors":"Thomas Packebush,&nbsp;Katherine Ahern,&nbsp;Barbara Brody,&nbsp;Katherine Gunter","doi":"10.1111/josh.13531","DOIUrl":"10.1111/josh.13531","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School-based physical activity (PA) programs are an equitable, evidence-based approach to combat health and PA disparities. This study examined factors associated with implementation of BE Physically Active 2Day (BEPA 2.0), a K-5 school-based PA program, and examined how support from Cooperative Extension via Supplemental Nutrition Assistance Program Education (SNAP-Ed) partners influenced implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Teachers in schools receiving BEPA 2.0 trainings were surveyed about program use 3–6 months post-training. Descriptive and chi-square analyses were conducted to evaluate the relationships between implementation factors (e.g., training, support, barriers) and program delivery. Logistic regression was used to summarize the odds of program delivery related to implementation factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Responses were returned by 355 teachers. The odds of program delivery among trained respondents were 2.64 (1.22, 5.47) times the odds among untrained respondents. Most implementors (72.4%) provided activities 1–2 times/week. More frequent implementation (≥ 3 times/week) [OR = 2.43 (1.27, 4.73)] and fewer barriers were reported among those who received support from SNAP-Ed partners (<i>p</i> = 0.01).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>SNAP-Ed program partnerships should be considered when implementing school-based strategies to increase PA opportunities for vulnerable youth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>High PA program implementation among trained teachers was enhanced with partner support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 1","pages":"26-33"},"PeriodicalIF":1.8,"publicationDate":"2025-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142973042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Train-the-Educator: Boosting Knowledge and Confidence for Conducting Substance Use Prevention Education","authors":"Jessica Liu,&nbsp;Carly Kajiwara,&nbsp;Devin McCauley,&nbsp;Bonnie Halpern-Felsher","doi":"10.1111/josh.13534","DOIUrl":"10.1111/josh.13534","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School-based substance use prevention is important, yet many educators are not trained in the curriculums. The purpose of this study was to assess changes in educators' knowledge about substances and confidence in delivering drug education before and after participating in educator trainings, as well as overall perceptions of the trainings, for three curriculums: tobacco, cannabis, and all drugs prevention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted one-arm pre–post analyses evaluating educators' changes in knowledge about products and confidence to deliver curriculums. A total of 1064, 648, and 171 educators participated in the trainings and completed surveys (June 2021–November 2023) about drug knowledge (closed-ended, three items for tobacco, five for cannabis), confidence to deliver curriculums (Likert, four items for all trainings), and perceptions of the trainings (open-ended, four items for all trainings). Paired-sample <i>t</i>-tests and McNemar tests of paired proportions were conducted for the matched sample. Two coders double-coded open-ended responses to identify key themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The training for tobacco was associated with pre–post improvements on all knowledge questions (<i>p</i>'s ≤ 0.001). Trainings for all three curriculums were associated with pre–post improvements for all confidence questions (<i>p</i>'s &lt; 0.007). Participants qualitatively reported wanting longer trainings with more in-depth content and navigation of materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Our findings suggest that trainings are a promising method that may improve the knowledge and confidence of educators who deliver drug education curriculums.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Educator trainings will likely benefit from detailed content on various substances, interactive activities, and show educators how to tailor curriculums based on their students' specific needs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 1","pages":"78-93"},"PeriodicalIF":1.8,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142958010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding a Needle in a Haystack: A Systematic Approach for Searching Through Public Databases for Youth Mental Well-Being Programs.","authors":"Alice-Simone Balter, Doga Pulat, Anjali Suri, Madison Moloney, Dina Al-Khooly, Indika Somir, Emerald Bandoles, Clementine Utchay, Desiree Sylvestre, Sandra Pierre, Sheldon Parkes, Sabrina Brodkin, F Andrade Brendan","doi":"10.1111/josh.13536","DOIUrl":"https://doi.org/10.1111/josh.13536","url":null,"abstract":"<p><strong>Background: </strong>This practice paper exemplifies a systematic approach used to learn about existing mental well-being programs for youth 11-14 years to inform curriculum development for after-school settings.</p><p><strong>Methods: </strong>We reviewed 3389 mental well-being programs from publicly accessed databases and conducted a content analysis using inductive and deductive coding to explore the domains each program addressed.</p><p><strong>Results: </strong>Through our content analysis of the final eight programs, we found strong alignment with the Collaborative for Academic, Social and Emotional Learning (CASEL) core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and decision-making.</p><p><strong>Implications for practice: </strong>Although using established processes (e.g., PICO, CFIR) to review public databases is an effective research strategy, engaging in research-intensive endeavors is time consuming and may not be practical for after-school administration. The benefits of community-academic partnerships, such as EMPOWER, are highlighted as an approach, and opportunity, to promote evidence-based research practices to inform programming in community organizations.</p><p><strong>Conclusion: </strong>Enhancing youth social emotional competencies is an important means to supporting youth mental well-being. Incorporating a systematic approach to select youth mental well-being programs provides a structure, for our EMPOWER project, that can steer the choice of curricula to meet the needs of after-school program contexts.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changes in Youth Mental Health Following a School Lockdown due to Violent and Firearm-Related Threats","authors":"Keith L. Hullenaar,&nbsp;Benjamin W. Fisher,&nbsp;Douglas F. Zatzick,&nbsp;Frederick P. Rivara","doi":"10.1111/josh.13530","DOIUrl":"10.1111/josh.13530","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School shooting events and lockdowns have increased in the United States, raising concerns about their impact on youth mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study assessed the association between school lockdowns and changes in youth mental health in 10,049 children who participated in the Adolescent Brain and Cognitive Development study. The exposure was school lockdowns related to violence and shooting incidents, and the outcomes were Child Behavior Checklist scores on five mental health disorders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Approximately 20.3% of children reported ever experiencing a school lockdown with 39.3% of these lockdowns occurring in the past year. Past-year lockdown exposure (versus no lockdown exposure) was associated with increased symptoms of anxiety disorders (<i>β</i> = 0.20, 95% CI: 0.01, 0.38), somatic disorders (<i>β</i> = 0.23, 95% CI: 0.09, 0.38), and stress problems (<i>β</i> = 0.30, 95% CI: 0.05, 0.56). Among children who reported a past-year lockdown, those indicating clinical ranges of ADHD (OR = 2.23, 95% CI: 1.17, 4.25) or stress problems (OR = 2.75, 95% CI: 1.05, 7.25) had higher odds than their counterparts of reporting that the lockdown had a lot/some impact (versus little/no impact).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Emergency preparedness in schools should prioritize mental health support post-lockdowns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Research and funding are needed to understand the nature, frequency, and consequences of school lockdowns.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 2","pages":"134-141"},"PeriodicalIF":1.8,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142923828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"I Need the Shade\": Experiences and Perceptions of Elementary School Children During Recess in Hot Weather.","authors":"Allison Poulos, Omar Albaloul, Hyungsik Min, Pamela Hodges Kulinna","doi":"10.1111/josh.13537","DOIUrl":"https://doi.org/10.1111/josh.13537","url":null,"abstract":"<p><strong>Background: </strong>Few studies have investigated how heat impacts play from the perspective of children. The purpose of this study was to explore children's experiences of recess play during high temperatures.</p><p><strong>Methods: </strong>We used the draw-and-tell method to retrospectively explore the experiences of recess during hot weather among students (N = 38) between the ages of 5-12 attending four elementary schools in one school district in Arizona (United States). Students were asked to imagine themselves at recess on a hot day, select their preferred playground picture (shaded or unshaded), draw a picture of themselves in the playground, and explain their drawings. Drawings and narrations were analyzed using content analysis and constant comparative methods.</p><p><strong>Results: </strong>Most students (89%) selected the playground picture with shade. Four themes describing students' experiences were found: (a) discomfort, (b) self-awareness of heat affecting health and safety, (c) influence of heat on play and physical activity, and (d) adaptive strategies for managing heat during recess.</p><p><strong>Conclusions: </strong>Students are aware that playing outside in the heat has the potential to negatively impact their health and adapt their play to occur in the shade.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Outdoor school play spaces should increase access to shade.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}