Journal of School Health最新文献

{"title":"High School-Based Naloxone Curriculum: Development and Preliminary Evaluation.","authors":"Suhanee Mitragotri, Scott Weiner","doi":"10.1111/josh.70156","DOIUrl":"https://doi.org/10.1111/josh.70156","url":null,"abstract":"<p><strong>Background: </strong>The rate of opioid overdose among adolescents is increasing, demonstrating the need for effective prevention strategies. This study evaluates a high school-based naloxone education curriculum developed to equip students with the skills to respond to an opioid overdose.</p><p><strong>Contributions to practice: </strong>A 20-min curriculum was designed and delivered to students at Massachusetts high schools. The curriculum was designed by study authors with input from multiple experts in secondary education and harm reduction. Post-training, students voluntarily completed an anonymous survey evaluating knowledge gains, confidence in administering naloxone, and attitudes toward overdose response education. Confidence in administering naloxone increased significantly post-training (29% pre-training vs. 80% post-training, p < 0.001). Students rated the training as very or extremely important (85%), easy to learn (86%), and strongly supported its inclusion in mandatory school health curricula (81%).</p><p><strong>Implications for school health policy, practice, and equity: </strong>This curriculum represents a feasible strategy for schools to address the opioid overdose epidemic through prevention education and can be supported by statewide educational policy implementation.</p><p><strong>Conclusions: </strong>Naloxone training effectively improves adolescent confidence in overdose response and is widely supported by students.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":"e70156"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147787428","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":"Stakeholder Perspectives on Applying for the Fresh Fruit and Vegetable Program in Low-Resource Schools.","authors":"Kathryn Hoy, Sonya Jones, Rachel E Davis, Christine Blake, Michael Burke","doi":"10.1111/josh.70151","DOIUrl":"10.1111/josh.70151","url":null,"abstract":"<p><strong>Background: </strong>The USDA Fresh Fruit and Vegetable Program (FFVP) was designed to increase access to nutritious foods in low-income schools; however, many eligible schools do not participate. This study explores how school stakeholders in low-resource settings make decisions about applying for the FFVP grant.</p><p><strong>Methods: </strong>Fifty-four one-hour in-depth interviews were conducted with stakeholders from 14 low-income South Carolina public schools. Interviews were analyzed using inductive thematic analysis.</p><p><strong>Results: </strong>Stakeholders applied for an FFVP grant when they believed the program would benefit students, felt a moral obligation to address injustices, perceived the school as eligible, and thought they had the capacity to manage the program's administrative burdens. Common barriers reported were being overburdened with other responsibilities at the school level, a lack of funding continuity, and not having physical space to accommodate the produce snacks.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Reframing narratives surrounding child hunger and nutrition programs from welfare state and free-market frames could augment applications as it reduces contextual and systematic barriers to application.</p><p><strong>Conclusions: </strong>This study shows that school stakeholder motivations for application emphasize context surrounding child well-being and moral imperatives in addition to eligibility systems and capacity.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":"e70151"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13094684/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147730642","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":"Ditching Diet Talk: A Qualitative Study of Teachers Implementing Weight-Inclusive Nutrition Curriculum in the High School Health Classroom","authors":"Janet Gamble,&nbsp;Jordan Levinson,&nbsp;Deborah Hinchey,&nbsp;Katelyn Russell,&nbsp;Bernice Garnett,&nbsp;Lizzy Pope","doi":"10.1111/josh.70150","DOIUrl":"10.1111/josh.70150","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Nutrition education in U.S. high schools is traditionally taught from a weight-centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight-inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This pilot study examined the perspectives of three teachers using a small-scale qualitative case study approach coupled with researcher-led participatory action research. Interviews, teacher reflections, and classroom observation were used to triangulate data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings revealed three overarching themes: challenges are inevitable, opportunities exist, and effective programing requires applicable design, support, and space to unpack embedded views. Eight sub-themes further illustrated teachers' experiences and perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Results highlight the need for sustained support systems and policy reform at local, state, and federal levels, as inequities related to food, bodies, and health extend beyond the classroom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Re-framing nutrition education using a weight-inclusive lens is possible; however, long-term adoption depends on WIN specific support and collaboration within schools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147678343","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":"Building Trusted Adult-Student Relationships in Schools: A Commentary","authors":"Emily R. Mollenkof,&nbsp;Vaibhavi Venkataramanan,&nbsp;Leah M. Lessard","doi":"10.1111/josh.70149","DOIUrl":"10.1111/josh.70149","url":null,"abstract":"<div>\u0000 \u0000 <p>Relationships with trusted adults are foundational to the health and well-being of youth within the school setting. Trusted adults are those that young people may turn to for help who will take them seriously and offer dependable, responsible support. Connections between students and trusted adults play a pivotal role in young people's educational outcomes, mental health, and physical well-being. Research shows that youth who have a trusted adult at school are less likely to exhibit depression, anxiety, and conduct problems, and have a decreased likelihood of suicidality. Schools can play a key role in fostering trusted relationships that support student health and academic success. At the same time, factors related to school climate, as well as discipline practices and the academic focus of school environments can pose barriers to building trust with young people. This commentary aims to summarize the literature and fill the gap for practical guidance for school administration and staff in implementing strategies that foster trust. Specifically, this commentary will discuss three key principles and associated strategies of creating trusted adult relationships: relationship-building, relational safety, and support and empowerment.</p>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640287","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":"Stigma, Perceptions, and Parental Responses to Children's Head Lice Infestation in Greece","authors":"Michalis Linardakis,&nbsp;Helen Vretudaki,&nbsp;Stela-Marina Kostaki,&nbsp;Elias Papadopoulos","doi":"10.1111/josh.70146","DOIUrl":"10.1111/josh.70146","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Head lice remain a frequent concern in schools, with social stigma and misconceptions often influencing parental attitudes more than medical realities. Understanding these psychosocial dimensions is essential for designing effective school health strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional online survey was conducted among 227 parents of preschool and primary school children across 13 regions in Greece. A structured 20-item questionnaire was used. Exploratory factor analysis identified underlying attitudinal factors, while correlations and latent profile analysis explored distinct psychosocial profiles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Six attitudinal factors emerged: Peer Stigma, Cultural Prejudice, School-Related Concerns, Internalized Shame, Hygiene Beliefs, and Institutional Factors. Stigma-related factors were strongly intercorrelated. Demographic associations were weak, and infestation frequency showed only marginal links to attitudes. Latent profile analysis identified four distinct psychosocial profiles of the parents. Implications for School Health Policy, Practice, and Equity: Findings emphasize the need for stigma reduction, parental education, and improved school–family communication. Tailored interventions can reduce inequities by supporting vulnerable parent groups with culturally sensitive strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Head lice are perceived by many parents as a social rather than medical issue. Addressing stigma is crucial for effective and equitable school health practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13062878/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640327","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":"Digital Mental Health Literacy Combined With Physical Activity for Depression and Anxiety in High School Students: A Randomized Controlled Trial","authors":"Li Chen,&nbsp;Guangde Zhao,&nbsp;Xiujie Shi","doi":"10.1111/josh.70144","DOIUrl":"10.1111/josh.70144","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Depression and anxiety are prevalent among Chinese adolescents, yet access to care is limited. This study evaluated a culturally adapted digital mental health literacy intervention for Chinese high school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this randomized controlled trial, 390 students were assigned to a 12-week digital intervention or control. The program integrated cognitive-behavioral therapy principles. Primary outcomes were depression (PHQ-A) and anxiety (GAD-7) scores at baseline and 12 weeks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Linear mixed-effects models showed significant benefits. The intervention group demonstrated greater reductions in anxiety (−2.54 points, <i>p</i> &lt; 0.001) and depression (−1.91 points, <i>p</i> &lt; 0.001) compared to controls, with consistent effects across demographics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Culturally adapted digital programs offer scalable school-based prevention. They effectively reduce internalizing symptoms amid service shortages. Schools should prioritize integrating such targeted, accessible curricula to maximize student mental health outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The digital intervention significantly reduced internalizing symptoms. This focused approach proves effective for universal prevention. Future research should assess long-term sustainability and broader applicability.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647290","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":"Enhancing Motor Fitness in Children Through Corrective Gymnastics in Physical Education","authors":"Filip Kojić,&nbsp;Dragan Branković,&nbsp;Vladimir Živanović,&nbsp;Danimir Mandić,&nbsp;Vladimir Ilić","doi":"10.1111/josh.70148","DOIUrl":"10.1111/josh.70148","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Corrective gymnastics (CG) is widely recognized for its effectiveness in preventing and treating postural deficiencies; however, its impact on motor fitness in school-aged children is less studied. This research evaluated the effects of a school-based CG program on strength, agility, coordination, speed of movement, and flexibility in 10-year-old children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 255 students (age: 9.67 ± 0.46 years; 195 girls) from three elementary schools were assigned to an experimental group (EXP, <i>N</i> = 94) or a control group (CON, <i>N</i> = 161). The EXP group followed a 4-month CG program during regular physical education (PE) classes, targeting five common postural disorders. The CON group followed the standard PE curriculum. Motor fitness was assessed pre- and post-intervention using standardized tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both groups improved significantly in all motor domains (<i>p</i> &lt; 0.01), but the EXP group showed significantly greater gains in plate tapping, long jump, sit-ups, and shuttle run performance (<i>F</i> = 7.718–30.983, <i>p</i> &lt; 0.01).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These findings highlight the added value of CG in enhancing motor fitness during a critical developmental period. Integrating CG into regular PE could promote equitable access to both preventive care and functional physical development across school populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>CG represents a valuable addition to PE, supporting motor development and postural health in children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635084","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":"Requiring Lethal Means Safety Interventions in Schools: A Unique Utah Policy Effort","authors":"Erik J. Reinbergs,&nbsp;Evan V. Goldstein,&nbsp;Nicolas Oakey-Frost,&nbsp;Chelsey R. Schlechter","doi":"10.1111/josh.70145","DOIUrl":"10.1111/josh.70145","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629028","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":"Truancy, Psychosocial Distress, and Risk Behaviors in School-Going Adolescents: Insights From a National School-Based Survey in the Philippines","authors":"Omid Dadras","doi":"10.1111/josh.70147","DOIUrl":"10.1111/josh.70147","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Truancy, or unexcused school absenteeism, is linked to adolescent psychosocial and behavioral problems and may serve as a behavioral marker of developmental and ecological vulnerability. This study examined associations between truancy and psychosocial distress, violence, limited social support, and substance use among Filipino students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were drawn from the 2019 Philippines Global School-Based Student Health Survey (GSHS) of adolescents in Grades 7–10 (ages 13–17). Truancy was defined as missing school without permission during the past 30 days. Twenty-three variables covering psychosocial problems, violence, social support, and substance use were analyzed using logistic regression, stratified by sex.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>About 32.6% of students reported truancy in the past month, with higher odds among older and male adolescents. Truant students had elevated odds of loneliness, anxiety, suicidal behaviors, bullying, violence, and substance use. Female students exhibited higher odds of alcohol and marijuana use relative to males. Truant students were more likely to report limited parental support and peer isolation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Recognizing truancy as an early warning marker can inform school-based screening, psychosocial support, and gender-sensitive interventions to reduce inequities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Truancy may reflect underlying psychosocial challenges, underscoring the need for proactive, tiered school-based identification and support strategies for at-risk adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13054111/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629046","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 Start Times in Alabama","authors":"Rebecca Williams,&nbsp;Anna M. Pyle,&nbsp;Caroline G. Richter,&nbsp;Krista Casazza,&nbsp;S. Justin Thomas,&nbsp;Heather Austin","doi":"10.1111/josh.70142","DOIUrl":"10.1111/josh.70142","url":null,"abstract":"<p>This commentary summarizes the evidence base, equity implications, and implementation considerations for later school start times (SSTs) in Alabama. In Alabama, almost half of children report sleep durations below age-based recommendations. Of the 138 school districts in Alabama, few have middle and high schools adhering to the 8:30 am or later SSTs recommended by the American Academy of Sleep Medicine and the National Sleep Foundation. Historically designed to meet Industrial Revolution-era schooling needs, current SSTs are largely dictated by tradition and fail to promote the health and well-being of modern-day students. Adolescent chronotype shifts later, producing later sleep onset and wake time. Given their naturally delayed chronotype, early SSTs often lead to poor sleep quality and shorter total sleep duration in adolescents, which can negatively impact metabolic and cardiovascular health. Earlier SSTs negatively impact social development as well. Earlier SSTs can result in shorter sleep duration, which has been associated with adolescent suicidal behavior and substance use. Early SSTs are also correlated with poorer academic achievement. The literature provides substantial evidence supporting a relation between later SSTs and improved adolescent physical and mental health, social development, academic outcomes, and decreased motor vehicle accident incidence. Given prolific racial/ethnic and socioeconomic disparities in Alabama, later SSTs may offer a practical and sustainable pathway for addressing health inequities in Alabama. The prioritization of the health, well-being, and development of students warrants legislative discussion in Alabama regarding later start times for middle and high schools, along with strategic planning to overcome logistical challenges.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043803/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595827","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}