Journal of School Health最新文献

{"title":"Replication of a Comprehensive Sexual Health Education Curriculum in Rural Latino Communities.","authors":"Nancy F Berglas, Abigail Gutmann-Gonzalez, Kayla Wilson, Martha J Decker","doi":"10.1111/josh.70018","DOIUrl":"https://doi.org/10.1111/josh.70018","url":null,"abstract":"<p><strong>Background: </strong>School-based, comprehensive sexual health education is an important strategy for addressing the needs of youth in rural communities. However, few evidence-based programs have been developed specifically for or with rural youth, thus raising questions of their applicability and acceptability.</p><p><strong>Methods: </strong>From September 2021 to January 2023, we replicated the Positive Prevention PLUS curriculum with 9th and 10th grade students in two predominantly Latino rural communities in Fresno County, California. We designed an implementation evaluation that used daily attendance data and pretest/posttest student surveys to assess program dosage and reach, short-term changes in knowledge and awareness of local services, and participant satisfaction.</p><p><strong>Results: </strong>Health educators implemented the program with 1233 students, who attended an average of 92% of sessions. Students responded positively, with most reporting the program to be very or somewhat interesting (94%) and useful (97%). Statistically significant increases were noted in short-term outcomes, including sexual health knowledge, awareness of local sexual health services, and willingness to seek services when needed.</p><p><strong>Conclusions: </strong>Comprehensive sexual health education can be successfully implemented with Latino youth in rural communities, with evidence of strong attendance, program satisfaction, and positive change in short-term outcomes.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175266","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":"Activating Critical Resource Theory for School-Based Mental Health Staffing.","authors":"Angela Pollard, Jill D Sharkey","doi":"10.1111/josh.70017","DOIUrl":"https://doi.org/10.1111/josh.70017","url":null,"abstract":"<p><strong>Background: </strong>Critical resource theory (CReT) provides a framework for the examination and reform of public finance policy. Funding policies for staffing school-based mental health providers have a substantial impact on the structure of service delivery and the ability of youth (and their families) to access much-needed supports in an era of growing mental health needs.</p><p><strong>Methods: </strong>Using CReT, this integrative literature review examines the existing policies and practices of funding for staffing school-based mental health providers. It synthesizes the historical context of United States school finance policy and the current state of school-based mental health systems to identify opportunities for future research, policy, and practice.</p><p><strong>Findings: </strong>The history of residential segregation by race and a complex system of funding sources and allocation methods presents significant barriers for equitable, adequate, and sustainable funding of school mental health staff. However, applying CReT to existing literature revealed sources of funding that can be leveraged and coordinated to provide the necessary staff for school mental health teams.</p><p><strong>Implications for school health policy, practice, and equity: </strong>An application of CReT with mixed methods and participatory action research designs can support communities in securing the resources to staff adequate mental health systems through informed advocacy.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144092","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":"Mitigation and Physical Activity Behaviors Among School-Aged Children During the SARS-CoV-2 Pandemic.","authors":"Nanette Lopez, Kristal Herrera, Josie Carter, Shlomit Radom-Aizik, Kai Zheng, Steve Palmer, Dan Cooper","doi":"10.1111/josh.70023","DOIUrl":"https://doi.org/10.1111/josh.70023","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic closed schools to in-person learning across the United States, resulting in unintended increases in sedentary behavior among children. Individual states maintained different mitigation policies, potentially affecting activity behaviors. This study examined student mitigation behavior and sedentary time during school in one Arizona and one California county once schools reopened.</p><p><strong>Methods: </strong>Physical distancing, mask wearing, and physical activity were observed during physical education, recess, and lunch using the Systematic Observation of COVID-19 Mitigation (SOCOM). Fisher's exact test was used to calculate differences by state, sex, and schools' Title I status (i.e., federal funding provided to schools with ≥ 40% of children served identified as low-income).</p><p><strong>Results: </strong>Mask wearing and physical distancing differed by state, sex, and Title I status. California students generally adhered to mitigation requirements at higher rates than Arizona students; however, California students were generally less active during recess and physical education than Arizona students. Differences in mitigation behaviors were also observed by Title I school status.</p><p><strong>Implications and conclusions: </strong>California students exhibited stricter adherence to mitigation guidelines and were more sedentary. The relationship between mask mandates and students' behaviors varied between states, emphasizing the need for interventions, policies, and improved physical activity assessment based on local contexts.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144098","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":"Emergency Free School Meal Distribution Across Phases of the COVID-19 Pandemic: A Mixed Methods Study.","authors":"Emily M Melnick, Theresa Bui, Francesco Acciai, Sarah Martinelli, Punam Ohri-Vachaspati","doi":"10.1111/josh.70016","DOIUrl":"https://doi.org/10.1111/josh.70016","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic triggered nationwide school closures in March 2020, putting millions of children in the United States who depended on subsidized school meals at risk of hunger. In response, the US Department of Agriculture activated the Summer Food Service Program (SFSP) and Seamless Summer Option (SSO) program to provide emergency free school meals. This study examined organizations' experiences implementing these programs from March 2020 to September 2021.</p><p><strong>Methods: </strong>The study utilized a mixed-methods approach, which included: (1) conducting in-depth interviews with managers at program sponsor agencies responsible for meal distribution (n = 9), and (2) distributing a survey to meal site managers (n = 41). We conducted thematic analyses of interviews and descriptive statistics for survey items.</p><p><strong>Results: </strong>Thematic analyses revealed challenges related to families' ability to access meal sites and communication gaps between organizations, hindering meal program implementation. Sponsors highlighted the benefits of federal waivers enabling grab-and-go options and extended pick-up hours, which enhanced operations and family participation. Survey findings also showed that most sites regularly offered fresh produce and whole grains during the pandemic.</p><p><strong>Conclusions: </strong>Continuing meal program flexibilities could boost family participation and expand equitable access to school meals during summers or school closures.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144095","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":"Improvements in School Professionals' Knowledge and Self-Efficacy After Completing CDC HEADS UP to Schools Online Training.","authors":"Daniel Chang, Kelly Sarmiento, Dana Waltzman","doi":"10.1111/josh.70022","DOIUrl":"https://doi.org/10.1111/josh.70022","url":null,"abstract":"<p><strong>Background: </strong>School professionals, including classroom teachers, school administrators, psychologists, teachers' aides, and nurses, often interact with students with concussions. To ensure they have the knowledge to identify and manage concussions, the U.S. Centers of Disease Control and Prevention developed the HEADS UP to Schools online training.</p><p><strong>Methods: </strong>The HEADS UP to Schools training includes a pre-test and post-test consisting of 16 knowledge questions in three areas (symptom recognition, school support and accommodation, and guidance and recommendations for school staff) and five self-efficacy questions. Pre- and post-test responses of 8750 individuals were compared and analyzed to evaluate the effectiveness of the training.</p><p><strong>Results: </strong>Respondent scores significantly improved between pre- and post-test responses for all knowledge questions and self-efficacy questions.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Schools and school districts may consider offering this training to staff to help ensure that at least one person at each school is trained on concussion and to increase awareness of evidence-based practices.</p><p><strong>Conclusions: </strong>Knowledge and self-efficacy on concussion identification and management improved among school professionals who completed the HEADS UP to Schools training. Future research to assess whether concussion knowledge and self-efficacy are maintained long term may be beneficial.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128736","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":"Implementation of Social Media Initiative in 2 Middle Schools: Be Focused. Be Present. Be Somebody.","authors":"Julie Gazmararian, Grant Rivera, Sky Cupid Douglas, Eden Wakiweya, Parker Lincoln, Erin Harlow-Parker","doi":"10.1111/josh.70020","DOIUrl":"https://doi.org/10.1111/josh.70020","url":null,"abstract":"<p><strong>Background: </strong>In response to escalating concerns about the pervasive use of digital media and research documenting the impact on adolescent well-being and academic performance, schools are exploring opportunities to reverse these concerning trends. Many schools respond with full or partial bans on social media use during the school day; however, there is limited guidance on implementing these policies.</p><p><strong>Contributions to practice: </strong>One Metro-Atlanta school district, Marietta City Schools, has been proactive in their approach, with the development and implementation of a program limiting students access to cellphones, smartwatches, and social media entitled Be Focused. Be Present. Be Somebody that began August 1, 2024. Middle school students place their devices into \"Yondr pouches,\" which are locked until the end of the school day. Two external partners, Children's Healthcare of Atlanta and Emory University, were engaged to evaluate the barriers, facilitators, and impact of this program.</p><p><strong>Implications for school health policy, practice, and equity: </strong>This protocol and evaluation plan can inform future policies on practices to support students, teachers, and parents in this unprecedented time of higher smart phone usage at increasingly younger ages.</p><p><strong>Conclusions: </strong>The findings from this plan will help further efforts to decrease adolescent digital device usage to better well-being and academic performance.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112597","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":"Data Missingness and Equity Implications in the Nation's Largest Student Fitness Surveillance System: The New York City School Based Physical Fitness Testing Programs, 2006-2020.","authors":"Hannah R Thompson, Joni Ladawn Ricks-Oddie, Margaret Schneider, Sophia Day, Kira Argenio, Kevin Konty, Shlomit Radom-Aizik, Yawen Guo, Dan M Cooper","doi":"10.1111/josh.70021","DOIUrl":"https://doi.org/10.1111/josh.70021","url":null,"abstract":"<p><strong>Background: </strong>Data missingness can bias interpretation and outcomes resulting from data use. We describe data missingness in the longest-standing US-based youth fitness surveillance system (2006/07-2019/20).</p><p><strong>Methods: </strong>This observational study uses the New York City FITNESSGRAM (NYCFG) database from 1,983,629 unique 4th-12th grade students (9,147,873 student-year observations) from 1756 schools. NYCFG tests for aerobic capacity, muscular strength, and endurance were administered annually. Mixed effects models determined the prevalence of missingness by demographics, and associations between demographics and missingness.</p><p><strong>Results: </strong>Across years, 20.1% of students were missing data from all three tests (11.7% for elementary students, 15.6% middle, and 36.3% high). Missingness did not differ by sex, but differed significantly by race/ethnicity and student home neighborhood socioeconomic status.</p><p><strong>Conclusion: </strong>The nation's largest youth fitness surveillance system demonstrates the highest fitness data missingness among high school students, with more than 1/3 of students missing data. Non-Hispanic Black students and those with very poor home neighborhood SES, across all grade levels, have the highest odds of missing data.</p><p><strong>Implications for school health: </strong>Strategies to better understand and ameliorate the causes of school-based fitness testing data missingness will increase overall data quality and begin to address health inequities in this critical metric of youth health.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095162","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":"Expanded School Meal Assistance Policies and Very Low Food Sufficiency Rates in Households With Children*","authors":"Mark Murphy,&nbsp;Eric Ono","doi":"10.1111/josh.70015","DOIUrl":"10.1111/josh.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children residing in households with very low food sufficiency (VLFS), where there is <i>often</i> not enough to eat, are more likely to experience academic, health, and psychological challenges. During the COVID-19 pandemic, a temporary universal free school meals (UFSM) policy was implemented, improving food access for children nationwide. When this national policy expired in June 2022, 12 states voluntarily implemented expanded school meal assistance policies (i.e., six continued UFSM, and six implemented alternative increased free school meals (IFSM) policies).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using Household Pulse Survey data from academic years 2021–22 and 2022–23, along with difference-in-differences and triple differences approaches, we assess the impact of these voluntary state-level policies on VLFS rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>VLFS rates for households with children during the 2022–23 academic year were 0.42 percentage points, or approximately 16%, lower in UFSM or IFSM states as compared to households with children in states without such policies. Heterogeneity analyses revealed that VLFS rates for households with children were 0.55 percentage points lower in UFSM states and 0.30 percentage points lower in IFSM states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results inform contemporary school meal policy debates, demonstrating that both UFSM and IFSM policies can improve VLFS rates for households with children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"451-461"},"PeriodicalIF":1.8,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044605","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":"Balancing Fidelity and Adaptation: Action-Oriented Research Towards Implementing a Nutrition Education Program Among Adolescents","authors":"Marion D. Driessen-Willems,&nbsp;Nina H. M. Bartelink,&nbsp;Kathelijne M. H. H. Bessems,&nbsp;Stef K. Kremers,&nbsp;Patricia van Assema","doi":"10.1111/josh.70009","DOIUrl":"10.1111/josh.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Implementation of school-based health promotion programs requires contextual fit. To strengthen the nutrition education program “Krachtvoer” (ENG: “Power Food”) and learn general lessons about contextual fit, this study examined how the program, the context, and program-context interactions affected teachers' balancing between implementation fidelity and adaptation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>As part of a co-creation process with continuous micro-process cycles of implementing, measuring, evaluating, and adapting the program, action-oriented research was conducted during the pilot implementation of program modules by 25 teachers in 32 classes with 635 students. Using observations and interviews, data were collected about indicators of the implementation process, technology, layout, and content aspects of the program, inner and broader school contextual factors including teacher, student, and school characteristics, and interactions between program- and context-related aspects that influence the implementation process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Even small mismatches between the program and the context affected the implementation process. Differences in the technological savviness of teachers and students, “adaptive management” skills to respond to changing circumstances of teachers, and the maturity and attention span of students were among the many contextual differences in and between schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication for School-Based Health Promotion</h3>\u0000 \u0000 <p>Sustainability of health promotion programs fitting the context requires continuous and co-creating efforts from all stakeholders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Action-oriented research with micro-process cycles proved appropriate for strengthening the program. However, further research is needed on capacity building among program implementers in balancing fidelity and adaptation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"423-432"},"PeriodicalIF":1.8,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051504","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":"How School Meals Can Help Change the Climate","authors":"William H. Dietz,&nbsp;Sydney Pryor","doi":"10.1111/josh.70012","DOIUrl":"10.1111/josh.70012","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"469-470"},"PeriodicalIF":1.8,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044758","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}