Journal of School Health最新文献

"Look at Yourself": Teachers' Reflective Practices Toward Enjoyment in Primary School Physical Education. “看你自己”：小学体育教师享受教学的反思性实践

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-10-07 DOI: 10.1111/josh.70092

Anoek Adank, Nina Bartelink, Steven Vos, Dave Van Kann

{"title":"\"Look at Yourself\": Teachers' Reflective Practices Toward Enjoyment in Primary School Physical Education.","authors":"Anoek Adank, Nina Bartelink, Steven Vos, Dave Van Kann","doi":"10.1111/josh.70092","DOIUrl":"https://doi.org/10.1111/josh.70092","url":null,"abstract":"Background: Enjoyment is key in primary school physical education (PE), yet ensuring enjoyable PE experiences for all children is challenging. Reflection may help teachers improve lesson quality and foster PE enjoyment.Methods: This cross-sectional study explored Dutch primary school teachers' perspectives on enjoyable PE and reflective practices. An online questionnaire was completed by 173 teachers (70.5% PE specialists, 29.5% generalists) who teach at least one PE lesson per week. Teacher type differences were analyzed using Chi-square tests, Mann-Whitney U tests, and logistic regressions.Results: Perspectives on reflective practices were similar among teacher types. Generalists reported more teacher- and policy-related barriers to providing enjoyable PE, while specialists cited child-related challenges. Most teachers reflected internally, with limited use of written reflection or feedback from children and colleagues. Specialists used professional networks and peer feedback more. Time constraints and low prioritization were key barriers to reflection.Implications for school health policy: Schools should allocate time and promote reflection tools. Generalists could benefit from coaching and targeted professional development. For specialists, teacher education might foster reflective practices using video and child feedback to improve child outcomes like PE enjoyment.Conclusions: Tailored strategies are needed to strengthen reflection and improve PE quality to foster children's PE enjoyment.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145239934","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}

引用次数: 0

Is There a Fun and Inexpensive Way to Train in School CPR? 有没有一种既有趣又便宜的方法来训练学校的心肺复苏术？

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-10-06 DOI: 10.1111/josh.70091

Ayşegül Güneş

引用次数: 0

Development of the Teacher Workplace Emotional Health Scale. 教师职场情绪健康量表的编制。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-25 DOI: 10.1111/josh.70075

Yin-Che Chen, Hui-Chuang Chu

{"title":"Development of the Teacher Workplace Emotional Health Scale.","authors":"Yin-Che Chen, Hui-Chuang Chu","doi":"10.1111/josh.70075","DOIUrl":"https://doi.org/10.1111/josh.70075","url":null,"abstract":"Background: Teacher well-being in Taiwan is challenged by excessive workloads, administrative demands, after-hours digital communications, and societal expectations, leading to stress, burnout, and diminished job satisfaction. Existing tools often assess isolated constructs without integrating emerging stressors like social media pressure.Methods: Following a six-stage scale development framework, the Teacher Workplace Emotional Health Scale was created, integrating emotional labor, emotional intelligence, job burnout, and social media pressure. Literature review, expert validation, pretesting, exploratory factor analysis, and confirmatory factor analysis were conducted with teachers from multiple regions and school levels.Results: The final 25-item scale demonstrated good reliability (α = 0.859) and validity. The four-factor model outperformed a unidimensional model. Job burnout explained the greatest variance, while social media stress emerged as a significant factor in emotional health. Emotional labor scored highest among subconstructs, indicating frequent emotional regulation demands.Implications for school health policy, practice, and equity: The scale offers a practical tool for monitoring teacher emotional health, guiding targeted interventions, and informing policies on workload, emotional intelligence training, burnout prevention, and digital communication boundaries, ensuring equitable support across regions.Conclusions: The validated multidimensional scale captures both traditional and emerging emotional challenges in teaching, enabling culturally relevant strategies to improve teacher well-being and sustain educational quality.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139283","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}

引用次数: 0

Food Service Professionals' Perspectives on the Barriers and Facilitators to the Implementation of Nutrition Standards for School Food: A Mixed-Methods Systematic Review. 食品服务专业人员对实施学校食品营养标准的障碍和促进因素的看法：一项混合方法的系统综述。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-21 DOI: 10.1111/josh.70078

Breda O'Mahony, Claire Kerins, Claire Barrett, Celine Murrin, Colette Kelly

{"title":"Food Service Professionals' Perspectives on the Barriers and Facilitators to the Implementation of Nutrition Standards for School Food: A Mixed-Methods Systematic Review.","authors":"Breda O'Mahony, Claire Kerins, Claire Barrett, Celine Murrin, Colette Kelly","doi":"10.1111/josh.70078","DOIUrl":"https://doi.org/10.1111/josh.70078","url":null,"abstract":"Background: Internationally, nutrition standards for school food have been implemented. Food service professionals are key to their implementation. This mixed-methods systematic review provides an overview of the barriers and facilitators faced by food service professionals when implementing food/nutrition standards and provides an important link between policy and practice.Methods: Peer-reviewed and grey literature were searched across electronic databases and public health organization websites. The Consolidated Framework for Implementation Research (CFIR) was used as a framework in the analysis.Findings: Twenty-nine studies met the eligibility criteria. The most frequently cited barriers to the CFIR constructs/subconstructs were linked to the internal school setting. This included staffing, materials and equipment, and funding. Frequently cited facilitators coded to CFIR included external partnerships/connections and staff motivation to implement the standards.Implications for school health policy, practice, and equity: Our findings highlight not only well-documented challenges such as funding and staffing but also the novel and pivotal insights from food service professionals that point to practical, systems-level solutions.Conclusion: Researchers and practitioners can utilize the results to devise strategies to heighten implementation, as well as capitalize on factors that aid in the implementation process.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145114571","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}

引用次数: 0

Applying School as a Protective Factor in the Icelandic Prevention Model. 将学校作为冰岛预防模式中的保护因素。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-17 DOI: 10.1111/josh.70084

Anne Abbott, Megan Lorraine Smith, Meredith Spivak, Taylor Neher

{"title":"Applying School as a Protective Factor in the Icelandic Prevention Model.","authors":"Anne Abbott, Megan Lorraine Smith, Meredith Spivak, Taylor Neher","doi":"10.1111/josh.70084","DOIUrl":"https://doi.org/10.1111/josh.70084","url":null,"abstract":"Background: While research has demonstrated the importance of K-12 environments for adolescent well-being, there have been numerous challenges to measuring and addressing this social environment. The School as a Protective Factor (SPF)-Framework and Brief instrument were established to meet this gap. This study investigates SPF in an academic-community partnership with a small, rural public school district.Methods: A school-based survey of middle and high school students was implemented to track key risk and protective factors (including SPF) and a variety of health outcomes, including depression and suicidal ideation, from 2022 to 2025. SPF data were shared annually with school employees to focus on practical ways to improve the school environment.Results: Analyses show SPF was significantly associated with depression and suicidal ideation. Over 3 years, depression rates at the population level decreased from 66% to 24%.Implications for school health policy, practice, and equity: Findings support (1) the use of SPF-Framework and Brief instrument as meaningful tools in school-based efforts to address youth mental health, and (2) the utility of academic-school partnerships to support robust data collection, analysis, and translation into meaningful action.Conclusions: Schools, researchers, and other partners may benefit from the SPF tools to create a shared understanding, provide clear direction for action, and act as a means of tracking and measuring progress over time.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076447","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}

引用次数: 0

Insights From a Survey of School Nurses: Assessing the Challenges of Constipation in Schools. 从学校护士调查的见解：评估便秘在学校的挑战。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-16 DOI: 10.1111/josh.70074

Andrew S Chu, Eric H Chiou

{"title":"Insights From a Survey of School Nurses: Assessing the Challenges of Constipation in Schools.","authors":"Andrew S Chu, Eric H Chiou","doi":"10.1111/josh.70074","DOIUrl":"https://doi.org/10.1111/josh.70074","url":null,"abstract":"Objectives: School nurses are key responders to students with constipation, yet their experiences are underreported. This study surveyed their observations regarding constipation, identified barriers to student restroom access, and assessed educational needs.Methods: In this descriptive, cross-sectional survey study, an anonymous online survey was distributed to school nurses participating in a virtual education series. The survey assessed nurse demographics, frequency of encounters with constipation and encopresis, school restroom policies, barriers to restroom use, accommodation requests, and training in constipation management.Findings: Of 125 respondents, 95% encountered students with constipation at least monthly and 55% reported ≥ 6 encounters monthly. Commonly perceived barriers to restroom use included unclean bathrooms (48%) and bullying (42%). Half of schools relied on teacher discretion for restroom access; only 37% of nurses were aware their schools had formal policies. While 64% received accommodation requests at least monthly, only 38% had training in constipation management. Most nurses expressed interest in additional education.Implications for school health policy, practice, and equity: Targeted educational interventions and school-wide policy development are necessary to support school nurses and mitigate restrictions that could exacerbate constipation in students.Conclusions: Constipation and encopresis are frequent concerns, particularly in younger grades. Environmental and policy-related barriers may contribute to toileting difficulties. School nurses reported variable communication with providers and the need for further education.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076469","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}

引用次数: 0

School-Based Health Center Use for Mental and Behavioral Health Disorders Before and After the COVID-19 Pandemic: A Mixed-Methods Study. 基于学校的健康中心在COVID-19大流行前后使用精神和行为健康障碍：一项混合方法研究

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-16 DOI: 10.1111/josh.70090

Connie Cai, Alvina Pan, Brandon M Smith, Gabriela Calderon, Sara B Johnson, Katherine A Connor

{"title":"School-Based Health Center Use for Mental and Behavioral Health Disorders Before and After the COVID-19 Pandemic: A Mixed-Methods Study.","authors":"Connie Cai, Alvina Pan, Brandon M Smith, Gabriela Calderon, Sara B Johnson, Katherine A Connor","doi":"10.1111/josh.70090","DOIUrl":"https://doi.org/10.1111/josh.70090","url":null,"abstract":"Background: School-based health centers (SBHCs) provide accessible healthcare for children, but not all have dedicated mental health providers. The COVID-19 pandemic and school shutdowns were associated with worsened student mental health, but the impact on the utilization of SBHCs without mental health providers remains unclear. This study examines utilization before and after school shutdowns at one such SBHC.Methods: Data are from a SBHC at a school serving 1600 K-8 students and includes electronic health records (EHR) and staff interviews. Visits between 2016 and 2023 (n = 6223) were characterized by whether the student had a mental and/or behavioral health diagnosis (MBHD) and whether the visit addressed a mental health concern. Negative binomial regression was used to compare visit rates, controlling for age, gender, and MBHD. Staff interviews (n = 9) were analyzed for emergent themes.Results: The proportion of visits by students with a MBHD rose from 11.2% to 17.6% (p < 0.01) post-shutdowns. These students visited the SBHC more frequently than peers before (IRR 1.5 [1.25-1.94]) and after shutdowns (IRR 1.39 [1.14-1.69]). Qualitative findings underscored increased needs post-shutdowns.Implications for school health policy, practice, and equity: Additional support for SBHCs includes expanded partnerships with teachers and mental health providers.Conclusions: Students with MBHDs increasingly relied on their SBHC, emphasizing the link between physical and mental healthcare.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076437","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}

引用次数: 0

A Systematic Review of Secondary Traumatic Stress in School Personnel: A Synthesis of Quantitative Findings. 学校人员继发性创伤应激的系统回顾：定量研究结果的综合。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-15 DOI: 10.1111/josh.70087

Paige M Klemme, Barbara Pierce, Jack E Turman, James R Brown, Sadaaki Fukui

{"title":"A Systematic Review of Secondary Traumatic Stress in School Personnel: A Synthesis of Quantitative Findings.","authors":"Paige M Klemme, Barbara Pierce, Jack E Turman, James R Brown, Sadaaki Fukui","doi":"10.1111/josh.70087","DOIUrl":"https://doi.org/10.1111/josh.70087","url":null,"abstract":"Background: Secondary traumatic stress (STS) in school personnel is under-researched, with limited data on its frequency and susceptibility. This systematic review examines the extent of STS and the factors contributing to it among school personnel, defined as individuals employed or contracted by US school systems.Methods: The review includes only studies that utilized the Professional Quality of Life Scale (ProQOL) and/or the STS Scale (STSS). A comprehensive search identified 18 peer-reviewed publications (2012-2021).Findings: Thirteen authors used the ProQOL, while six used the STSS, with half of the latter reporting moderate or higher STS levels. Studies using ProQOL scoring methods found average STS levels. Limitations include a lack of sample diversity, as most participants were white (32.4%-97.2%), female (70.9%-93.2%), and teachers (12/18 studies). Many variables had inconsistent findings across studies. Other variables such as leadership practices and school safety showed significant associations with STS.Implications: These data can be used to better understand factors associated with STS and to inform the development of effective preventative and reactive strategies to reduce the impact of STS on school personnel.Conclusion: Continued research needs to occur assessing STS in school personnel to better inform best practices for prevention and reactive strategies.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071013","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}

引用次数: 0

A New Program for Determining Abnormal Growth Curves in School Health Checkups. 一种确定学校健康体检异常生长曲线的新方案。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-11 DOI: 10.1111/josh.70088

Keisuke Wada, Yuki Kawashima-Sonoyama, Hiroto Abe, Akihiro Toya, Hironori Kobayashi, Takeshi Taketani

{"title":"A New Program for Determining Abnormal Growth Curves in School Health Checkups.","authors":"Keisuke Wada, Yuki Kawashima-Sonoyama, Hiroto Abe, Akihiro Toya, Hironori Kobayashi, Takeshi Taketani","doi":"10.1111/josh.70088","DOIUrl":"https://doi.org/10.1111/josh.70088","url":null,"abstract":"Background: In Japan, school health examinations frequently utilize growth curves. This study aimed to develop and validate a custom-designed program that enables the rapid and accurate detection of growth abnormalities in children and adolescents.Methods: We created a novel screening tool named the Growth Assessment Program for Schools (GAPS), implemented using Visual Basic for Applications (VBA) in Microsoft Excel. Using the 2021 school health checkup data (IZUMO 2021; 12,573 students, aged 6-15 years) from Izumo City, we validated the program's accuracy against both the frequently used abnormal growth curve determination program (V4) and an expert review committee.Results: The GAPS tool enables one-click generation of individualized growth curves and automated identification of abnormal patterns. It successfully detected growth disorders, including cases such as precocious puberty, that were initially overlooked by tV4 (341 cases, 2.9%). Compared to V4, the GAPS tool demonstrated improved sensitivity (0.99) and positive predictive value (0.16), though with a higher false positive rate (0.24).Implications for school health policy, practice, and equity: GAPS allows for immediate application by school personnel, including non-specialist school physicians, enabling real-time health surveillance and improving the quality of school-based pediatric care.Conclusion: We developed and validated GAPS, a user-friendly and highly efficient tool for detecting abnormal growth curves in school health settings in Japan. It offers advantages in speed, accuracy, and usability over existing programs. This program also holds potential use in broader populations, provided population-specific growth data are available.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042033","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}

引用次数: 0

Missing Care, Missing Class: Analyzing the Overlooked Relationship Between Unmet Healthcare Needs and Absenteeism. 缺失关怀、缺失班级：未满足医疗需求与缺勤被忽视的关系分析。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-09 DOI: 10.1111/josh.70082

Wendy Castillo, Jeremy Singer

{"title":"Missing Care, Missing Class: Analyzing the Overlooked Relationship Between Unmet Healthcare Needs and Absenteeism.","authors":"Wendy Castillo, Jeremy Singer","doi":"10.1111/josh.70082","DOIUrl":"https://doi.org/10.1111/josh.70082","url":null,"abstract":"Background: Health-related issues are perhaps the most common reason for student absences, as nearly every student has missed school due to an illness or injury at some point. Researchers in medicine and education have thoroughly documented the relationship between health and attendance.Methods: Descriptive trends are analyzed. Ordinary Least Squares regression is applied to the data in the National Survey of Children's Health. Our variable of interest was my child needed care and did not receive it, and our dependent variable was the number of days missed due to illness or injury.Results: Students who needed healthcare and did not receive it were significantly more likely to miss school due to illness or injury, even after accounting for insurance status, chronic illness, and demographic factors. The most commonly missed types of care were dental, medical, and mental health services.Implications for school health policy, practice, and equity: These results suggest that improving access to timely healthcare, particularly through school and community initiatives, is an important strategy for reducing chronic absenteeism.Conclusions: The relationship found in this study remained stable over time even as overall health-related absences have increased since the COVID-19 pandemic. These findings underscore that barriers to care, especially appointment availability and logistical constraints, are not just healthcare system issues but educational ones as well.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031017","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}

引用次数: 0