Journal of School Health最新文献

"I Need the Shade": Experiences and Perceptions of Elementary School Children During Recess in Hot Weather.

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-26 DOI: 10.1111/josh.13537

Allison Poulos, Omar Albaloul, Hyungsik Min, Pamela Hodges Kulinna

{"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":"Background: 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.Methods: 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.Results: 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.Conclusions: 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.Implications for school health policy, practice, and equity: Outdoor school play spaces should increase access to shade.","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}

引用次数: 0

Universal, School-Based Mental Health Literacy Programs for Middle School Students: A Scoping Review.

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-26 DOI: 10.1111/josh.13538

Claire P Zachik, Sarah C Collica, Jacob White, Candice Espinoza, Karen L Swartz, Mariel L Cataldi

{"title":"Universal, School-Based Mental Health Literacy Programs for Middle School Students: A Scoping Review.","authors":"Claire P Zachik, Sarah C Collica, Jacob White, Candice Espinoza, Karen L Swartz, Mariel L Cataldi","doi":"10.1111/josh.13538","DOIUrl":"https://doi.org/10.1111/josh.13538","url":null,"abstract":"Background: Universal, classroom-based mental health literacy (MHL) curricula are associated with improved mental health knowledge, attitudes, and help-seeking behaviors. Young adolescents are an ideal target given their need for and receptivity toward MHL education.Methods: We conducted a scoping review to identify universal, school-based MHL programs primarily for students aged 10-14 years, with adequate descriptions of curriculum implementation and content, and measured outcomes.Findings: Thirty-one articles describing 24 programs met the inclusion criteria. The content and educational strategies varied, with no two programs having the same curriculum. The studies show promising results for improvement in mental health knowledge, attitudes, help-seeking, and student mental health.Implications for school health policy, practice, and equity: Collaborative work between educational and mental health professionals, along with rigorous study of outcomes, aiming to reach a consensus on a core MHL curriculum and best implementation practices, will advance efforts to improve MHL.Conclusions: This scoping review confirmed that existing universal, school-based MHL programs for middle school-aged students improve mental health knowledge. The programs are diverse, and their outcomes are often challenging to compare. Ongoing study in this field to optimize design and implementation for improved effectiveness is needed.","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":"142899889","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

The Continued Implementation and Perceived Impact of an Elementary School Wellness Policy After Extended COVID-19-Related School Closures.

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-26 DOI: 10.1111/josh.13535

Deborah A Olarte, Katie Cueva, Christina D Economos, Kenneth Chui, Brittany Rodvik, Juliana F W Cohen

{"title":"The Continued Implementation and Perceived Impact of an Elementary School Wellness Policy After Extended COVID-19-Related School Closures.","authors":"Deborah A Olarte, Katie Cueva, Christina D Economos, Kenneth Chui, Brittany Rodvik, Juliana F W Cohen","doi":"10.1111/josh.13535","DOIUrl":"https://doi.org/10.1111/josh.13535","url":null,"abstract":"Background: Schools play a key role in children's health. Following COVID-19, programs that promote students' well-being are needed more than ever. This study examines the continuation of a wellness initiative in Anchorage, Alaska, in the 2021-2022 school year.Methods: Interviews were conducted with n = 25 principals and cafeteria managers. Content analyses of the qualitative data were conducted using an immersion/crystallization approach. Codes were grouped to create themes contained under larger domains.Results: All schools continued aspects of the wellness initiative following COVID-19. Principals and cafeteria managers indicated: recess, movement opportunities, and longer lunch periods are important for mental health, socialization, and relationship building; COVID-19 exacerbated previous challenges with staffing shortages; additional pressure for the academic time made scheduling the wellness initiative challenging; longer lunch periods give younger students time to eat but cause poor behavior in older students which were alleviated through supportive strategies; and 30-minute recess and movement breaks offer more time to move, reset, and focus on schoolwork.Implications for school health policy, practice, and equity: The study underscores the importance of school administrators integrating wellness initiatives into their policies, with buy-in from school and district leadership.Conclusions: This study highlights the need for and importance of school wellness initiatives following COVID-19 extended school closures.","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":"142899887","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

Description of School Outcomes Among Children With Traumatic Brain Injuries, Centers for Disease Control and Prevention's National Concussion Surveillance System Pilot.

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-25 DOI: 10.1111/josh.13532

Dana Waltzman, Alexis B Peterson, Daniel Chang, Jill Daugherty

{"title":"Description of School Outcomes Among Children With Traumatic Brain Injuries, Centers for Disease Control and Prevention's National Concussion Surveillance System Pilot.","authors":"Dana Waltzman, Alexis B Peterson, Daniel Chang, Jill Daugherty","doi":"10.1111/josh.13532","DOIUrl":"https://doi.org/10.1111/josh.13532","url":null,"abstract":"Background: Traumatic brain injury (TBI) is a common injury in children. Though research on youth TBI has largely focused on high school students, this study describes selected school outcomes after TBI in the past 12 months among children aged 5-17 years.Methods: Data from parent-proxy respondents from the pilot administration of the National Concussion Surveillance System (a random-digit-dial telephone survey with over 10,000 adult respondents) were examined. Descriptive statistics of demographic and injury characteristics of children who sustained a TBI were calculated. The association between TBI signs/symptoms and selected school outcomes were determined by multinomial logistic regressions.Results: Among the 3557 children sampled via parent-proxy-reporting, 9.9% sustained a TBI in the past year. Changes in sleep or being more tired than usual, trouble concentrating, sensitivity to light or noise, and difficulty learning or remembering new things were associated with a greater risk of worse school outcomes following a TBI.Implications for school health policy, practice, and equity: To promote a positive return to learn (RTL) experience among children following TBI, school districts may prioritize accommodations (e.g., breaks in learning, extra time for assignments) and implement existing ascending levels of academic support where warranted.Conclusion: These findings may inform stakeholders seeking to enhance RTL and provide needed support or services for school-aged children who sustain a TBI.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899836","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

The Importance of Prevention in School Safety Planning and Response.

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-15 DOI: 10.1111/josh.13528

Melissa Mariani, Mara Schiff

{"title":"The Importance of Prevention in School Safety Planning and Response.","authors":"Melissa Mariani, Mara Schiff","doi":"10.1111/josh.13528","DOIUrl":"https://doi.org/10.1111/josh.13528","url":null,"abstract":"Background: School violence is a significant public health concern. Most perpetrators exhibit psychosocial and behavioral warning signals which are often inadequately addressed. While policy and funding typically reinforce politically popular target hardening and threat assessment strategies, these are not most supported by research or requested by education faculty and administration.Theoretical contributions: The most common threats to school safety are ubiquitous events causing students to feel disconnected, alienated, isolated, and unsafe in school. Theoretical and empirical research indicates that focusing on rare but extreme school violence is less productive than preventative approaches including universal socio-emotional programs, mental health supports, and climate and culture building to produce effective strategies for safe school environments.Implications for school health policy, practice, and equity: Comprehensive school safety plans should include three essential preventative components: (1) targeted, student-centered approaches addressing social, emotional, and behavioral wellbeing; (2) equity-focused institutional culture and climate approaches aligned with appropriate disciplinary strategies; and (3) well-defined target hardening, threat assessment and reporting measures.Conclusions: Increasing evidence suggests that keeping schools safe requires coordinated approaches to school safety including student-centered psycho-social behavioral initiatives, systematic attention to equitable culture and climate, and meaningful, racially sensitive target hardening coordinated among and between service professionals.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830505","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

Lifetime History of Head or Traumatic Brain Injury Before Age 9 and School Outcomes: Results From the Adolescent Brain Cognitive Development Study. 9 岁前的终生头部或脑外伤史与学校成绩：青少年大脑认知发展研究的结果。

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-01 Epub Date: 2024-10-21 DOI: 10.1111/josh.13508

Dana Waltzman, Juliet Haarbauer-Krupa, Jill Daugherty, Kelly Sarmiento, Deborah A Yurgelun-Todd, Erin C McGlade

{"title":"Lifetime History of Head or Traumatic Brain Injury Before Age 9 and School Outcomes: Results From the Adolescent Brain Cognitive Development Study.","authors":"Dana Waltzman, Juliet Haarbauer-Krupa, Jill Daugherty, Kelly Sarmiento, Deborah A Yurgelun-Todd, Erin C McGlade","doi":"10.1111/josh.13508","DOIUrl":"10.1111/josh.13508","url":null,"abstract":"Background: Limited information about school outcomes among children (especially early childhood) with lifetime history of head injury, including traumatic brain injury (TBI), may inhibit efforts to support their academics and physical and mental health.Methods: Baseline data (2016-2018) from the Adolescent Brain Cognitive Development (ABCD) study were analyzed to describe associations between parent-proxy reported lifetime history of head injury or TBI before age 9 and school outcomes and behavioral challenges among 9- and 10-year-old children.Results: Having a lifetime history of head injury before age 9 was associated with increased odds of parent-perceived poor school performance (adjusted odds ratio [AOR] = 1.44, 95% confidence interval [CI] = 1.14-1.81), a drop in grades (AOR = 1.28, 95%CI = 1.06-1.54), recent receipt of detentions or suspensions (AOR = 1.29, 95%CI = 1.02-1.65), and receipt of special educational services (AOR = 1.23, 95%CI = 1.08-1.41). Of those with a lifetime history of head injury, males displayed poorer school outcomes and greater behavioral challenges than females. Similar associations were observed between lifetime history of TBI before age 9 and worse school outcomes, with males continuing to demonstrate stronger associations.Conclusions: These findings underscore the importance of screening for history of head injury and TBI and providing training for school professionals to help ensure students with a history of head or traumatic brain injury have appropriate supports in place.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":"1129-1140"},"PeriodicalIF":1.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479341","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

Health Promoting School Program From Affordable Health Initiative: Implementation Process in Brazilian Schools. 负担得起的健康倡议 "中的 "健康促进学校计划"：巴西学校的实施过程。

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-01 Epub Date: 2024-10-28 DOI: 10.1111/josh.13526

Bárbara da Silva Mourthé Matoso, Viviane E Gomes, Marcelo Nakao, Najara B da Rocha, Wagner Marcenes, Raquel C Ferreira

{"title":"Health Promoting School Program From Affordable Health Initiative: Implementation Process in Brazilian Schools.","authors":"Bárbara da Silva Mourthé Matoso, Viviane E Gomes, Marcelo Nakao, Najara B da Rocha, Wagner Marcenes, Raquel C Ferreira","doi":"10.1111/josh.13526","DOIUrl":"10.1111/josh.13526","url":null,"abstract":"Background: This study evaluated stakeholders' perceptions regarding the initial implementation process of the health promoting school model proposed by the affordable health initiative (AHI HPS model) in schools of Belo Horizonte/BRA.Methods: The model has been implemented since 2019, by an implementation committee (IC) with members from university, health, and education sectors. Data were collected from records of the IC meetings (n = 10) and interviews with 5 IC members to evaluate the model's acceptability, adoption, appropriateness, and feasibility. The material was decomposed by content analysis.Results: Two categories and 7 subcategories emerged, suggesting that stakeholders found the model straightforward and well-suited to schools. Facilitators (teamwork, motivation, commitment, teacher's central role, inclusive decision-making, intersectoral responsibility pact, model alignment with school context) and barriers (family involvement, time constraints for curriculum integration, financial resource, school infrastructure, records difficulties, university unawareness of the school context) to implementation were presented.Implications for school health policy, practice, and equity: The results highlight the need to involve civil society and decision-makers to make the program feasible.Conclusion: Participants showed they accept and intend to contribute to implementing the model. They believe in the program's feasibility as long as teacher involvement is prioritized, and identified barriers are overcome.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":"1141-1152"},"PeriodicalIF":1.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523521","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 Anyone Ready to Save a Life? An Examination of Cardiac Emergency Preparedness in Schools. 有人准备好拯救生命了吗？对学校心脏急救准备情况的调查。

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-01 Epub Date: 2024-10-20 DOI: 10.1111/josh.13517

Heather K Baker

{"title":"Is Anyone Ready to Save a Life? An Examination of Cardiac Emergency Preparedness in Schools.","authors":"Heather K Baker","doi":"10.1111/josh.13517","DOIUrl":"10.1111/josh.13517","url":null,"abstract":"Background: This study explored the cardiac emergency preparedness of school employees in Illinois, as well as their attitudes toward cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) training.Methods: One thousand two hundred seventy-six school employees completed an online survey regarding their school's cardiac emergency preparedness, as well as their access to CPR/AED training, confidence and willingness to perform CPR/AED, and attitudes toward CPR policies and mandates.Results: In total, results from 1273 school employees were analyzed. School employees in Illinois are not prepared to respond to a cardiac emergency, but desire training, plans, and drills. Demographic analyses revealed statistically significant differences in cardiac emergency preparedness between individuals of different personal and school characteristics.Conclusions: School employees in Illinois are not prepared to respond to a cardiac emergency. To increase preparedness for cardiac emergencies at school, schools should implement CPR/AED training for all employees, cardiac emergency response plans, and cardiac emergency response drills.Implications for school health policy, practice, and equity: Policies should be implemented at the state and local level to support cardiac emergency preparedness in schools, including mandated CPR/AED training for all school employees, cardiac emergency response plans for every building, and required cardiac emergency response drills.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":"1111-1118"},"PeriodicalIF":1.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479340","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

Resource Realities: Exploring the Foundations of Successful Implementation in School-Based Drug Prevention.

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-01 Epub Date: 2024-12-25 DOI: 10.1111/josh.13539

Andia B Eisman, Jeffrey Martin, Rebecca E Hasson, Amy M Kilbourne

{"title":"Resource Realities: Exploring the Foundations of Successful Implementation in School-Based Drug Prevention.","authors":"Andia B Eisman, Jeffrey Martin, Rebecca E Hasson, Amy M Kilbourne","doi":"10.1111/josh.13539","DOIUrl":"10.1111/josh.13539","url":null,"abstract":"Background: Comprehensive health education in schools can effectively prevent drug use and related outcomes, but successful implementation remains challenging. Contextual determinants, including intervention-setting compatibility, focus on the intervention, available resources, and leadership support, influence implementation success. This study investigates the impact of multilevel contextual determinants on Michigan Model for Health: (MMH) curriculum fidelity.Methods: High school health teachers across Michigan (N = 171) participated in an MMH implementation survey. We used structural equation modeling to investigate the relative contributions of contextual determinants to implementation fidelity while also permitting the determinant factors to covary.Results: The models demonstrate a good fit with the data (structural: X2 = 51, df: 34, p = 0.03; RMSEA: 0.06, 95% CI: 0.02, 0.08; CFI: 0.98). Results indicate that the context latent factors individually were associated with fidelity. Examined together, we found significant covariance between the latent factors, but only resources predicted fidelity.Implications for school health policy, practice, and equity: School health policy and practice benefit from sufficient resources to support prevention curriculum implementation. Insufficient resources exacerbate existing barriers in low-resource communities, leading to unequal intervention implementation and widening health disparities.Conclusions: Our results indicate that while contextual determinants are interrelated, sufficient resources are foundational to successful implementation.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":"1185-1195"},"PeriodicalIF":1.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899881","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

Ethical Considerations in School-Based Mental Health Screening and Service Provision-A Commentary. 校本心理健康筛查和服务提供中的伦理考量--评论。

IF 1.8 4区医学

Journal of School Health Pub Date : 2024-12-01 Epub Date: 2024-10-21 DOI: 10.1111/josh.13520

Lisa S Peterson, Victor Villarreal

引用次数: 0