Journal of School Health最新文献

{"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":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Findings: </strong>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.</p><p><strong>Implications for school health policy, practice, and equity: </strong>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.</p><p><strong>Conclusions: </strong>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.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"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}

{"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":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Implications for school health policy, practice, and equity: </strong>The study underscores the importance of school administrators integrating wellness initiatives into their policies, with buy-in from school and district leadership.</p><p><strong>Conclusions: </strong>This study highlights the need for and importance of school wellness initiatives following COVID-19 extended school closures.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"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}

{"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":"<p><strong>Background: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Implications for school health policy, practice, and equity: </strong>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.</p><p><strong>Conclusion: </strong>These findings may inform stakeholders seeking to enhance RTL and provide needed support or services for school-aged children who sustain a TBI.</p>","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}

{"title":"Resource Realities: Exploring the Foundations of Successful Implementation in School-Based Drug Prevention*","authors":"Andia B. Eisman,&nbsp;Jeffrey Martin,&nbsp;Rebecca E. Hasson,&nbsp;Amy M. Kilbourne","doi":"10.1111/josh.13539","DOIUrl":"10.1111/josh.13539","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>High school health teachers across Michigan (<i>N</i> = 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The models demonstrate a good fit with the data (structural: <i>X</i>² = 51, df: 34, <i>p</i> = 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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our results indicate that while contextual determinants are interrelated, sufficient resources are foundational to successful implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 12","pages":"1185-1195"},"PeriodicalIF":1.8,"publicationDate":"2024-12-25","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}

{"title":"Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving Beyond COVID-19","authors":"Lara Tate,&nbsp;Kelly-Ann Allen,&nbsp;Emily Berger,&nbsp;Christine Grove,&nbsp;Fiona May,&nbsp;Lefteris Patlamazoglou,&nbsp;Nicholas Gamble,&nbsp;Gerald Wurf,&nbsp;William Warton,&nbsp;Andrea Reupert","doi":"10.1111/josh.13529","DOIUrl":"10.1111/josh.13529","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID-19 pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>An online survey used open-ended questions to explore the views of 226 Greek secondary school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic analysis identified four teacher-level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school-level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school-level, opportunities for social connection, were also important for developing a sense of belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 12","pages":"1174-1184"},"PeriodicalIF":1.8,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899884","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":"Initiating and Sustaining GSAs Across the District as Part of a Vision for Equity: A Case Study in Chicago Public Schools","authors":"Elizabeth Jarpe-Ratner,&nbsp;D. Little,&nbsp;N. Benomar,&nbsp;J. Dominguez Magdaleno,&nbsp;K. Belcher,&nbsp;J. Liu,&nbsp;B. Marshall","doi":"10.1111/josh.13540","DOIUrl":"10.1111/josh.13540","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Increasingly, there are calls for educational equity to explicitly include LGBTQ+ students, including the creation of lesbian, gay, bisexual, transgender, or queer/questioning (LGBTQ+) clubs, or Genders and Sexualities Alliances (GSAs), which are associated with positive outcomes for LGBTQ+ students and promote a safer school climate for all students. However, less is known about strategies to initiate and sustain GSAs. Chicago Public Schools (CPS) serves as a case study of how to embrace LGBTQ+ equity through an evaluation of its current practices to support GSAs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study is comprised of two qualitative data strands, including 20 interviews with GSA sponsors and six focus groups with GSA students. Both forms of data were recorded, transcribed, and thematically analyzed. Analyses from each set of data were integrated, and overall themes were generated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Eleven school-level strategies for initiating and sustaining GSAs were identified and six district-level strategies were identified.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>CPS is using these evaluation findings to further strengthen their work to support GSAs, and other districts can learn from their experiences, such as creating guidance and training to educate the school community about the rights of students and sponsors and resources, including funding for stipends to sponsors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Increasing the number of schools with thriving GSAs is essential. CPS provides an illustrative case study of the key strategies at both the school and district levels to ensure that GSAs can serve to affirm, protect, and uplift LGBTQ+ students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 12","pages":"1153-1163"},"PeriodicalIF":1.8,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693822/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142866075","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":"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":"<p><strong>Background: </strong>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.</p><p><strong>Theoretical contributions: </strong>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.</p><p><strong>Implications for school health policy, practice, and equity: </strong>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.</p><p><strong>Conclusions: </strong>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.</p>","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}

{"title":"Factors Associated with Mental Health Care among Adolescents in Southern California","authors":"Gisselle Soto Rivas BA,&nbsp;Margaret Canady BA,&nbsp;Gina Klemm MPH,&nbsp;Jessica L. Barrington-Trimis PhD,&nbsp;Alyssa F. Harlow PhD","doi":"10.1111/josh.13522","DOIUrl":"10.1111/josh.13522","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Mental health care is critical to improving mental health but factors associated with student utilization are poorly understood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Data were from high school students (N = 2933; mean age = 15.7 ± .6) enrolled in a California cohort. We examined associations of sociodemographic factors, substance use, and mental health symptoms at baseline (Fall 2021) with mental health care at follow-up (Spring 2022).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>At follow-up, 7.7% of students reported out-of-school therapy, and 16.0% reported in-school counseling. Generally, therapy was more common for female and gender minority (vs male), some sexual minority youth (vs heterosexual), black, non-Hispanic white, and multi-ethnic (vs Asian), and English language speakers. Higher socioeconomic status was associated with greater use of out-of-school therapy, but not in-school counseling. Students with clinical levels of mental health symptoms, or alcohol or e-cigarette use had greater odds of mental health care (ORs = 1.42-2.61;ps &lt;.05), though utilization was less than 20% for out-of-school therapy and less than 30% for in-school counseling among these students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Mental health care is underutilized, and disproportionately used by certain student sub-groups. Findings indicate a need to increase mental health care utilization in- and out-of-school.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 2","pages":"187-195"},"PeriodicalIF":1.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631542","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":"Toward a Trauma-Informed Comprehensive School Physical Activity Program: Specifying Feasible Practices Across the School Day","authors":"Emily Kroshus-Havril ScD, MPH,&nbsp;Kiana Hafferty BS,&nbsp;William V. Massey PhD,&nbsp;Meredith A. Whitley PhD,&nbsp;Francine Darroch PhD,&nbsp;Majidullah Shaikh PhD,&nbsp;Douglas W. Ellison PhD,&nbsp;Adrienne Moore MPA,&nbsp;Kimberly Garrett MPH,&nbsp;Pooja S. Tandon MD, MPH","doi":"10.1111/josh.13519","DOIUrl":"10.1111/josh.13519","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many students would benefit from trauma-informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma-informed practices across school-based PA opportunities. The purpose of this study was to generate a feasible framework for trauma-informed school-based PA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Framework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping trauma-informed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-three practices met pre-determined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Incorporating trauma-informed practices into existing frameworks and approaches to school-based PA may promote uptake of practices that help meet the social and emotional needs of trauma-exposed youth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The present output provides a foundation for generating tools and supports for incorporating trauma-informed practices into school-based PA promotion efforts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 2","pages":"172-186"},"PeriodicalIF":1.8,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631544","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":"Racial Disparities in a Teen Pregnancy Prevention Program: Abstinence-Only Versus a Comprehensive Sexuality Education Program","authors":"Breanca Merritt PhD,&nbsp;Jennifer Green PhD,&nbsp;Louisiana Montserrat Sanchez PhD,&nbsp;Janene Fluhr MS,&nbsp;Roy F. Oman PhD","doi":"10.1111/josh.13524","DOIUrl":"10.1111/josh.13524","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Despite overall declines in risky teen sexual activity, racial and ethnic disparities persist. This study compared abstinence-only and comprehensive teen pregnancy prevention (TPP) programs to explore the effects of the programs on teen sexual activity-related outcomes that may differ by race/ethnicity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Program evaluation data were collected from 7th-grade students in comprehensive (N = 3244) and abstinence-only (N = 3172) TPP programs. Differences between outcomes by TPP program were analyzed using chi-square tests and logistic regression for each racial/ethnic group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Black and Hispanic students were significantly less likely to indicate positive attitudes, intentions, and behaviors at baseline. Only white students significantly improved in both programs from pre- to post-assessment. Native American students in the abstinence-only program were significantly less likely than Native American students in the comprehensive sexuality programming to improve from pre- to post-assessment regarding male sexuality, refusal skills, sex and teen norms, and sexual abstinence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>The findings suggest that youth of diverse racial/ethnic backgrounds do not enter TPP programs with similar attitudes, intentions, or behavior regarding appropriate sexual behavior and that the impact of such programs also may vary by race and ethnicity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 12","pages":"1164-1173"},"PeriodicalIF":1.8,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591505","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}