Journal of School Health最新文献

{"title":"Digital Learning to Support Whole-School Physical Activity Opportunities: Prospects and Considerations","authors":"Chad M. Killian,&nbsp;Emily M. D'Agostino,&nbsp;Mark Urtel,&nbsp;Belden Long,&nbsp;Olivia Arangio,&nbsp;Collin A. Webster","doi":"10.1111/josh.70143","DOIUrl":"10.1111/josh.70143","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>This article applies the Theory of Expanded, Extended, and Enhanced Opportunities (TEO) to illustrate how digital learning can strengthen CSPAP implementation and address inequities in student PA opportunity access. Examples are provided across the five CSPAP components of Physical Education, During-School PA, Before/After-School PA, Family and Community Engagement, and Staff Wellness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Recommendations include integrating digital PA promotion into wellness policies, addressing both physical and digital divides, safeguarding data privacy, and designing culturally and linguistically responsive resources. Practice considerations emphasize blended and hybrid modalities as complements to in-person learning, alongside sustained professional development for educators and public health stakeholders. Equitable access to PA opportunities and digital technology is positioned as a guiding principle.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>When implemented intentionally and equitably, digital learning-supported CSPAP strategies have the potential to address systemic barriers, reduce disparities, and support schools in fostering lifelong PA participation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595831","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 Role of Farm to School Programs in Promoting Healthy School Food Environments in the United States: A Scoping Review of Child-Level Outcomes","authors":"Sydney Pryor,&nbsp;Sumathi Venkatesh,&nbsp;Maha Almohamad,&nbsp;Stephanie M. Lopez-Neyman,&nbsp;Shir Lerman Ginzburg,&nbsp;Sofia O. Sanchez,&nbsp;Ross Hatton,&nbsp;Sarah McKee","doi":"10.1111/josh.70140","DOIUrl":"10.1111/josh.70140","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Most children and adolescents in the United States fall short of the Dietary Guidelines for Americans, with disparities by race and ethnicity, socioeconomic status, and geography. As K-12 students consume much of their daily nutrition from school meals, this scoping review sought to document reported impacts of Farm to School (F2S) programs on child-level food-related outcomes and discuss their potential to advance nutrition and health equity within school settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A literature search was conducted in PubMed, Scopus, Google Scholar, and Google search engine to identify publications evaluating F2S programs on health and food-related outcomes. Eligible English-language articles published from 2018 to 2024 were included, relevant data was extracted from each publication, and key themes were synthesized using content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Eight studies met the inclusion criteria. Most interventions were multicomponent and assessed student-level outcomes, including nutrition knowledge, food attitudes, and fruit and vegetable selection and consumption. Findings suggest F2S programs support healthier eating behaviors and positive food-related attitudes among students, particularly those with multiple F2S components.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>F2S programs are a Policy, Systems, and Environmental (PSE) strategy for promoting healthier school food environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>F2S programs can promote healthy dietary behaviors and perceptions among students while providing an avenue to support equity in school nutrition. Implementation barriers, including funding and local food availability, require further attention to improve equitable F2S adoption and sustainability.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595891","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":"Evaluation of the Impact of a Psychoeducational Program on Type 1 Diabetes in Italian Schools: A Pre–Post Study","authors":"Gaia Caldarelli,&nbsp;Alda Troncone,&nbsp;Antonietta Chianese,&nbsp;Angela Zanfardino,&nbsp;Serena Rollato,&nbsp;Giorgia Ippolito,&nbsp;Gulsum Ozen,&nbsp;Dario Iafusco","doi":"10.1111/josh.70141","DOIUrl":"10.1111/josh.70141","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Educating school personnel on Type 1 Diabetes (T1D) management is essential for ensuring prompt interventions, preventing complications, and creating a safe environment for students. This study evaluated the impact of a synchronous, online psychoeducational program implemented in schools in Southern Italy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>This research demonstrates the positive impact of a psychoeducational intervention program aimed at increasing T1D literacy, developed in accordance with national and international guidelines and delivered in schools attended by children receiving care at the authors' clinical center. Pre–post questionnaires completed by 436 staff members indicated significant increases in T1D knowledge (<i>p</i> &lt; 0.001, <i>d</i> = 0.48) and perceived self-efficacy (<i>p</i> &lt; 0.001, <i>d</i> = 0.99), as well as improved ability to recognize hypoglycemia symptoms (<i>p</i> &lt; 0.001, <i>d</i> = 0.97). Additionally, the program reduced dysfunctional beliefs regarding the needs of children and adolescents with T1D (<i>p</i> &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Implementing a T1D psychoeducational program for school staff members may promote the inclusion of students with T1D and help dispel misconceptions about the condition and students' care needs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides evidence of the positive impact of a synchronous online program to improve T1D knowledge and perceived self-efficacy among Italian school staff.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13034808/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576367","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":"Physical Activity, Sedentary Time, and Obesity in Adolescents: Differences by School Grade","authors":"Doyoung Gwak,&nbsp;Younghwan Choi,&nbsp;Yunmin Han,&nbsp;Yeon Soo Kim","doi":"10.1111/josh.70139","DOIUrl":"10.1111/josh.70139","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To better understand the key behavioral factors for adolescent obesity, this study investigated the independent and combined associations of physical activity (PA) and sedentary time (ST) with obesity prevalence across different school grades.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Cross-sectional data from 614,943 adolescents in the Korea Youth Risk Behavior Web-based Survey were analyzed. Independent associations of PA and ST with obesity were examined based on weekly PA frequency and daily nonacademic ST. Combined associations were assessed using adherence criteria (≥ 60 min/day of moderate-intensity PA plus ≥ 3 days/week of vigorous-intensity PA) and ST classification (≤ 2 h/day).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In independent analysis, adolescents meeting PA guidelines consistently showed lower odds of obesity across all grades. For sedentary time, the ≤ 2 h/day group had the lowest odds, and a dose–response relationship was observed up to 6–8 h/day across grades. In combined analysis, adolescents meeting both PA and ST guidelines had the lowest obesity prevalence (OR = 0.54, 95% CI: 0.50–0.59).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Schools should promote daily PA and reduce ST. Since behavioral risk factors differ by developmental stage (e.g., academic stress in higher grades), grade-tailored strategies are essential for effective obesity prevention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Higher PA levels and lower ST are independently and jointly associated with lower obesity prevalence among Korean adolescents across all school grades.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13033332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576314","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":"Classroom-Integrated Kettlebell Training: Effects on Motor Performance, Attention, and Health in Primary School Children","authors":"Nicole Braun,&nbsp;Romina Ledergerber,&nbsp;Eric Lichtenstein,&nbsp;Lukas Nebiker,&nbsp;Ralf Roth","doi":"10.1111/josh.70136","DOIUrl":"10.1111/josh.70136","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Declining physical fitness and rising obesity in children call for effective interventions. Integrating kettlebell training into the classroom may provide a practical way to overcome existing barriers. This study examined its feasibility and effectiveness on second graders' motor performance, attention, and health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Three classes (pre <i>n</i> = 61; post <i>n</i> = 47) performed daily 15-min kettlebell training for 7 weeks, while two classes (pre <i>n</i> = 33; post <i>n</i> = 31) served as controls. Pre/post assessments included mid-thigh pull, grip strength, countermovement jump, sprint, shuttle run, eye–hand coordination, side hop test, Flanker task, body composition, and blood pressure. Linear mixed models analyzed group differences, reporting Cohen's <i>d</i> and 95% confidence intervals (CIs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Small effects were observed in sprint (<i>p</i> = 0.01, <i>d</i> = 0.46, 95% CI [0.20–0.73], Δ = +3.6% [1.5–5.6]) and mid-thigh pull (<i>p</i> = 0.14, <i>d</i> = 0.28 [−0.08 to 0.64], Δ = +5.5% [−1.7 to 12.6]).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Fun, safe, and regular sessions with simple routines and age-appropriate exercises are required.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This classroom-integrated program is feasible and effective, particularly for enhancing lower-body strength and promoting movement during the school day.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Trial Registration</h3>\u0000 \u0000 <p>NCT06910085</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13001634/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488124","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":"Associations Between School-Based Recess Interventions and Student Chronic Absenteeism in Low-Income California Schools","authors":"Natalia A. Msami,&nbsp;Jennette Claassen,&nbsp;Richard Pulvera,&nbsp;Michael A. Gottfried,&nbsp;Hannah R. Thompson","doi":"10.1111/josh.70138","DOIUrl":"10.1111/josh.70138","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recess-based interventions promote physical activity, socioemotional development, and positive school climates and may also influence attendance, but remain understudied. We examined the association between exposure to recess-based interventions through the nonprofit Playworks and chronic absenteeism in low-income California elementary schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Observational study including 4361 Title I schools from 2022 to 2023 and 2023 to 2024, with 384 Playworks-exposed schools (85 high-dose program exposure, 299 low-dose program exposure). Adjusted regression models estimated differences in the proportion of chronically absent students, overall and by student race and ethnicity, between Playworks-exposed and nonexposed schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Playworks-exposed schools had a 0.6% (95% CI, −1.1 to −0.1) lower proportion of chronic absenteeism than nonexposed schools, with notable differences among Hispanic students (−1.95%; 95% CI, −3.7 to −0.5). Schools with high-dose Playworks demonstrated statistically significantly lower chronic absenteeism than nonexposed schools (24.6% vs. 26.4%; 95% CI, −2.7 to −0.7).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Recess-based programs like Playworks may support school attendance, with potential to address disparities for students most impacted by chronic absenteeism. Districts might consider incorporating recess programs into multi-tiered attendance strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Playworks exposure, especially at high doses, is associated with lower chronic absenteeism in low-income elementary schools, especially among Hispanic students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147476184","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":"Differences in Schoolchildren's Emotional State After Indoor Versus Outdoor Recess in Extreme-Heat Weather","authors":"Allison Poulos,&nbsp;Umar A. Hassan,&nbsp;Kylie Wilson,&nbsp;Peter M. Price,&nbsp;Jennifer Vanos,&nbsp;Jambi Quilla","doi":"10.1111/josh.70135","DOIUrl":"10.1111/josh.70135","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children's emotional states are linked to learning and academic success. Outdoor recess is known to support emotional well-being; however, extreme heat can limit access, prompting schools to hold recess indoors. Limited research has examined how recess environments during extreme heat impact children's emotional states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This cross-sectional study assessed emotional state via a survey of 317 fourth- and fifth-grade students from five elementary schools in the Phoenix Metropolitan Area during 6 weeks of hot weather (95°F–106°F) in August–September 2024. Students completed a brief questionnaire that included the modified Positive and Negative Affect Scale for Children (PANAS-C) immediately after recess, held either outdoors, indoors in classrooms, or in gymnasiums. One-way ANOVAs and post hoc tests were used to assess differences by recess location.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Positive affect was significantly higher after recess held outdoors or in gymnasiums compared to classroom-based recess. No significant differences in negative affect were observed across locations. Most recess sessions (75%) occurred outdoors despite high temperatures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health, Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings suggest that recess held outdoors and in gymnasiums can support children's emotional well-being even during extreme heat. Schools should invest in heat-adaptive infrastructure to ensure equitable access to emotionally supportive recess environments, especially in climate-vulnerable regions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Recess setting matters for emotional readiness to learn during extreme heat.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147464266","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":"Effectiveness of School-Based Resilience Interventions on Adolescent Tobacco, Alcohol, and Illicit Substance Use: A Meta-Analysis","authors":"Jisoo Chae,&nbsp;Hyekyeong Kim","doi":"10.1111/josh.70137","DOIUrl":"10.1111/josh.70137","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 <p>Resilience is a key protective factor in mitigating substance use behaviors in adolescence, but the effectiveness of school-based resilience interventions remains unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 <p>Randomized and quasi-experimental studies evaluating school-based resilience interventions for tobacco, alcohol, or illicit substance use among students aged 6–18 years were identified. Pooled effect sizes were estimated using random-effects meta-analysis, with subgroup and meta-regression analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 <p>From 3504 records, 13 studies on tobacco, 14 on alcohol, and 12 on illicit substances met the inclusion criteria. The pooled results showed significant reductions in tobacco (OR = 0.83, 95% CI = 0.73–0.93, <i>I</i>² = 61.0%), alcohol use (OR = 0.81, 95% CI = 0.74–0.90, <i>I</i>² = 57.1%), and illicit substance use (OR = 0.80, 95% CI = 0.70–0.92, <i>I</i>² = 45.3%). Subgroup analysis revealed that multi-level interventions yielded a greater reduction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 <p>School-based resilience interventions reduce adolescent substance use, providing insight into how resilience strategies operate across ecological domains. Embedding sustained, multi-level approaches within whole-school prevention frameworks may strengthen effectiveness and promote equity in school health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 <p>School-based resilience interventions are effective in reducing adolescent substance use, underscoring the need for multi-level intervention strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12978879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147436978","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":"Connecting for Kids: A Model for Fostering Collaboration Between Education and Pediatrics to Support Youth Behavioral Health","authors":"Allison A. Stiles,&nbsp;Melissa Castle Heatly,&nbsp;Laura Jean Shipley","doi":"10.1111/josh.70134","DOIUrl":"10.1111/josh.70134","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper introduces <i>Connecting for Kids (C4K),</i> a semi-structured facilitated dialogue designed to enhance collaboration between primary care and schools in support of children's behavioral health (BH). Cross-sector collaboration holds promise for improving health and academic outcomes while increasing access to services, yet these sectors remain strikingly siloed. While facilitators have been identified, there are few well-defined, accessible models available to build collaborative relationships across child-serving systems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Theoretical Contributions</h3>\u0000 \u0000 <p>C4K offers a replicable process that supports interprofessional teams in strengthening relationships, clarifying roles, and aligning shared outcomes. Grounded in community expertise and research, C4K aims to build the collaborative relationships needed to support children's BH.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>C4K has the potential to break down longstanding silos and strengthen integrated school health partnerships by defusing turf issues, enhancing trust and shared purpose, and streamlining communication. With its accessible structure and emphasis on systems-level change, C4K can promote equitable access to physical and BH services—particularly within under-resourced, high-stress contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We propose that C4K is a feasible, efficient strategy for bridging traditionally siloed systems and building sustainable infrastructure for collaboration to support children's BH.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437009","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":"Utilizing Dialectical Behavioral Therapy in Schools: Staff Trainings to Help Students Manage Emotions and Build Resiliency","authors":"Reina Doyle,&nbsp;Tripti Sharma,&nbsp;Stephanie De Jesus Ayala,&nbsp;Brittney Fraumeni,&nbsp;Vivian Thompson,&nbsp;Bruno J. Anthony","doi":"10.1111/josh.70133","DOIUrl":"10.1111/josh.70133","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Schools are well positioned to address the growing youth mental health crisis by addressing students' social and emotional well-being through regular, consistent and caring connections. However, teachers often report a lack of information on how to address student mental health in the classroom. Dialectical Behavioral Therapy (DBT) focuses on helping individuals understand and manage intense emotions. “Utilizing DBT Skills in Schools” (UDSS) is a virtual training program supporting the integration of DBT into daily classroom activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>The UDSS curriculum, accessed by almost 700 school personnel, was viewed as a valuable asset to address emotion regulation, stress management, and validation skills. Surveys revealed increased knowledge of each DBT skill, a high level of intention to use the skills, and overwhelmingly favorable perceptions of the training. Open-ended responses reflected appreciation of the organization around skills and collaborative focus.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The UDSS courses provide a more accessible, less time-intensive training for school professionals to learn introductory DBT skills that can be used with all students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>UDSS provides flexible options to gain valuable skills to help teachers identify and manage strong emotions in the classroom.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437011","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}