Journal of School Health最新文献_第2页

Sexual Misconduct Policies in Secondary Schools: A Mixed-Method Analysis of In-Person and Online Behaviors and Consequences. 中学性行为不端政策：对面对面和在线行为及其后果的混合方法分析。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-09 DOI: 10.1111/josh.70076

Megan K Maas, Kyla M Cary, Jacob Nason, Carrie A Moylan, Christia S Brown

{"title":"Sexual Misconduct Policies in Secondary Schools: A Mixed-Method Analysis of In-Person and Online Behaviors and Consequences.","authors":"Megan K Maas, Kyla M Cary, Jacob Nason, Carrie A Moylan, Christia S Brown","doi":"10.1111/josh.70076","DOIUrl":"https://doi.org/10.1111/josh.70076","url":null,"abstract":"Background: As students' use of mobile devices during school hours continues to increase, cyberbullying and online sexual harassment now occur during school hours, on school grounds via personal devices. Despite this growing reality, there is little knowledge about secondary school efforts to address it.Methods: To understand what is needed to construct or reform policies that reflect students' online experiences, we used a mixed method approach to identify and analyze language (e.g., definitions, disciplinary measures) in sexual misconduct policy documents from a large, representative sample of secondary school districts in a midwestern state.Results: Although few districts (14.7%) maintained separate or distinct policy documents related to sexual misconduct, the majority (80.9%) defined sexual harassment within a policy document, most commonly within broader codes of conduct or student handbooks. Only 14.1% of districts maintained cyberbullying policies containing information on online sexual misconduct, and approximately one third of districts included discussion of any form of online sexual misconduct within any policy documents.Implications for school health policy, practice, and equity: Secondary school administrators should address the ever-growing occurrence of online sexual misconduct (and its impact on students) by expanding sexual misconduct policies that detail how online misconduct will not be tolerated and how survivors of digital sexual violence (e.g., image-based sexual abuse) will be protected.","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":"145031068","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

Developing a Validated Family-School Partnership Assessment for Child Health and Well-Being: A Multidimensional Approach. 为儿童健康和福祉制定有效的家庭-学校伙伴关系评估：多维方法。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-06 DOI: 10.1111/josh.70065

Leah M Lessard, Sara T Stacy, Carmen M Culotta, Karen Glueckert

{"title":"Developing a Validated Family-School Partnership Assessment for Child Health and Well-Being: A Multidimensional Approach.","authors":"Leah M Lessard, Sara T Stacy, Carmen M Culotta, Karen Glueckert","doi":"10.1111/josh.70065","DOIUrl":"https://doi.org/10.1111/josh.70065","url":null,"abstract":"Background: Family-school partnerships (FSPs) play an important role in supporting child health and well-being. The current study aimed to develop and validate a psychometrically sound instrument to assess FSPs within the context of child health.Methods: The instrument was developed through a mixed-methods three-phased approach, including pilot testing with 105 parent/caregiver (n = 53) and school staff (n = 52) participants. Analytic methods included principal component analysis (PCA) followed by exploratory factor analysis (EFA) that used polychoric correlations.Results: Results of the PCA and EFA analyses refined the instrument to 24 items across two factors: communication, engagement, and culture (14-items), and opportunities and supports for family engagement (10-items).Implications for school health policy and practice: The Family-School Partnership Assessment (FSPA) offers a validated framework to enhance school health initiatives through improved partnership strategies. The FSPA promotes inclusive practices and structured approaches for collaborative family engagement.Conclusions: The FSPA is a feasible and psychometrically valid measure for assessing FSPs within the context of child health.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006772","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

Student and Staff Knowledge of School Tobacco Policies and Student E-Cigarette Use, California 2022-2023. 学生和工作人员的学校烟草政策和学生电子烟的使用知识，加州2022-2023。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-06 DOI: 10.1111/josh.70077

Shichen Zheng, Susan L Stewart, Elisa K Tong, Theresa H Keegan, Melanie S Dove

{"title":"Student and Staff Knowledge of School Tobacco Policies and Student E-Cigarette Use, California 2022-2023.","authors":"Shichen Zheng, Susan L Stewart, Elisa K Tong, Theresa H Keegan, Melanie S Dove","doi":"10.1111/josh.70077","DOIUrl":"https://doi.org/10.1111/josh.70077","url":null,"abstract":"Background: Since 2016, California has prohibited e-cigarette use alongside smoking in K-12 schools. School tobacco policies may reduce student e-cigarette use.Methods: We analyzed 2022 to 2023 California Healthy Kids Survey (CHKS) and School Staff Survey data (n = 219,114). Multivariable logistic regression was used to examine associations between student and staff awareness of school tobacco policies and current e-cigarette use, adjusting for demographics.Results: Among students, 5.2% reported current e-cigarette use; 69.6% knew of a school policy. Most staff knew the policy (91.2%), but fewer endorsed consistent enforcement (88.2%) or prevention education (61.7%). Compared to students reporting no policy, those aware of one (OR = 0.54, p < 0.0001) or unsure (OR = 0.40, p < 0.0001) had lower use. Higher staff knowledge was associated with increased use (OR = 1.2, p = 0.0199), while enforcement agreement was associated with lower use (OR = 0.81, p = 0.0019).Conclusions: Student knowledge and staff perceptions of policy enforcement were associated with lower e-cigarette use. Findings suggest that consistent enforcement and school-wide communication, not just policy presence, are essential for impact.Implications: Improving policy visibility and staff training on enforcement may strengthen school policies and reduce tobacco use.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006767","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

Community Violence Exposure and Fear in Schools: Paths to Suspension Following Community Violence Exposure in Early Childhood. 社区暴力暴露与学校恐惧：儿童早期社区暴力暴露后的停学途径。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-06 DOI: 10.1111/josh.70083

Abigail S Novak, Rebekah Reysen

{"title":"Community Violence Exposure and Fear in Schools: Paths to Suspension Following Community Violence Exposure in Early Childhood.","authors":"Abigail S Novak, Rebekah Reysen","doi":"10.1111/josh.70083","DOIUrl":"https://doi.org/10.1111/josh.70083","url":null,"abstract":"Background: Limited research has examined whether fear in schools contributes to relationships between community violence exposure and negative outcomes for children. This study aimed to explore the relationship between community violence exposure in early childhood and school suspension, examining whether fear in schools and teacher-reported externalizing behavior mediated this relationship.Methods: Data from the LONGSCAN consortium and path models were used to examine the relationship between violence exposure at age six, fear in schools at age six, teacher-reported externalizing behaviors at age eight, and suspension ages 11-12.Results: Findings indicated both fear in schools and teacher-reported externalizing behavior mediated the relationship between violence exposure and school suspension.Implications for school health policy, practice, and equity: Findings suggest policies prohibiting suspension in childhood and the provision of additional services in schools may help prevent children who are exposed to community violence from experiencing school suspension and its associated consequences. Trauma-informed schools, increased provision of mental health services, and increasing school bonds may all help to reduce school fear and ultimately improve student outcomes, particularly for minoritized students.Conclusions: Future research using larger, more generalizable data is needed to better understand detected relationships.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006744","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

Opioid Overdose Response and Naloxone Education in Schools. 阿片类药物过量反应与学校纳洛酮教育。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-06 DOI: 10.1111/josh.70089

Suhanee Mitragotri, Scott G Weiner

{"title":"Opioid Overdose Response and Naloxone Education in Schools.","authors":"Suhanee Mitragotri, Scott G Weiner","doi":"10.1111/josh.70089","DOIUrl":"https://doi.org/10.1111/josh.70089","url":null,"abstract":"Background: The opioid crisis continues to claim lives across the United States, which has led to increased attention toward harm reduction strategies as methods for addressing this public health issue. Specifically, naloxone, an opioid overdose reversal drug, became available over-the-counter in 2023, greatly improving its accessibility. However, despite this progress, general awareness about how to use naloxone remains limited, especially among youth who are being increasingly impacted by the opioid epidemic.Implications for school health policy, practice, and equity: Integrating opioid overdose response and naloxone education into high school health curricula is a promising strategy to equip students with the knowledge to recognize the signs of an overdose and respond effectively. Pilot programs and trainings have already demonstrated the effectiveness of such educational initiatives. However, widespread implementation of such education remains a challenge without broader community support and systemic action. For this reason, policy-level interventions, such as those being done in Texas, Virginia, Colorado, and Massachusetts, could play a crucial role in bridging this gap and implementing life-saving education into classrooms.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006803","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 Novel Survey for Assessing Health-Promoting School Practices and Capacity: Validation and Adaptability to Physical Activity. 一项评估促进健康学校实践和能力的新调查：身体活动的有效性和适应性。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-04 DOI: 10.1111/josh.70071

Anneke Vang Hjort, Adrian Bauman, Sofie Rolff Carlsen, Johanne Triantafyllou Lorenzen, Charlotte Demant Klinker

{"title":"A Novel Survey for Assessing Health-Promoting School Practices and Capacity: Validation and Adaptability to Physical Activity.","authors":"Anneke Vang Hjort, Adrian Bauman, Sofie Rolff Carlsen, Johanne Triantafyllou Lorenzen, Charlotte Demant Klinker","doi":"10.1111/josh.70071","DOIUrl":"https://doi.org/10.1111/josh.70071","url":null,"abstract":"Background: Understanding current practice is crucial for implementing Health Promoting Schools (HPS) and Whole School Approaches to Physical Activity (WSA-PA). This study validated two survey tools to assess HPS and WSA-PA implementation, respectively.Methods: Content validity was established via literature review and expert and target group consultations. Teachers at Danish schools for vulnerable youth (ages 16-25) completed surveys in fall 2023. Structural validity was assessed using confirmatory factor analysis, construct validity via the Multitrait-Multimethod (MTMM) approach, and reliability with Cronbach's Alpha, Omega H, and Intraclass Correlation Coefficient.Results: A total of 921 staff at 78 schools participated (72% response rate). The HPS scale had 24 items, while the WSA-PA had 21 across various subfactors, such as school ethos, health services, and resources. Statistical analyses demonstrated good structural validity (e.g., RMSEA = 0.023 for HPS, RMSEA = 0.043 for WSA-PA) and acceptable reliability. MTMM confirmed both convergent and discriminant validity.Implications for school health policy, practice, and equity: These tools can help schools monitor and improve HPS and WSA-PA implementation, supporting equity and informing national policies.Conclusion: The validated tools can guide schools in enhancing HPS and WSA-PA practices. Further research should refine these instruments.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144994278","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

Measuring Australian Primary School Children's Water Safety Knowledge: Alignment With the Victorian Water Safety Certificate. 测量澳大利亚小学生的水安全知识：与维多利亚州水安全证书对齐。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-03 DOI: 10.1111/josh.70081

Lauren Petrass, Hannah Calverley, Bernadette Matthews

{"title":"Measuring Australian Primary School Children's Water Safety Knowledge: Alignment With the Victorian Water Safety Certificate.","authors":"Lauren Petrass, Hannah Calverley, Bernadette Matthews","doi":"10.1111/josh.70081","DOIUrl":"10.1111/josh.70081","url":null,"abstract":"Background: Water safety education is essential to prevent drowning. In Australia, while water safety education is included in the school curriculum, the focus is often on skill attainment rather than knowledge.Methods: This study assessed water safety knowledge in Grade 5 and 6 students (aged 9-11 years). Surveys were conducted with students and parents. Additionally, swim teachers conducted standardized knowledge assessments.Results: Matched surveys were completed by 99 students and their parents. Students' mean knowledge score was 8.7 (SD = 2.4) out of 15. Private swimming lessons and speaking English at home were linked to higher knowledge scores. Only 55.6% of students achieved the knowledge standards in swim teacher assessments. Parents overestimated their child's knowledge in 42.1% of cases, underestimated it in 31.6%, and accurately assessed it in 26.3% of cases.Implications for school health policy, practice, and equity: Water safety knowledge gaps are notable for students who lack swimming lessons or speak a language other than English at home, suggesting a need for tailored approaches. Educators face challenges integrating water safety education into classroom learning, highlighting the need for resources and support.Conclusions: Ongoing support and resources for teachers are essential to ensure all children develop essential water safety knowledge and skills.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976780","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

Impact of State-Level Physical Education Policies on PE Access in the United States: A Comparative Analysis of Policy Implementation and Weekly PE Minutes. 美国州级体育政策对体育普及的影响：政策实施与每周体育分钟的比较分析

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-03 DOI: 10.1111/josh.70079

Jeanette M Ricci, Ben D Kern, Chad M Killian, Alan Trinh, Wesley J Wilson, Hans van der Mars

{"title":"Impact of State-Level Physical Education Policies on PE Access in the United States: A Comparative Analysis of Policy Implementation and Weekly PE Minutes.","authors":"Jeanette M Ricci, Ben D Kern, Chad M Killian, Alan Trinh, Wesley J Wilson, Hans van der Mars","doi":"10.1111/josh.70079","DOIUrl":"https://doi.org/10.1111/josh.70079","url":null,"abstract":"Background: State policies play a key role in the provision of physical education (PE) opportunities at the district and school level.Methods: An analysis was conducted on how states in the United States with various PE policies differ in terms of PE access as a measure of policy implementation. PE access for students was reported by 3306 K-5th grade PE teachers across all 51 states.Results: State-level adherence to six key PE policies varied from 23% to 100%. Teachers in states with a policy requiring a minimum number of weekly PE minutes reported significantly greater average PE access compared to states with no policy (M = 99.67, SD = 26.30 min/week, M = 81.15, SD = 19.25 min/week, respectively; t(49) = 2.88, p < 0.01). There was no difference in PE access for students with disabilities between states with or without an Adapted Physical Education (APE) endorsement (t(49) = 0.54, p = 0.30).Implications for school health policy, practice, and equity: Based on study findings, mandating PE instructional time at the state level may be a strategy to promote PE access among schools in the United States.Conclusions: The presence of certain state-level PE policies positively impacts PE access for elementary students.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144994315","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

Do Your Peers Matter? Peer Effects in Adolescent Physical Exercise. 你的同伴重要吗？青少年体育锻炼的同伴效应。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-02 DOI: 10.1111/josh.70073

Shanshan Xu, Liang Hu

{"title":"Do Your Peers Matter? Peer Effects in Adolescent Physical Exercise.","authors":"Shanshan Xu, Liang Hu","doi":"10.1111/josh.70073","DOIUrl":"https://doi.org/10.1111/josh.70073","url":null,"abstract":"Background: Peers' physical exercise behaviors may influence adolescents' participation in physical exercise; however, few studies have systematically explored peer effects in physical exercise among adolescents.Methods: Data from the China Education Panel Survey were used to examine peer effects in adolescent physical exercise within classroom units. A total of 14,998 seventh- and ninth-grade students from 405 classes across 106 schools nationwide participated in this study.Results: Significant and positive peer effects in physical exercise within classroom units were observed, with classmates' average extracurricular exercise time positively influencing individual extracurricular exercise time. This result remained robust after sequentially controlling for individual and family characteristics, contextual effects, and correlated effects, as well as after applying the instrumental variable method and conducting robustness checks. Further moderation analysis revealed that age negatively moderated the relationship between classmates' and individual extracurricular physical exercise time, whereas other demographic and family characteristic variables showed no significant moderating effects.Conclusion: The design of adolescent physical education policies and the implementation of exercise promotion programs should adequately take peer effects into consideration and expand the social multiplier effect of exercise, thereby effectively enhancing youth engagement in physical exercise.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976763","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 and Healthcare Collaboration in Implementing and Sustaining School-Based Health Centers in Rural Communities. 在农村社区实施和维持校本保健中心的学校和保健合作。

IF 1.8 4区医学

Journal of School Health Pub Date : 2025-09-01 DOI: 10.1111/josh.70085

Xue Zhang, Mildred E Warner, Chen Wu

{"title":"School and Healthcare Collaboration in Implementing and Sustaining School-Based Health Centers in Rural Communities.","authors":"Xue Zhang, Mildred E Warner, Chen Wu","doi":"10.1111/josh.70085","DOIUrl":"https://doi.org/10.1111/josh.70085","url":null,"abstract":"Background: This study examines how school-based health centers (SBHCs) are implemented and sustained through schools and a healthcare system in a four-county rural region in New York State.Methods: Twelve semi-structured interviews were conducted with school superintendents and employees of the healthcare system, including SBHC medical providers (physician assistant, mental health therapist, nurse), SBHC manager, care coordinator, Chief of Pediatrics, and executive leader between January and April 2024. Interviews were thematically coded using collective impact and collective action frameworks.Results: SBHCs are implemented and sustained through a strong collaborative culture, shared financial, physical, and human resources, and a common agenda for student well-being. Trust and open communication were essential in clarifying roles and overcoming institutional challenges. Key barriers included funding for startup costs, challenges in data sharing and confidentiality, and different institutional priorities. Regular communication, local governmental support, and community trust helped mitigate these challenges.Implications for school health policy, practice, and equity: Policies should support schools and healthcare systems as equal partners, ensure sustainable funding, and provide clearer guidance on data sharing to advance health equity in rural areas.Conclusions: Collaborative partnerships, trust, and open communication between schools and healthcare systems are essential to support SBHCs in rural communities.","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976829","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