Journal of School Health最新文献

{"title":"Overview and Preliminary Outcomes of a Children's Hospital Sponsored, Training Program Affiliated, School Based Dental Clinic","authors":"Kimberly J. Hammersmith,&nbsp;Amy C. Baer,&nbsp;Mary Kay Irwin,&nbsp;Janice A. Townsend","doi":"10.1111/josh.70127","DOIUrl":"10.1111/josh.70127","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In 2020, a children's hospital-sponsored pediatric dentistry program affiliated with the school-based dental clinic (SBDC) was established to improve equity in dental access and provide a community-based dental training environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>The creation of this comprehensive SBDC provides valuable lessons for sponsor and partner institutions on legal, compliance, epidemiology, information technology, and safety considerations. This program met the goals of providing treatment for a diverse and underserved patient population while providing unique experiences for trainees.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, Equity</h3>\u0000 \u0000 <p>The mobile equipment model is feasible for school and community settings. Careful planning is needed when designing staffing models, selecting equipment, and selecting appropriate partners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Comprehensive SBDC programs require considerable investment but provide critical dental access to vulnerable populations and can benefit sponsor and partner institutions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12954471/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345719","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":"Quantifying Objective In-School Physical Activity During Recess and Physical Education in 6–12-Year-Old Children","authors":"Riley Galloway,&nbsp;Hunter Haynes,&nbsp;Anna Nelson,&nbsp;Morgan Massey","doi":"10.1111/josh.70132","DOIUrl":"10.1111/josh.70132","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>An obesogenic environment that limits physical activity (PA) contributes to rising childhood obesity rates. Schools play a pivotal role in providing structured and unstructured outdoor opportunities for PA. This setting allows policy-driven assessments for potential health and well-being policy modification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In-school elementary PA was assessed using hip-worn accelerometers over five consecutive school days (<i>N</i> = 408 students). Teachers recorded information for physical education (P.E.) and recess, which was analyzed using accelerometry software and MANOVA in SPSS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students failed to meet the recommended 150 min of in- school moderate-to-vigorous PA per week. Significant differences in PA during recess and P.E. were found based on sex, race, academic grade, and presence of a P.E. instructor. This Implications for School Health Policy, Practice, and Equity. Improving school health requires not just meeting mandated PA minutes but ensuring equitable, high-quality opportunities supported by trained P.E. staff. Strengthening accountability, providing inclusive programming, and using objective monitoring can help schools reduce disparities and promote healthier active learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings highlight the need for improved assessment models and targeted interventions for improved policy adherence. Delivering effective, inclusive PA programs is critical for fostering healthier environments and ensuring children have equitable opportunities for PA during school.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312256","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":"Strengthening Culturally Responsive Mental Health Supports for Crises Preparedness: Lessons From Indigenous Educator's Experiences During COVID-19 Pandemic","authors":"Prasanna Kannan,&nbsp;Jasmin Bhawra,&nbsp;Tarun Reddy Katapally","doi":"10.1111/josh.70130","DOIUrl":"10.1111/josh.70130","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic intensified existing systemic inequities in educator mental health, particularly in rural and remote Indigenous communities. Educators faced sudden shifts to remote learning, limited access to technology, and challenges supporting students' well-being while adapting pedagogical practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This qualitative longitudinal, citizen science study explored culturally grounded digital engagement tools to support Indigenous educators' mental health during the pandemic in a prairie province of Canada. Eighteen educators from an on-reserve school participated in baseline focus groups in 2020 (<i>n</i> = 18) and follow-up discussions in 2021 (<i>n</i> = 6). Digital tools, including virtual focus groups and a custom mobile application, enabled inclusive participation despite geographic and pandemic-related barriers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic analysis using NVivo 12 revealed six baseline themes: emotional toll of lockdown, teaching challenges, student concerns, community support, school reopening barriers, and resilience strategies. Three follow-up themes emerged: sustained mental health impacts, adaptation to online teaching, and evolving coping strategies. Across both phases, ‘Two-Eyed Seeing’, integrating Indigenous and Western knowledge, supported mental well-being, culturally grounded teaching, and community resilience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings highlight the need to strengthen digital access, provide culturally informed mental health supports, and deepen collaboration with Indigenous communities to better protect educator well-being during crises.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Culturally responsive and technology-enabled approaches are both feasible and meaningful for supporting Indigenous educators' mental health, thereby enabling more inclusive and resilient school health systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12946606/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312236","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":"Can Peer Victimization Invalidate the Positive Effect of Emotional Intelligence on Adolescents' Health-Related Quality of Life?","authors":"Ángela de Lourdes MARTÍN-PÉREZ,&nbsp;Juan José GASCÓN-CÁNOVAS","doi":"10.1111/josh.70129","DOIUrl":"10.1111/josh.70129","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emotional intelligence (EI) is a key factor in adolescents' health-related quality of life (HRQoL). Previous research has shown that higher EI is associated with better HRQoL outcomes. However, its protective role may be weakened by adverse experiences such as peer victimization. This study examined whether forms of peer victimization moderate the relationship between EI and specific HRQoL dimensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 1427 Spanish adolescents completed a survey-based assessment, including validated measures of victimization (APRI-Bullying), HRQoL (KIDSCREEN-52), and EI (TMMS-24). Moderation effects were tested using multivariate linear regression and the PROCESS macro in SPSS.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Verbal victimization moderated the associations between all EI dimensions and the “Social Support and Peers” HRQoL dimension. Social victimization moderated the relationships of “Attention” and “Clarity” with this dimension, whereas physical violence moderated the association between “Repair” and this dimension. No moderating effects were found for Psychological Well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>School-based EI programs may enhance adolescents' coping with peer victimization and help protect HRQoL in victimized adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The positive association between EI and the HRQoL dimension related to perceived social support could disappear in adolescents exposed to moderate or high levels of peer victimization.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12945477/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312106","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":"Addressing Unintended Teen Pregnancy Through Reproductive Health Service Delivery by School Nurses and Physicians","authors":"Rebecca Fisher,&nbsp;Pamela S. Haller,&nbsp;Phoebe Danza,&nbsp;Kate L. Collier,&nbsp;Lorraine Tiezzi","doi":"10.1111/josh.70080","DOIUrl":"10.1111/josh.70080","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The Connecting Adolescents to Comprehensive Healthcare (CATCH) program built upon existing infrastructure for school nurses and physicians to provide limited reproductive health services to New York City public high school students. We evaluated CATCH reach, service delivery, and impacts on contraceptive use and pregnancy among female teens over the period 2011–2019.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Our evaluation incorporated data from school rosters and CATCH patient records; the NYC Youth Risk Behavior Survey, to estimate contraceptive use among students without CATCH access for comparison with students with access; and NYC vital statistics, to estimate the pregnancies, abortions, and births averted by CATCH.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>CATCH grew from piloting on five campuses to operating on 61 campuses with more than 80,000 students, reaching an estimated 53.7% of sexually active female students on those campuses by the 2018–19 school year. Use of most or moderately effective contraception (IUD, implant, pills, patch, ring, or Depo-Provera) among CATCH patients increased over time and was consistently higher than estimates for those same students if they had not had CATCH access. We estimate the program averted 3526 pregnancies among NYC teens.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>By supporting access to reproductive health care, CATCH contributed to contraceptive uptake and reduced pregnancies among NYC teens.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312108","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 Changing Landscape of School-Based Health Centers and Other School-Based Clinics in California, 2011–2023","authors":"Katherine M. Rancaño,&nbsp;Ashley M. Kranz,&nbsp;Jessica Richard,&nbsp;Catria Gadwah-Meaden,&nbsp;Christine Mulhern,&nbsp;Laura J. Faherty","doi":"10.1111/josh.70126","DOIUrl":"10.1111/josh.70126","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School-based health centers (SBHCs) and other school-based clinics (OSBCs) reduce health care access barriers and support positive outcomes in disadvantaged children by providing primary medical care and other services, respectively. This study describes California SBHCs and OSBCs and identifies school characteristics associated with access.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Databases on California SBHCs, OSBCs, and schools were compiled. Descriptive statistics characterize the number of clinics and services offered from 2011 to 2023. Multivariable logistic regression models estimate associations between school characteristics and SBHC/OSBC access in 2023.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Between 2011and 2023, the SBHCs increased from 124 to 186, and services became more comprehensive. OSBCs increased from 18 to 104, with most offering mental health services. SBHC access was more likely in schools with a larger share of students who were English Learners and “other” as their race and ethnicity; high schools; and in large cities. OSBC access was more likely in schools with a larger share of English Learner students and in cities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SBHCs and OSBCs expanded and largely served disadvantaged schools, which may promote health and academic equity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12945594/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312193","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":"Educators' Perspectives on Shooter Drills","authors":"Anika Advant,&nbsp;Caity DeCara,&nbsp;Thomas Delaney,&nbsp;Kenneth Allen,&nbsp;Connor Barton,&nbsp;Jackson Bressor,&nbsp;Jan K. Carney,&nbsp;Akhil George,&nbsp;Briana Leger,&nbsp;Khadija Moussadek,&nbsp;Regan Staudenraus,&nbsp;Burton Wilcke Jr.","doi":"10.1111/josh.70128","DOIUrl":"10.1111/josh.70128","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Active shooter drills (ASDs) are increasingly mandated in public schools, yet limited data exist on their effectiveness, and concerns persist about their psychological impact on students. To understand these perceptions, we partnered with Vermont's Public Health Association to conduct a mixed-methods study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An electronic survey was distributed to school districts in Vermont's most populous county, specifically sent to administrators, educators, mental health professionals, and support staff.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Out of 125 survey responses, 42% reported observing adverse psychological effects from ASDs, yet 79% considered the drills worthwhile. Statistically significant differences emerged between teachers and non-teachers in their views on ASD efficacy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Our study can help inform policy changes that focus on the standardization of drills and the use of consistent language within the literature, which can potentially minimize harm. Our research highlights the need for structured guidelines at the state level to ensure consistency across all schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These findings suggest a complex interplay between perceived value and the psychological impact of ASDs. While many educators report psychological harms associated with ASDs among students, a majority continue to support their use, pointing to the need for thoughtful revisions in policy and practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312119","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":"Cracks in the Foundation: The Association of Physical Condition of School Facilities With Absenteeism and Test Scores in Maryland*","authors":"Catherine H. Gong,&nbsp;Richard Lofton,&nbsp;Priyanka Fernandes,&nbsp;Odis Johnson Jr.,&nbsp;Joshua M. Sharfstein","doi":"10.1111/josh.70131","DOIUrl":"10.1111/josh.70131","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Poor physical conditions of school facilities are linked to poor health, lower test scores, and higher rates of chronic absenteeism.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a cross-sectional analysis using data on physical conditions of school facilities, absenteeism, and test scores for 1266 K-12 school facilities representing 1388 schools (which may share school facilities) in Maryland. We analyzed the results by race and ethnicity of students and by the area deprivation index.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students in schools in the 10th decile for poor physical conditions experienced significantly higher rates of chronic absenteeism and significantly lower SAT, ACT, and Maryland state test scores. Black and Hispanic students were significantly more likely to attend these schools. The significant association between poor school facility conditions and educational outcomes is limited to communities with high socioeconomic deprivation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Policymakers should consider investments in school infrastructure in under-resourced communities to close educational gaps and help every child succeed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>In Maryland communities with high socioeconomic deprivation, poor school facility conditions are associated with greater absenteeism and lower test scores, disproportionately affecting Black and Hispanic children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12945478/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312164","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":"How Peer Rejection Affects Behavioral Problems Among China Migrant Children: A Moderated Mediation Model of Mental Health and Teacher Support","authors":"Ziyao Ma,&nbsp;Xiaobin Zhang","doi":"10.1111/josh.70125","DOIUrl":"10.1111/josh.70125","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Peer rejection is prevalent among migrant children in China and is associated with psychological and behavioral problems. This study examines the underlying mechanisms of this association and the moderating role of teacher support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data for this study (1667 migrant junior high school students) were obtained from the China Education Panel Survey (CEPS), a large-scale, nationally representative tracking survey designed and implemented by the China Centre for Survey and Data at Renmin University of China.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed that peer rejection positively predicted behavioral problems through the mediating effect of mental health (indirect effect size = 0.062, 95% confidence interval = [0.017–0.109]). In turn, teacher support moderated the effect of peer rejection on migrant children's mental health (<i>B</i> = −0.175, <i>t</i> = −1.996, <i>p</i> &lt; 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The findings underscore the urgent need to integrate teacher support, peer relationships, and inclusive school environments to promote migrant children's mental and behavioral health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study identified the mechanisms underlying the association between peer rejection and behavioral problems among migrant children in China, demonstrating the mediating role of mental health and the moderating role of teacher support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151144","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":"Building Community and Promoting Opportunities for Youth: Waltham Partnership for Youth","authors":"Gabriella A. Norwitz,&nbsp;Ann G. Hess,&nbsp;Kaytie Dowcett,&nbsp;Lawrence N. Bailis,&nbsp;Magali Garcia-Pletsch","doi":"10.1111/josh.70124","DOIUrl":"10.1111/josh.70124","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Ensuring that school-age students have the skills and resources to thrive today as well as the opportunities to forge a path towards long-term wellbeing and success is a primary responsibility of public schools and of communities. This can be challenging, especially in low-resource settings with a preponderance of recent immigrant and non-English speaking students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>Waltham partnership for youth (WPY) is a community-based nonprofit that has been working for over 30 years to meet the needs of students in the city of Waltham in eastern Massachusetts. Here, we review WPY's history, organizational structure, and flagship programs. We present data to demonstrate the success it has had in increasing high-school advancement/graduation rates, reducing school dropout rates, and addressing mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Partnering with community-based nonprofits can help public schools address some of the underlying social determinants, thereby improving the long-term success and wellbeing of school-aged youth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>WPY represents a model organization of how to partner with public school systems to access, coordinate, and deliver social support resources to better support the youth in their community.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107872","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}