Journal of School Health最新文献

{"title":"Analysis of Supervised and Eye Behaviors Among Students.","authors":"Qiuyue Li, Sihan Jiang, Mingyu Gong, Liling Zhu, Tianqi Lan, Yiming Chen","doi":"10.1111/josh.70086","DOIUrl":"https://doi.org/10.1111/josh.70086","url":null,"abstract":"<p><strong>Background: </strong>Childhood myopia is a global health concern, with high prevalence in East Asia. Risky eye behaviors fuel myopia, but how combined parental and teacher supervision affects these behaviors remains poorly understood.</p><p><strong>Methods: </strong>This cross-sectional study surveyed 5193 participants in 8 schools. Indicator variables of parent-teacher supervision were divided into three levels. Student eye behaviors were defined as myopia-risk behaviors. K-means clustering and binary logistic regression analyzed the relationship between supervised level and eye behaviors.</p><p><strong>Results: </strong>Among the 5193 participants, the number of high, medium, and low supervision groups was 3204 (61.7%), 1165 (22.4%), and 824 (15.9%), respectively. Compared with the high-level group, the medium-level and low-level groups had higher risks of lying down to read books or using electronic devices in the dark, and lower risks of sitting upright while studying.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Findings highlight the need for school health policies promoting collaborative parent-teacher supervision, tailored practices to reduce risky eye behaviors, and equitable interventions to address supervision disparities.</p><p><strong>Conclusions: </strong>Supervision by parents and teachers may reduce students' risk of unhealthy eye behaviors. This provides beneficial strategies for preventing myopia among students.</p>","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":"144976752","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":"Addressing Weight-Related Bullying in Schools: Youth Perspectives on School Policies and Interventions.","authors":"Ritika Kale, Erin N Harrop, Jaylyn R Kelly, Sarah A Sullivan, Kendrin R Sonneville","doi":"10.1111/josh.70054","DOIUrl":"https://doi.org/10.1111/josh.70054","url":null,"abstract":"<p><strong>Background: </strong>Weight-related bullying is linked to negative mental health outcomes. However, anti-bullying policies targeting weight-based bullying remain limited. This study aimed to gather youth perspectives on weight-related bullying and potential school interventions.</p><p><strong>Methods: </strong>Data were collected in November 2022 from the MyVoice National Poll of Youth, a diverse cohort of U.S. youth (ages 14-24). Respondents (n = 621) answered five open-ended questions about weight-related bullying, which were analyzed using inductive content analysis.</p><p><strong>Results: </strong>A majority of respondents (71.6%) reported witnessing weight-related bullying. While most respondents attributed bullying to characteristics of the individual doing the bullying (e.g., insecurity), characteristics of the target of the bullying were more commonly named for weight-related bullying compared to bullying in general (46.5% vs. 29.2%; p = 0.0013). Respondents suggested both educational/programming approaches and policy solutions. Most respondents (68.5%) supported the inclusion of weight-related bullying in school anti-bullying policies.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Research on anti-bullying laws shows potential benefits for youth (e.g., reduced bullying, improved mental health). As policies addressing weight-related bullying expand, research is needed to assess their effectiveness and minimize unintended consequences.</p><p><strong>Conclusions: </strong>Youth support the inclusion of weight-related bullying in school policies, which could help create more supportive environments and improve mental health outcomes.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976747","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":"Impact of the COVID-19 Pandemic on School-Based Medical Services in Austria.","authors":"Walter Hyll","doi":"10.1111/josh.70069","DOIUrl":"https://doi.org/10.1111/josh.70069","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic affected school students in several ways, including mental health issues, physical activity, or education. The objective of this paper is to shed light on an underexplored aspect of the pandemic by estimating its impact on the provision and utilization of routine school-based medical services by school doctors in Austria.</p><p><strong>Methods: </strong>We utilize survey-based data on school medical services collected by the Austrian Ministry of Education, Science and Research in the 2018/2019 and 2019/2020 school years. We compare both years using fixed-effects regression.</p><p><strong>Results: </strong>In the 2019/20 school year, compared to 2018/19, we observe a decline in engagement of school health professionals in health-promoting school projects (-4.3%-points) and in first-aid training sessions (-8.6%-points). Most networking activities with other school-based advisory teams decreased; only membership of a school-based crisis team increased (+6.9%-points). The share of compulsory check-ups (-24.8%-points) and student-initiated medical consultations (-17.7%-points) decreased significantly.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Findings outline the need for strategies to provide school-based medical services in crises, especially in countries where school health professionals are key points of contact for medical concerns.</p><p><strong>Conclusions: </strong>Our results indicate a significant reduction in routine school medical services during the pandemic.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976814","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 Impact of Nutrition Training Programs on Knowledge, Confidence, and Behavioral Intention Among School Nutrition Professionals.","authors":"Wenhao Zhang, Brianna Routh, Molly Stenberg, Haley Scott","doi":"10.1111/josh.70058","DOIUrl":"https://doi.org/10.1111/josh.70058","url":null,"abstract":"<p><strong>Background: </strong>U.S. Department of Agriculture Child Nutrition Programs provide essential nutrition supporting student health and academic outcomes. Rural school nutrition professionals (SNPs) face challenges such as staff shortages, limited resources, and inadequate training. This study evaluates a flexible training program tailored to address these issues.</p><p><strong>Methods: </strong>Guided by the Theory of Planned Behavior and Lippitt-Knoster model, an observational cohort study design with pre- and post-training evaluations measured SNPs' knowledge, confidence, and behavioral intention. Participants completed 40-h director or 8-h staff training delivered through live virtual, asynchronous virtual, and in-person formats. Data were analyzed using descriptive statistics, Mann-Whitney U tests, and three-way cross-tabulations.</p><p><strong>Results: </strong>Participants demonstrated significant improvements in confidence levels and knowledge of both school nutrition basics and culinary skills. High behavioral intentions toward desirable practices were observed among participants. Flexible delivery formats enhanced participation and satisfaction, with virtual options especially beneficial for rural settings.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Flexible, theory-based training models addressing rural SNPs' specific needs improve school meal quality, staff retention, and equitable access to nutrition education.</p><p><strong>Conclusions: </strong>Tailored training programs incorporating diverse methods and incentives strengthen rural SNP capacity, enhancing health outcomes for students.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976766","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":"Compliance, Barriers, and Improvement Areas of Two Food Programs in Mexican Middle Schools: Stakeholders' Perceptions.","authors":"Cynthya Maya-Hernández, Araceli Salazar-Coronel, Antonio Amadeo Carmona-Chávez, Alicia Muñoz-Espinosa, Carmen Morales-Ruán, Alejandra Jiménez-Aguilar","doi":"10.1111/josh.70070","DOIUrl":"https://doi.org/10.1111/josh.70070","url":null,"abstract":"<p><strong>Background: </strong>The Mexican government has implemented two nationwide initiatives to improve the food environment in schools: the 2010 General Guidelines for Dispensing and Distributing Foods and Beverages in Public School Stores (Guidelines), and the 2015 National School Drinking Fountain Program (PNBE). Nevertheless, a 2018 assessment of 10 middle schools in Mexico City revealed high consumption of sugar-sweetened beverages and limited use of drinking fountains.</p><p><strong>Methods: </strong>A qualitative study was carried out in 2018-2019 to explore the perceptions of 13 stakeholders (school principals, food store personnel, one drinking fountain coordinator, and government representatives) regarding the barriers and opportunities associated with the Guidelines and PNBE initiatives. Content analysis was performed using ATLAS.ti v8.0.</p><p><strong>Results: </strong>Both initiatives yielded positive outcomes such as higher water consumption in specific neighborhoods, greater use of refillable bottles, and improved oversight efforts by school authorities. However, their full implementation has been hindered by systemic and behavioral barriers, including student preference for ultra-processed foods, minimal parental involvement, inadequate fountain maintenance, and weak policy enforcement. Study participants recommended updating the food and beverage regulations, launching additional educational campaigns, and fostering intersectoral collaboration.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Advancing healthier and more equitable school food environments demands urgent action to remove contextual and structural barriers, foster stakeholder engagement, and introduce more robust enforcement mechanisms.</p><p><strong>Conclusions: </strong>Strengthening policy enforcement, fostering participatory decision-making, and addressing systemic barriers are essential.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976844","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":"Use of Innovative Kitchen Equipment Promotes Use of Locally-Sourced Foods in School Meals.","authors":"Amber Shields, Yunhee Chang, David Holben, Richard Balkin, Aleshia Hall-Campbell","doi":"10.1111/josh.70051","DOIUrl":"https://doi.org/10.1111/josh.70051","url":null,"abstract":"<p><strong>Background: </strong>Research on the value of technologically-advanced equipment for school meal practices is limited. This study aimed to investigate whether the use of this equipment is associated with two best practices in school meals-the frequency of scratch cooking and the incorporation of locally-sourced ingredients.</p><p><strong>Methods: </strong>Data were collected through a cross-sectional survey from a sample of U.S. K-12 public school nutrition directors and managers stratified by USDA FNS region, state, and urbanicity. Ordered logit models were used to estimate the associations between the use of technologically advanced equipment and the frequency of scratch cooking and incorporation of local products.</p><p><strong>Results: </strong>The responses from 241 directors and managers revealed that both best practices were performed less than half the time. Total use of technologically-advanced equipment was found to be consistently positively associated with the use of local/regional products in meals (OR = 1.09, 95% CI: 1.03-1.16). There was little evidence of a significant association between equipment use and scratch cooking frequency.</p><p><strong>Implications for school health policy, practice, and equity: </strong>The correlation between equipment use and local food integration highlights the need for targeted interventions addressing nutritional disparity.</p><p><strong>Conclusions: </strong>The correlation between equipment use and local food integration highlights the need for targeted interventions addressing nutritional disparity.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976817","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":"Role of Adverse Childhood Experiences and Intersecting Identities on Adolescents' School Engagement in the United States.","authors":"Juhee K Cavins, Hye Yeon Lee, Isak Kim","doi":"10.1111/josh.70072","DOIUrl":"https://doi.org/10.1111/josh.70072","url":null,"abstract":"<p><strong>Background: </strong>The purpose of this study was to investigate the role of adverse childhood experiences (i.e., ACEs) and intersecting identities (i.e., gender and ethnicity) on school engagement among adolescents in the United States.</p><p><strong>Methods: </strong>We analyzed the 2021 National Survey of Children's Health Data.</p><p><strong>Results: </strong>We first identified four ACE classes, with each class representing different proportions of intersecting identities: No ACEs, Multiple Low Risk, Mental Health Issues, and Multiple High Risk. We then found significant differences in school engagement across the ACE class memberships and eight different intersecting identities, both separately and together. When we investigated ACE class memberships and intersecting identities separately, the results underscored the pervasive negative impact of the Multiple High Risk class on school engagement across all intersecting identities. Regarding intersecting identities, Asian female adolescents exhibited the highest school engagement levels, while White male adolescents had the lowest. When considering both ACE class memberships and intersecting identities, Asian male, Black female, Black male, Hispanic male, and White male adolescents in the Multiple High Risk class demonstrated lower school engagement levels, which contrasted with the results when examining only either intersecting identities or ACEs.</p><p><strong>Implications for school health policy, practice, and equity: </strong>These findings highlight the importance of addressing both factors in school health policies and practices to better support various adolescent populations.</p><p><strong>Conclusions: </strong>Our study provides a foundation for future studies and informs the development of more equitable, trauma-informed school policies and practices to foster student engagement.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976841","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":"Mental and Behavioral Health Services Provided by Schools in the United States: A National Survey of School Nurses.","authors":"Paige C Chardavoyne, Neha Gupta, Marcus Erdman, Susan J Boehmer, Robert P Olympia","doi":"10.1111/josh.70067","DOIUrl":"https://doi.org/10.1111/josh.70067","url":null,"abstract":"<p><strong>Background: </strong>School nurses are often tasked with identifying and managing mental and behavioral health concerns. The objective of this study was to better understand school nurse and school preparedness to identify and manage mental health conditions and psychological stressors.</p><p><strong>Methods: </strong>The authors developed a questionnaire, which was electronically distributed to several National Association of School Nurses members during the 2021-2022 school year.</p><p><strong>Results: </strong>A total of 994 questionnaires were completed and analyzed, a 50% response rate. Of school nurse respondents, 76% felt responsible for identifying depression; 40% reported that their school has naloxone; 22% reported that their school has an emergency preparedness and response plan for opioid overdose; and 18% screened for bullying in the past year.</p><p><strong>Implications for school health policy, practice, and equity: </strong>School policies and guidelines for the critical areas identified in the present study should be considered.</p><p><strong>Conclusions: </strong>Based on our national sample of school nurses, we have identified strengths and areas for improvement in school nurse and school preparedness to identify and manage mental health conditions and psychological stressors.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144859773","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":"Lessons Learned Applying the Icelandic Prevention Model to Youth Mental Health and Well-Being in Idaho.","authors":"Taylor Neher, Anne Abbott, Meredith Spivak, Jason Shanks, Matthew Isbell, Angie Gribble, Megan Lorraine Smith","doi":"10.1111/josh.70068","DOIUrl":"https://doi.org/10.1111/josh.70068","url":null,"abstract":"<p><strong>Background: </strong>The US is facing a youth mental health crisis. The Icelandic prevention model (IPM) may represent one promising way to address it. This paper describes using the IPM to promote youth mental health, with special attention given to the guiding principle of \"embracing public schools as the natural hub of community efforts to support children and adolescents.\"</p><p><strong>Contributions to practice: </strong>Communities for Youth (C4Y) leads academic-community partnerships that facilitate community-level approaches to improving youth mental health. While implementing the IPM, C4Y has learned valuable lessons about using the model to address youth mental health, particularly in intervention-hesitant communities. Opportunities and challenges are identified and addressed within the 10 steps of the IPM approach.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Using the IPM as a primary prevention approach to promote youth mental health may help schools and communities build shared understanding with families, enhance community partnerships, and improve the environments students live and learn in.</p><p><strong>Conclusions: </strong>C4Y has demonstrated the potential of using the IPM to foster upstream prevention and improve youth mental health. Despite facing challenges, the initiative has achieved promising early outcomes, including reductions in moderate to severe depression symptoms and 6-month suicide ideation.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856836","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":"Process Evaluation of a School-Based Intervention Promoting Sleep Health in Adolescents: A Mixed-Methods Study.","authors":"Maj-Britt M R Inhulsen, Maartje M van Stralen, Femke van Nassau, Vincent Busch","doi":"10.1111/josh.70061","DOIUrl":"https://doi.org/10.1111/josh.70061","url":null,"abstract":"<p><strong>Background: </strong>Poor sleep health is increasingly recognized as a public health issue. Despite the potential of school-based interventions, few have successfully improved adolescent sleep health. To enhance intervention effectiveness, feasibility, and relevance, it is essential to understand barriers and facilitators affecting the adoption, implementation, and sustainment. This study evaluates these aspects for the sleep health promoting school-based intervention Charge Your Brainzzz in Dutch secondary schools.</p><p><strong>Methods: </strong>We conducted 12 semistructured interviews with teachers from five implementation schools, complemented by 372 questionnaires completed by second- and third-grade students from various educational tracks. Qualitative data were thematically analyzed and quantitative data were analyzed using descriptive statistics and tests.</p><p><strong>Results: </strong>Adoption was supported by teachers who valued sleep education and considered it a responsibility of schools. The intervention was generally well implemented, engaging, and aligned with teacher competencies and school structures. However, teachers questioned whether it would sufficiently improve adolescents' sleep health and questioned the intervention's optimal compatibility across educational tracks and grades. Adolescent satisfaction was moderate, showing differences among educational tracks.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Involving stakeholders through participatory co-creation is recommended to better address adolescents' diverse needs. Given the strong influence of the (social) environment on sleep, expanding Charge Your Brainzzz into a broader, systems-oriented approach could yield greater and more lasting impact.</p><p><strong>Conclusions: </strong>This study provides insights into the adoption, implementation, and sustainment of Charge Your Brainzzz. While well received, further co-creative tailoring and a broader systems approach are needed to improve its impact on sleep health.</p><p><strong>Trial registration: </strong>ISRCTN36701918.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823110","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}