Journal of School Health最新文献

{"title":"Skin Health Literacy in Ontario Secondary Schools: An Overlooked Opportunity for Preventive Health Education","authors":"Juliana Podobnik","doi":"10.1111/josh.70239","DOIUrl":"10.1111/josh.70239","url":null,"abstract":"<p>Skin conditions are among the most common health concerns in adolescence, with acne vulgaris affecting the majority of individuals between ages 12 and 24 years [<span>1</span>]. Atopic dermatitis, sun-related skin damage, and other inflammatory dermatoses also contribute substantially to morbidity during this developmental period [<span>2</span>]. Visible skin disease is associated with physical symptoms and psychosocial consequences, including reduced self-esteem, social withdrawal, anxiety, and stigma [<span>3</span>]. At the same time, adolescence is a critical window for establishing lifelong health behaviors such as sun protection, skin self-monitoring, and appropriate help-seeking, which influence long-term dermatologic outcomes including skin cancer risk [<span>4</span>].</p><p>Despite this burden, practical skin health education remains limited in secondary school curricula [<span>5</span>]. Instruction frequently emphasizes biological concepts without developing an applied understanding of skin disease prevention, recognition, and management. This disconnect raises concerns about whether current educational approaches adequately support adolescent skin health literacy.</p><p>Ontario's secondary science curricula illustrate this disconnect. Notably, students in Ontario are required to complete only two compulsory science credits, typically the Grade 9 and Grade 10 science courses, to earn an Ontario Secondary School Diploma [<span>6</span>]. Within this limited mandatory science curriculum, opportunities to develop practical skin health literacy remain limited. The 2022 Grade 9 Science curriculum introduces foundational biological concepts within a broader biology strand focused on sustainable ecosystems and environmental interactions but does not include learning expectations related to human skin or dermatologic health [<span>7</span>]. In Grade 10, students examine tissues, organs, organ systems, cellular organization, homeostasis, health-related technologies, and selected environmental effects on tissues [<span>8</span>]. Although the skin is discussed as part of human body systems and ultraviolet radiation is identified as a potential context for investigating tissue damage, the curriculum does not establish explicit competencies in recognizing common skin conditions, practicing sun safety, preventing skin disease, or identifying when a skin concern warrants medical assessment. Because these two courses represent the entirety of the compulsory science curriculum for most Ontario students, many may complete their formal science education without acquiring these essential skin health competencies. Because science is one of the few disciplines in which human biology is taught in a structured manner, these compulsory courses represent a unique opportunity to establish foundational skin health literacy for all students, regardless of whether they pursue further science education.</p><p>Accordingly, students are not expected to recogniz","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13593790/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018706","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":"School-Based Social Relationships and Adolescent Mental Health: A Multilevel and LASSO-Based Analysis","authors":"Mahdi Naeim,&nbsp;Mohammad Narimani,&nbsp;Niloofar Mikaeili,&nbsp;Saghar Seifi","doi":"10.1111/josh.70234","DOIUrl":"10.1111/josh.70234","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study examined associations between school-based social relationship quality (school belonging, peer support, teacher–student interaction) and mental health outcomes among high school students in Iran, identifying protective and risk factors for depression, anxiety, and stress.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional survey was conducted in 2024 among 1200 students from 32 public and private high schools in Tehran-Iran. Standardized measures were used to assess school belonging, perceived peer support from friends, teacher–student relationship quality, and symptoms of depression, anxiety, and stress. Data were analyzed in R using multilevel mixed-effects models, quantile regression (50th and 90th percentiles), and LASSO-based variable selection (glmnet).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Higher school-based relationship quality was associated with lower depression, anxiety, and stress. Effects were stronger in public schools than private schools: Depression <i>β</i> = −1.727 versus −0.966; Anxiety <i>β</i> = −1.513 versus −0.819; Stress <i>β</i> = −1.601 versus −0.868. Academic stress was the strongest risk factor (<i>β</i> ≈ +1.60), followed by social media use (<i>β</i> ≈ +0.33). Socioeconomic status (SES) showed protective effects (<i>β</i> ≈ −0.72–0.81). Gender and age were minor; quantile regression showed stability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy</h3>\u0000 \u0000 <p>Strengthening school belonging, peer support, and teacher–student relationships, reducing academic stress, and supporting low-SES students may improve mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>School relationships are key protective factors, with stronger effects in public schools, supporting school-based interventions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149012994","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":"Object-Control Skills and Cortisol Response During Physical Education Lessons in Primary School Children","authors":"Fioretta Silvestri,&nbsp;Davide Curzi,&nbsp;Giovanna Zimatore,&nbsp;Valerio Bonavolontà,&nbsp;Emiliane Rubat du Mérac,&nbsp;Silvia Migliaccio,&nbsp;Carlo Baldari,&nbsp;Laura Guidetti,&nbsp;Maria Chiara Gallotta","doi":"10.1111/josh.70236","DOIUrl":"https://doi.org/10.1111/josh.70236","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Object-control (OC) skills are fundamental movement skills acquired during primary school that may act as either stressors or engagement factors during physical education (PE). This study examined the acute impact of OC exercises on children's stress levels across grade levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>124 primary school children (Grades 3–5) participated in two PE lessons, one including OC exercises and one without. Salivary cortisol (C) was measured before and after each lesson.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fourth-grade children showed lower C concentrations than fifth-grade students (<i>p</i> = 0.02). Following PE without OC, third-grade C levels decreased (<i>p</i> = 0.045), fourth-grade increased (<i>p</i> &lt; 0.01), and fifth-grade showed no change. Following PE with OC, C decreased only in fifth-grade children (<i>p</i> = 0.03).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy and Practice</h3>\u0000 \u0000 <p>Because stress-related effects of OC exercises differ by grade level, PE curricula should introduce OC tasks progressively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Primary school children exhibit distinct, grade-dependent neuroendocrine responses after physical activity. High cognitive loads in complex OC tasks may buffer typical cortisol reductions in younger children, whereas mature cohorts find OC activities stress-regulating. Evaluating motor skill development alongside hormonal adaptations can help optimize school health policies and stress management strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70236","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994252","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":"State Laws Supporting Adapted Physical Education Access and Quality for Students With Disabilities","authors":"Elizabeth Piekarz-Porter,&nbsp;Rebecca M. Schermbeck,&nbsp;Julien Leider,&nbsp;Frank M. Perna,&nbsp;Jamie F. Chriqui","doi":"10.1111/josh.70228","DOIUrl":"10.1111/josh.70228","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with disabilities are advised to meet the <i>Physical Activity Guidelines for Americans</i> and be as active as possible. A key opportunity for physical activity (PA) is physical education (PE).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>State laws (50 states and DC) as of December 31, 2023, were compiled from commercial legal databases and double-coded as part of the National Cancer Institute's CLASS database. Laws were coded for any adapted physical education (APE) provision, APE teacher certification and qualification, and PE exemptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>While 49 states addressed the availability of APE, 16 states' laws did not indicate who is eligible. A total of 13 states' laws addressed APE curriculum standards, and 30 addressed APE teacher certification. In total, 15 states addressed who teaches APE at the elementary level and 14 at the middle/high school levels. PE exemptions for disability varied by grade.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy and Practice</h3>\u0000 \u0000 <p>State laws represent an opportunity to better address APE, including who is qualified to teach APE and what standards could be used to guide such instruction when it falls to general PE educators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Greater attention to how state laws address the inclusion of students with disabilities is necessary, as PA is a key component of a healthy lifestyle for all children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992360","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":"Interactional Patterns of Adolescent Health Education: A Roter Interaction Analysis System-Based Study in Moroccan Secondary Schools","authors":"Khadija Daoudi,&nbsp;Abdellah Gantare","doi":"10.1111/josh.70235","DOIUrl":"10.1111/josh.70235","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adolescence is a critical developmental period during which health-related behaviors consolidate. In Moroccan secondary schools, health education remains largely educator-guided, with limited evidence of classroom communication. This study analyzes how verbal interaction patterns structure health education delivery at middle and high school levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An exploratory mixed-methods study was conducted in five Moroccan secondary institutions (<i>N</i> = 169 students). Verbal interactions (1024 utterances) were coded using the Roter Interaction Analysis System (RIAS), adapted to the Moroccan educational context. Pre- and post-intervention questionnaires assessed short-term knowledge acquisition. Qualitative and quantitative analyses examined speech distribution, functional communication categories, and developmental differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Educators produced 57.5% of utterances. Instrumental communication predominated (62%–67%), while affective exchanges represented approximately one-third of interactions. Middle school sessions combined directive guidance with experiential anchoring, whereas high school sessions demonstrated increased dialogic debate and argumentative engagement. Knowledge scores improved significantly across all sessions (<i>p</i> &lt; 0.001), with improvements evident in both middle and high school interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings highlight interactional competence as a measurable pedagogical skill and support the integration of structured communication training modules and developmentally adapted dialogic strategies within secondary educator preparation programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings suggest that secondary health education operates as a negotiated communicative process in which language shapes participation, learning, and emerging health literacy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992352","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":"Getting to the Heart of Health Education With Lessons My Students Taught Me","authors":"Stephen Sroka","doi":"10.1111/josh.70224","DOIUrl":"10.1111/josh.70224","url":null,"abstract":"&lt;p&gt;&lt;b&gt;Editor's Note:&lt;/b&gt; &lt;i&gt;The William A. Howe Award is the highest honor bestowed by the American School Health Association (ASHA). It recognizes individuals for outstanding contributions and distinguished service in school health. It was established to honor William A. Howe, MD, a founder and first president of the association. Recipients of the Howe Award deliver a speech at ASHA's Annual School Health Conference. Historically, these speeches have been published in the&lt;/i&gt; Journal of School Health (JOSH). &lt;i&gt;Below is the speech delivered by the 2022 Howe Award recipient, Stephen Sroka&lt;/i&gt;.&lt;/p&gt;&lt;p&gt;The William A. Howe Award is a dream come true to me. It is about my journey as a health teacher that started way back in 1977 with the help of the ASHA and then Executive Director, Dr. Stephen Jerrick, who sat down with me at the Kent, Ohio, ASHA headquarters. He helped me write my first article. I was a teacher in the inner-city of Cleveland, Ohio, looking for guidance. Stephen opened my world to research and reality, and kickstarted my life-long passion of teaching health education. Sadly, I don't think I ever told him how much I appreciated him. During the years, my students taught me lessons on how to get to the heart to get to the head, and how today you need “heartware” before hardware. Luckily, I have lived long enough to understand this and tell them how much I appreciate them. This award acceptance speech is about reflection, gratitude and the lessons my students taught me. And, today I still value the original Al, actual intelligence, before the new Al, artificial intelligence, to tell my story.&lt;/p&gt;&lt;p&gt;I failed the third grade. I was raised in the “projects” by a single mother on welfare. In elementary school, I was mocked for having a crossed eye and a speech impediment. I was injured in a high school fight and was in a wheelchair for a year. Doctors said, “Listen to your teachers.” The more I listened, the smarter the teachers became. My high school counselor told me that I didn't have the IQ to go to college but didn't know that I had the I WILL. I learned to live with the gifts of ADHD and dyslexia. My struggles to become a student made me a better health educator.&lt;/p&gt;&lt;p&gt;I went from the “projects” to being inducted into the National Teachers Hall of Fame, the first health educator. I was awarded The Walt Disney American Outstanding Teacher of Health and received the Outstanding School Health Educator Award and Fellow status from ASHA. I was named the Person of the Year for The International Association for Truancy and Dropout Prevention and received the first-ever School Health Leader Award from the American Public Health Association. Recently, I received the National Association of School Nurses (NASN) 2025 President's Recognition Award. But my favorite “award” was when my then 6-year-old daughter told me I was smarter than Inspector Gadget.&lt;/p&gt;&lt;p&gt;I have worked in schools (and on Native American Reservations) for over 50 years, includin","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992326","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":"Education Without Borders: Psychological Well-Being and Associated Factors Among Children and Young People With Foreign Nationality Living in Portugal","authors":"Ana Virgolino,&nbsp;Mónica Fialho,&nbsp;Osvaldo Santos,&nbsp;Miodraga Stefanovska-Petkovska,&nbsp;Violeta Alarcão,&nbsp;Cátia Branquinho,&nbsp;Nuno Neto Rodrigues,&nbsp;Margarida Gaspar de Matos","doi":"10.1111/josh.70230","DOIUrl":"https://doi.org/10.1111/josh.70230","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Central to student learning and academic success, school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. This study aims to characterize the mental health and well-being of immigrant and native students from lower and upper secondary education in Portugal (Grades 5–12).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Online survey conducted between January and June 2024 among 3073 public school students from Grades 5 to 12.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared to Portuguese students, immigrant students have significantly higher odds of poor psychological well-being (24.7% vs. 37.8%, respectively, <i>p</i> &lt; 0.001; adjusted odds ratio = 1.67, <i>p</i> = 0.002). Main associated factors included poor peer relationships, lack of school belonging, low self-esteem, weak teacher support, and negative perceptions of the school climate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Teacher preparation and capacity-building programs that focus on working and communicating with immigrant students and their families can play a vital role in more equitable, inclusive, and effective educational practices for all students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings highlight the need to develop awareness and policy strategies, involving all actors in the school environment, for promoting and supporting positive mental health outcomes and fostering a greater sense of belonging among all students, regardless of their immigrant status.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148962551","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":"Implementing School-Associated Vaccination Events in Colorado Public Schools: A Statewide Survey of Nurses","authors":"Liliane Nienstedt,&nbsp;Ashley Gromis,&nbsp;Laura J. Faherty,&nbsp;Ariella R. Korn","doi":"10.1111/josh.70232","DOIUrl":"https://doi.org/10.1111/josh.70232","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Schools are important settings for delivering vaccines. It is unknown how facilitators of and barriers to implementing school-associated vaccination events (SAVEs) vary by school- and community-level characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We fielded a web-based survey of school nurses that worked in Colorado public schools in Fall 2024 to assess perceived implementation facilitators and barriers. We linked survey responses (<i>n</i> = 368) to publicly available data and conducted descriptive analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Key facilitators identified by nurses that held SAVEs between 2018 and 2024 included parental awareness and trust, and external partnerships. Barriers identified by nurses who did not hold SAVEs included lack of guidance, staff time, and external partnerships. Across school characteristics, lack of guidance was ranked as one of the three most important barriers. Nurses in rural schools were more likely to rank vaccine politicization as a top barrier. Staff time was a top barrier for nurses in smaller schools, schools serving families with lower incomes, and high schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>School nurses need guidance and external partnerships to successfully implement SAVEs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Context-specific strategies to improve SAVE implementation will be critical to allow schools to contribute to keeping students, staff, and communities safe from vaccine-preventable diseases.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148962552","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":"Personal Development of Adolescent Peer Leaders of a Whole-of-School Physical Activity Programme: Expectations Versus Outcomes","authors":"Kathleen McNally,&nbsp;Elaine Murtagh,&nbsp;Kwok Ng,&nbsp;Caera Grady,&nbsp;Catherine B. Woods","doi":"10.1111/josh.70216","DOIUrl":"10.1111/josh.70216","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The Active School Flag (ASF) programme for second-level schools in Ireland is a whole-of-school physical activity initiative involving adolescents as peer leaders. This study explores how the peer leadership of this programme influenced adolescents' skills, competencies, perceived health, and school experience. Based on situated expectancy-value theory (SEVT), we examined how outcomes met peer leaders' expectations as this can influence motivation for their peer leader role.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data from peer leaders' focus groups and teacher interviews conducted at beginning and end of academic year were analyzed using reflexive thematic analysis. Informed by SEVT, results were synthesized to identify how expectations compared to experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The ASF class fulfilled peer leader expectations, providing a comfortable learning environment. Navigation of implementation challenges resulted in unexpected personal growth opportunities including developing problem-solving skills. While at the outset peer leaders expected ASF would become more recognizable among the school community, this was unfulfilled.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>School-based programmes need to resource and support peer leaders when undertaking challenging tasks. School management should formally recognize peer leaders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SEVT extends understanding of ways to encourage and sustain peer leaders' programme involvement. This study highlights added-value and complexities of student-led initiatives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148931560","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 Specific Forms of Teasing and Body Image Dissatisfaction in Adolescents: A School-Based Study","authors":"André de Araújo Pinto,&nbsp;Guilherme José Silva Ribeiro","doi":"10.1111/josh.70233","DOIUrl":"10.1111/josh.70233","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Beyond traditional weight stigma, school-based peer teasing critically drives adolescent body dissatisfaction, yet its distinct impact on both overweight and thinness concerns remains largely overlooked. This study examined associations between specific forms of teasing and both directions of body image (BI) dissatisfaction among adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A school-based survey was conducted with 1032 adolescents aged 14–19 years in Northern Brazil. Participants reported on four teasing modalities and body dissatisfaction, which were analyzed using survey-weighted multinomial logistic regression models adjusted for sociodemographic and behavioral covariates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Only 27.1% of adolescents reported BI satisfaction; 41.2% and 31.7% were dissatisfied due to overweight and thinness. All teasing forms were associated with higher risks of both outcomes. Mockery of physical appearance showed the strongest associations (overweight RRR = 2.08, 95% CI: 1.41–3.08; thinness RRR = 2.75, 95% CI: 1.83–4.15). No sex interactions were observed (<i>p</i> &gt; 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>School-based strategies should address diverse forms of teasing beyond weight stigma, including explicitly recognizing weight- and appearance-based teasing within anti-bullying policies and prevention programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Multiple forms of teasing are associated with BI dissatisfaction among adolescents regardless of sex. Addressing body-directed peer teasing may represent an important target for school health initiatives aimed at promoting healthier body perceptions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13556169/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914101","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}