Journal of School Health最新文献

{"title":"State of Menstrual Health Education in 2024: Content Analysis of US K-12 Public School Education Standards.","authors":"Emily Richardson, Page D Dobbs, Sarah Bemis, Hope Ballentine, Shristi Bhochhibhoya, Victor Kwaku Akakpo, Kylie Lovett","doi":"10.1111/josh.70064","DOIUrl":"https://doi.org/10.1111/josh.70064","url":null,"abstract":"<p><strong>Background: </strong>Exploratory study aiming to assess the prevalence and time of initiation of menstrual health curriculum in US public school education standards by state.</p><p><strong>Methods: </strong>US public school Kindergarten-12th grade education standards from each state's Department of Education website, including D.C. (n = 51), were searched for menstruation, menstrual, menses, menopause, period, menarche, reproduction, puberty, and growth and development.</p><p><strong>Results: </strong>25.5% (n = 13) of US education standards include menstruation. Of these, constructs of comprehensive menstrual health were recorded including abnormal menstruation (n = 6), menstrual hygiene (n = 6), menopause (n = 1), and stigma (n = 7). Education is initiated in 3rd-5th grade (n = 6) and 6th-8th grade (n = 7). One state required boys and girls to be taught separately. Parents opt-out choice is allowed in (n = 6) and (n = 6) requires certified teachers.</p><p><strong>Policy implications: </strong>Isolating menstrual education as an independent framework is needed to advocate for educational inclusion in US public schools.</p><p><strong>Conclusions: </strong>Menstrual health education is profoundly rare in US K-12 public education standards, despite 50 million students being impacted. Furthermore, comprehensive menstrual education does not currently exist in US education standards.</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":"144838434","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":"Implementation of the RRRR Methodology in Education: Impacts on Students' Socio-Emotional Skills and Teachers' Well-Being.","authors":"Veronika Bačová","doi":"10.1111/josh.70066","DOIUrl":"https://doi.org/10.1111/josh.70066","url":null,"abstract":"<p><strong>Background: </strong>Socio-emotional learning is increasingly recognized as essential for student well-being and academic success. The RRRR methodology (Resilience, Rights, and Respectful Relationships) integrates these principles into everyday teaching practice.</p><p><strong>Methods: </strong>A case study was conducted in three Czech schools during the 2022/2023 academic year: two primary schools (one urban, one in a socially excluded area) and one vocational secondary school. A mixed-methods approach combined classroom observation, teacher interviews, and student feedback.</p><p><strong>Results: </strong>Regular RRRR activities improved classroom dynamics, empathy, teamwork, and emotional regulation among students. Teachers reported enhanced well-being, greater stress resilience, and increased professional confidence.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Findings underscore the value of socio-emotional education in diverse school contexts. Wider adoption of the RRRR methodology could strengthen equity, inclusion, and mental health support within the Czech education system.</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":"144838433","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":"Making a Difference: Bridging the Gap in Quality Healthcare Access for School Children From Urban Slums in Karachi, Pakistan.","authors":"Romesa Ibrahim, Adina Sajjad, Kishwar Enam, Fyezah Jehan","doi":"10.1111/josh.70063","DOIUrl":"https://doi.org/10.1111/josh.70063","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823109","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 Rabies Protection Behaviors Among Thai Children: The Role of Health Literacy and Protection Motivation.","authors":"Mayurin Laorujisawat, Worrawit Nakpan, Araya Prasertchai, Theerawut Thammakun, Vuttajug Punsombut, Kowit Suwannahong","doi":"10.1111/josh.70059","DOIUrl":"https://doi.org/10.1111/josh.70059","url":null,"abstract":"<p><strong>Background: </strong>Rabies remains a life-threatening yet preventable disease, particularly among school-aged children in Thailand. Understanding how health literacy (HL) and protection motivation theory (PMT) influence rabies protective behaviors (RPB) is vital for school health interventions.</p><p><strong>Methods: </strong>Using validated questionnaires, a cross-sectional study was conducted among 1751 Grade 4-6 students in Chonburi Province. HL, PMT constructs, and RPB were measured. Structural equation modeling was used to examine predictive relationships.</p><p><strong>Results: </strong>HL was a strong predictor of RPB (β = 0.439, p < 0.001), especially in accessing, appraising, and applying health information. PMT constructs, particularly response efficacy and self-efficacy, also significantly predicted RPB (β = 0.200, p < 0.001). HL levels were higher among older students, private school attendees, and those with stronger academic performance.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Integrating HL and PMT frameworks into rabies education curricula may improve behavioral outcomes. Programs should be developmentally appropriate and address disparities across school types and student performance levels.</p><p><strong>Conclusions: </strong>Strengthening HL and motivational factors through school-based education and multisectoral collaboration is critical to achieving rabies prevention goals and advancing child health equity in endemic settings.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144818096","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":"Design, Psychometric Validation, and Network Analysis of the Evaluation Scale for Puberty Health Education Programs (EPHEP-Scale) for Students Aged 10–18","authors":"Ayoub Hamdan Al-Rousan,&nbsp;Mohammad Nayef Ayasrah,&nbsp;Mohamad Ahmad Saleem Khasawneh,&nbsp;Yusra jadallah abed Khasawneh","doi":"10.1111/josh.70060","DOIUrl":"10.1111/josh.70060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Puberty health, as a fundamental aspect of adolescent health, requires targeted and evaluated educational programs. However, to date, a comprehensive tool to measure the effectiveness of these programs has not been developed. Therefore, this study aimed at the design and psychometric validation of the Evaluation Scale for Puberty Health Education Programs (EPHEP-Scale) for students aged 10–18.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To develop and validate this scale, a sequential exploratory mixed-methods design was used. The samples included 850 students aged 10 to 18 from four Arab countries. The study also utilized Exploratory Graph Analysis (EGA) from a network perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results of the EFA and CFA showed that this scale includes six factors: Behavioral Reflexivity in Health Practices, Cognitive Resonance with Puberty, Transformative Impact on Self and Aspirations, Interpersonal Connectivity and Social Navigation, Emotional Synchrony and Adaptation, and Meta-Cognition and Reflective Learning. Additionally, network analysis further supported the six-factor structure of the EPHEP. These results indicate that the EPHEP-Scale is an accurate and reliable tool for evaluating puberty health education programs, making it suitable for use in various educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The EPHEP-Scale offers policymakers and school health practitioners a culturally validated, equity-focused tool to assess and refine puberty health curricula. By capturing psychosocial and behavioral dimensions, it enables targeted resource allocation, particularly in resource-limited or culturally diverse settings, and promotes equitable evaluation of program impacts across gender and regional contexts. Adoption of this instrument can support data-driven policy decisions to enhance access, reduce stigma, and ensure that all students benefit from high-quality, contextually relevant puberty education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>By providing a comprehensive framework to measure multiple aspects of puberty health development, the EPHEP enhances the effectiveness of these programs and enables their optimization for diverse student groups. With its broad impact on the design and implementation of educational initiatives, this scale plays a crucial role in improving the quality of life of puberties, as well as their mental and social well-being, ultimately fostering healthier and more inform","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"864-879"},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800824","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":"When to Eat and When to Play: Variations in Recess and Lunch Scheduling Within a State 40-Min Recess Policy","authors":"Erin K. Howie,&nbsp;Samantha M. Harden,&nbsp;Juan Lemus,&nbsp;Brett Stone,&nbsp;Daheia J. Barr-Anderson,&nbsp;Christopher R. Long","doi":"10.1111/josh.70055","DOIUrl":"10.1111/josh.70055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Little is known on the implementation of school recess policies to explore the policy-to-practice gap and to ultimately promote quality recess for all students. The purpose was to determine recess scheduling in a state requiring 40 min of daily recess.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional document analysis of public elementary schools' recess schedules from the 2023 to 2024 school year (<i>n</i> = 526 available schools). Schedules by grade level were compared between school grades, rurality, and minority enrollment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Schedules were obtained from 113 (<i>n</i> = 535 grade-level schedules) schools. Overall, 51.4% of grades received two daily recess periods. The average total duration of recess was 34.4 (SD 11.8) minutes. A total of 43% of grades had recess before lunch. Upper grades had a shorter recess duration compared to lower grades (<i>B</i> −1.2 min, <i>p</i> = 0.009) and were more likely to have their first recess in the afternoon (OR 4.8, <i>p</i> &lt; 0.001). Urban (<i>p</i> = 0.017) and high minority enrollment (<i>p</i> = 0.020) schools were more likely to have recess immediately following lunch.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Schools should consider providing equal opportunities for recess duration and scheduling across grades and consider options for recess before lunch.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Recess scheduling varies in frequency, duration, and timing within one state-level recess requirement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"837-845"},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800826","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 High Intensity Interval Warm-Up Has Positive Effects on Physical Fitness in Adolescent Girls","authors":"Rade Jovanović,&nbsp;Borko Katanić,&nbsp;Nebojša Trajković,&nbsp;Dušan Đorđević,&nbsp;Mima Stanković","doi":"10.1111/josh.70057","DOIUrl":"10.1111/josh.70057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to investigate the effect of HIIT training on body composition and fitness in female adolescents and compare with regular physical education classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total participant sample consisted of 40 adolescent females from the secondary grammar school, who were randomly assigned to the experimental group (EG-16.44 ± 0.68 years) or the control group (CG-16.73 ± 0.62 years). The experimental group completed participation in a 12-week HIIT program, whereas the control group continued with their regular physical education classes. Testing of body composition and physical fitness was conducted in two stages: an initial test prior to the start of the experimental program, and a final measurement 12 weeks later.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The main findings indicate that both EG and CG significantly improved most body composition (body mass: <i>p</i> = 0.008, <i>p</i> = 0.013; BMI (EG only): <i>p</i> = 0.005; body fat: <i>p</i> = 0.013, <i>p</i> = 0.013, respectively) and physical fitness parameters (handgrip strength (right): <i>p</i> = 0.017, <i>p</i> = 0.032; standing long jump: <i>p</i> = 0.000, <i>p</i> = 0.000; sit and reach (EG only): <i>p</i> = 0.001; SJ (CG only): <i>p</i> = 0.008; 4 × 10 agility running test: <i>p</i> = 0.016, <i>p</i> = 0.004; sit ups for 30s. (CG only): <i>p</i> = 0.000; throwing a medicine ball from lying on back: <i>p</i> = 0.000, <i>p</i> = 0.036; shuttle run (VO2max): <i>p</i> = 0.000, <i>p</i> = 0.012; shuttle run (m): <i>p</i> = 0.000, <i>p</i> = 0.003, respectively). There was no significant interaction between group and time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Although both the HIIT and control groups demonstrated significant improvements, there were no significant differences between them. The findings suggest that HIIT training has the potential to be an effective method for improving physical fitness in school settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"855-863"},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800825","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":"Enhancing Oral Health Knowledge Among Elementary School Teachers: Outcomes of A Quasi-Experimental Educational Intervention.","authors":"Taís Zacaria, Fernanda Ruffo Ortiz","doi":"10.1111/josh.70062","DOIUrl":"https://doi.org/10.1111/josh.70062","url":null,"abstract":"<p><strong>Background: </strong>Knowledge about oral health becomes essential, especially during school years when the prevalence of dental problems is high. The objective was to assess whether an educational intervention improves teachers' knowledge of oral health.</p><p><strong>Methods: </strong>The sample was obtained through a census of elementary school teachers from public schools in Brazil. A structured questionnaire, consisting of questions about demographic data, knowledge of dental caries and periodontal disease, oral hygiene practices, preventive dentistry, and attitudes toward oral health, was administered three times: before, immediately after, and three months after the educational intervention. An educational intervention was conducted through a face-to-face session (1-h lecture) in all schools, addressing oral health topics (aforementioned). Descriptive analysis and comparison tests (McNemar and Wilcoxon) were employed to assess the impact of the intervention on teachers' knowledge.</p><p><strong>Results: </strong>Eighty-three teachers agreed to participate (89% adherence rate), and 53 teachers completed all three questionnaires (64% final retention rate). The results showed that the intervention improved teachers' knowledge immediately after and three months after the intervention (p < 0.05) in responses related to knowledge of dental caries, periodontal disease, oral hygiene practices, and preventive dentistry.</p><p><strong>Conclusions: </strong>This study demonstrated that teachers' knowledge of oral health improved after the intervention.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805170","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":"School-Home Communication Predicts Children's Enjoyment of School and Academic Performance in the USA: A Mediation Analysis","authors":"Jiawen Cui,&nbsp;Hao Wen","doi":"10.1111/josh.70053","DOIUrl":"10.1111/josh.70053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Children's enjoyment of school (ES) and academic performance (AP) are two important factors of educational success. This study investigated the mechanism of the effect of school-home communication (SHC) on ES and AP, testing the mediating roles of caregiver participation in school activities (CPSA), interactive learning (IL), and cultural learning (CL).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a nationally representative sample of 4935 children (ages 6–12) from the 2019 National Household Education Surveys. We employed structural equation models (SEM) to analyze the direct and indirect pathways among SHC, ES, and AP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results showed that SHC positively predicted both ES and AP. CL partially mediated these associations, while IL only significantly mediated the association between SHC and ES.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>These findings highlighted the importance of caregiver involvement, including bridging communication, direct school participation, and home-based enrichment. Implications include schools promoting structured communication systems and encouraging culturally responsive homework.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"827-836"},"PeriodicalIF":1.8,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785817","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":"Insights Into Educator-Learner Communication via the Roter Interaction Analysis System to Improve Health Education in Moroccan Elementary School","authors":"Khadija Daoudi,&nbsp;Abdellah Gantare","doi":"10.1111/josh.70056","DOIUrl":"10.1111/josh.70056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective health education fosters lifelong well-being, but traditional educator-centered methods in Morocco may limit student engagement and comprehension. Understanding educator-student communication is key to designing early interventions that enhance learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This exploratory quantitative study analyzed health education sessions in Moroccan elementary schools using the Roter Interaction Analysis System (RIAS). Data from 135 students (ages 7–12) were collected via audio recordings, coded in AtlasTi, and analyzed in SPSS to assess communication patterns and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of 1221 utterances showed interactive sessions (e.g., Stress Management, Handwashing) significantly boosted engagement and post-test gains (<i>p</i> &lt; 0.001), while directive teaching limited participation. Educators using simplification, open-ended questions, and scaffolding enhanced involvement. Word frequency analysis revealed educators' instructional focus and students' emotional-cognitive responses. Smaller classes and older students had higher engagement. Pre/post-test results confirmed significant knowledge gains (<i>p</i> &lt; 0.001), highlighting communication's impact on learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings underscore the need for educator training on interactive strategies and adapting teaching methods based on class size and cognitive development. Strengthening communication practices can enhance health education effectiveness and equity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Implementing teacher training modules on communication and piloting small-group, topic-specific sessions (e.g., on hygiene and mental health) can directly improve learning outcomes and equity in school-based health education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"846-854"},"PeriodicalIF":1.8,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785815","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}