Journal of School Health最新文献

{"title":"The Impact of Lockdown in Cyberbullying in Primary Education: Transitions of Cyberbullying and Bullying","authors":"Vicente J. Llorent PhD,&nbsp;Carolina Seade-Mejía PhD,&nbsp;Ximena Vélez-Calvo PhD,&nbsp;Elena Nasaescu PhD","doi":"10.1111/josh.13505","DOIUrl":"10.1111/josh.13505","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>The COVID-19 pandemic triggered a worldwide socio-sanitary crisis, continuing to impact societies worldwide. With many school systems shifted to online education, the current study presents a unique opportunity to investigate relevant phenomena related to serious health issues during the schooling and later in life, cyberbullying and bullying. This study began just before the COVID-19 lockdown was declared and resumed 5 months later allowing to explore 2 main objectives: first, to explore whether cyberbullying increased during the lockdown, and second, to analyze transitions from to time of bullying and cyberbullying.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>The participants included 792 students from sixth and seventh years of Primary Education (Mean_age = 10.81, SD = 0.85) in Ecuador. This is a quantitative longitudinal study. Cyberbullying and bullying scales were used for data collection before the lockdown in January and February 2020 (T1), and after 5 months of lockdown, at the end of the same academic year in July 2020 (T2). Descriptive, comparative and predictive analyses, a latent transition analysis was used to identify latent status of cyberbullying and bullying behavior at T1 and T2.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>The results revealed a significant increase of cyberbullying after 5 months of the lockdown. Interestingly, only a small percentage of students who were uninvolved in cyberbullying and bullying in T1 remained uninvolved in T2.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>The discussion explores the dynamics of cyberbullying involvement and examines changes in the roles and groups of bullying and cyberbullying after 5 months of lockdown. The political- and school-related implications of these findings are thoroughly discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1058-1068"},"PeriodicalIF":1.8,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512022","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":"Implementing LEARN: Comprehensive Suicide Prevention Training for High School Students, Parents, and School Personnel","authors":"Elaine Walsh PhD, RN, PMHCNS-BC, FAAN,&nbsp;Zoe Tapp MPH,&nbsp;Emma Mallonee MPH,&nbsp;Camille Hakansson MPA,&nbsp;Ambyr Leigh MPH,&nbsp;Megan Reibel MEd","doi":"10.1111/josh.13516","DOIUrl":"10.1111/josh.13516","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Adolescent suicide is a public health issue, and school is an ideal setting for prevention activities. LEARN is a peer-led gatekeeper training for high school personnel, parents, and students. The purpose of this study was to evaluate the effectiveness of LEARN as a gatekeeper training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Paired <i>t</i> tests were used to compare pre- and post-training surveys for 4983 LEARN participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Participants reported an increased likelihood of engaging in each LEARN step: looking for signs, empathizing and listening, asking about suicide thoughts and plans, reducing danger, and connecting the person with help. Most participants were highly satisfied with the peer trainer's delivery of content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>LEARN gatekeeper training was successfully implemented in high schools with students, parents, and school personnel. All groups reported increases in likelihood of approaching and providing support and connections for at-risk individuals and rated the trainer as effective, indicating satisfaction with the peer-led training format.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1040-1048"},"PeriodicalIF":1.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512018","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":"Creating Lasting Conditions for Meaningful Recess Reform: A 5-School Exploration","authors":"Rebecca A. London PhD,&nbsp;Gabriella Alvarez MPH,&nbsp;William V. Massey PhD,&nbsp;Anna Farello PhD,&nbsp;Betania Santos MS","doi":"10.1111/josh.13511","DOIUrl":"10.1111/josh.13511","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>We conducted a mixed-methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>Program implementation research often refers to “buy-in” as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy-in in the recess context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 2","pages":"117-125"},"PeriodicalIF":1.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512016","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":"Support for a Weight-Inclusive Curriculum? Exploring Partner Perspectives and Influences on Nutrition Education in Vermont High Schools","authors":"Deborah Hinchey EdD, MPH,&nbsp;Bernice Raveche Garnett ScD, MPH,&nbsp;Janet Gamble MTeach, RDN,&nbsp;Lizzy Pope PhD, RDN","doi":"10.1111/josh.13510","DOIUrl":"10.1111/josh.13510","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study investigates perspectives of 10 potential partners with interest in and potential to influence nutrition education. Through qualitative interviews and document analysis, researchers explored support for a weight-inclusive curriculum and factors that influence high school nutrition curricular content and implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings indicate that partners hold both weight-inclusive and weight-normative values, guidance around nutrition curricular content is lacking, and state-level policy is crucial to the valuing and implementation of consistent curricula.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Lack of guidance or mandated curricular content contributes to inequities across the state. Weight-inclusive curricular materials are needed. Administration must take an active role in providing access to professional development and state policy support for curricular implementation is essential.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Weight-inclusive curriculum could serve to improve health outcomes for adolescents. However, successful implementation of, or changes to, health and nutrition curricula will require support and engagement from partners at all ecological levels.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 1","pages":"17-25"},"PeriodicalIF":1.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11739551/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512020","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":"Planning for Long-Term Recovery: The Impact of COVID-19 on Educators Working With Children From Seasonal and Migrant Farmworker Families","authors":"Javier I. Rosado PhD,&nbsp;Lisandra Torres-Aponte PhD,&nbsp;Yuxia Wang MPH","doi":"10.1111/josh.13514","DOIUrl":"10.1111/josh.13514","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Education faced challenges during the COVID-19 pandemic. Although the United States has declared an end to the public health emergency, schools continue to be impacted. While considerable research has focused on the impact of the pandemic on students, fewer studies have focused on educators, and even less on educators who specialize in working with marginalized student populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>This study measured the impact of the pandemic impact on educators working with students from seasonal and migrant farmworker families to understand what supports educators need as schools plan for long-term recovery. A total of 1024 educators including early childhood education and K-12 teachers, as well as administrators, completed a COVID-19 questionnaire between October 2020 and January 2021, measuring their experiences as well as personal and work-related stressors during the pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Educators underwent difficult COVID-19 experiences and faced several factors contributing to personal and work-related stress. Personal stress factors included concerns about they themselves, or family members, becoming ill, concerns about the emotional/mental health of their family, and fear of loss/reduction in employment. Work-related stress factors included concerns about the emotional and mental health of co-workers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSION</h3>\u0000 \u0000 <p>Educators working with migrant children need additional supports—including support from administrators, psychological services, and opportunities to give/receive colleague/peer support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1049-1057"},"PeriodicalIF":1.8,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479342","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":"Lifetime History of Head or Traumatic Brain Injury Before Age 9 and School Outcomes: Results From the Adolescent Brain Cognitive Development Study","authors":"Dana Waltzman PhD,&nbsp;Juliet Haarbauer-Krupa PhD,&nbsp;Jill Daugherty PhD,&nbsp;Kelly Sarmiento MPH,&nbsp;Deborah A. Yurgelun-Todd PhD,&nbsp;Erin C. McGlade PhD","doi":"10.1111/josh.13508","DOIUrl":"10.1111/josh.13508","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Limited information about school outcomes among children (especially early childhood) with lifetime history of head injury, including traumatic brain injury (TBI), may inhibit efforts to support their academics and physical and mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Baseline data (2016-2018) from the Adolescent Brain Cognitive Development (ABCD) study were analyzed to describe associations between parent-proxy reported lifetime history of head injury or TBI before age 9 and school outcomes and behavioral challenges among 9- and 10-year-old children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Having a lifetime history of head injury before age 9 was associated with increased odds of parent-perceived poor school performance (adjusted odds ratio [AOR] = 1.44, 95% confidence interval [CI] = 1.14-1.81), a drop in grades (AOR = 1.28, 95%CI = 1.06-1.54), recent receipt of detentions or suspensions (AOR = 1.29, 95%CI = 1.02-1.65), and receipt of special educational services (AOR = 1.23, 95%CI = 1.08-1.41). Of those with a lifetime history of head injury, males displayed poorer school outcomes and greater behavioral challenges than females. Similar associations were observed between lifetime history of TBI before age 9 and worse school outcomes, with males continuing to demonstrate stronger associations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>These findings underscore the importance of screening for history of head injury and TBI and providing training for school professionals to help ensure students with a history of head or traumatic brain injury have appropriate supports in place.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 12","pages":"1129-1140"},"PeriodicalIF":1.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479341","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":"Psychological Distress and Associated Factors Among Elementary School Teachers: A Cross-Sectional Study","authors":"Farnaz Rahmani PhD,&nbsp;Elnaz Asghari PhD,&nbsp;Reza Naghdi Sadeh MD,&nbsp;Mina Hosseinzadeh PhD,&nbsp;Leila Gholizadeh PhD","doi":"10.1111/josh.13512","DOIUrl":"10.1111/josh.13512","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Teachers can face demanding and stressful working conditions. Classroom environments in elementary schools are dynamic and challenging, which can be mentally and emotionally exhausting for teachers. This study aimed to investigate the prevalence of psychological distress and identify associated factors among elementary school teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>This is an analytical, observational cross-sectional study. The participants consisted of 450 teachers selected using the cluster sampling method from elementary schools of Tabriz, Iran. Multiple regression analysis was performed to examine the associations between teachers' psychological distress and potential factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>The study found a significant proportion of participants (54.2%) experiencing psychological distress. Multiple regression analysis revealed age, sex, work experience, school type, family income status, teachers' efficacy, emotional labor, and presenteeism were statistically associated with teachers' psychological distress.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>To address teachers' psychological distress, schools need to adopt policies that promote teacher well-being and mental health support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSION</h3>\u0000 \u0000 <p>The high prevalence of psychological distress among elementary school teachers raises concerns and highlights the need for attention. Schools and administrators must provide teachers with the resources and support they need to succeed in their roles. Interventions targeting the identified associated factors must be planned to improve the mental health of elementary school teachers and enhance their overall performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1019-1030"},"PeriodicalIF":1.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479343","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":"Ethical Considerations in School-Based Mental Health Screening and Service Provision—A Commentary","authors":"Lisa S. Peterson PhD,&nbsp;Victor Villarreal PhD","doi":"10.1111/josh.13520","DOIUrl":"10.1111/josh.13520","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 12","pages":"1196-1199"},"PeriodicalIF":1.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479339","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":"Characteristics Associated With Measles, Mumps, and Rubella Coverage and Exemptions After a School Immunization Law Change in Washington, 2019-2020","authors":"Tyler Moore MPH,&nbsp;Katherine Graff BSN, RN,&nbsp;Teal R. Bell MPH","doi":"10.1111/josh.13504","DOIUrl":"10.1111/josh.13504","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>We aimed to better understand the impact of statewide legislation removing personal belief exemptions (PBEs) for the measles, mumps, and rubella (MMR) school immunization requirement and factors associated with resulting health-seeking behaviors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>We used chi-squared tests and logistic regression models to determine individual- and school-level characteristics associated with holding a MMR PBE and with post-law MMR immunization status among students linked to the Washington State Immunization Information System.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Of students with a MMR PBE pre-law change, 43.0% completed the MMR vaccine series and 40.4% sought another exemption type. Religious exemptions made up most new MMR exemptions signed (71.8%), followed by medical exemptions (18.5%), and religious membership exemptions (9.7%). Students were more likely to complete the vaccine series post-law change if they attended a school with a low school-level MMR exemption rate, a public school, or held a lower number of school-required immunization exemptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>This study confirms previous concerns that parents might replace their PBE with another exemption type; however, nearly half the students in the cohort completed the MMR vaccine series. Our findings suggest that targeted immunization policies can increase MMR coverage 1-year post-law change but must account for a replacement effect when exemption categories are eliminated.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1031-1039"},"PeriodicalIF":1.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479338","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":"\"We Want to be There to Support … Do We Have the Capacity to Do That?\" Current Priorities and Challenges in School Social Work.","authors":"Jennifer Murphy, Katherine A Borge, Danielle R Harrell, Alex Javna, Kaija Craft","doi":"10.1111/josh.13507","DOIUrl":"https://doi.org/10.1111/josh.13507","url":null,"abstract":"<p><strong>Background: </strong>While adolescent mental health needs have continued to rise, schools have become a central location for adolescents seeking support for mental health needs, and approximately 96% of public schools in the United States report providing some form of mental health care to students. This study aims to explore school social workers' current challenges and priorities in their roles.</p><p><strong>Methods: </strong>Qualitative focus groups with current school social workers in Virginia (N = 16) were conducted for this study. Participants worked in middle and high schools for a minimum of 3 years across the state. Braun and Clarke's steps for thematic analysis were used to guide coding and themes.</p><p><strong>Results: </strong>The current study found 3 primary themes: (1) role confusion due to vast scope of responsibilities within their schools; (2) a disconnect between desired roles and assigned roles and responsibilities; and (3) lack of formal model of service provision.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Focus should be placed on the integration of current models of school social work practice to ensure the effective utilization of their services.</p><p><strong>Conclusions: </strong>The study reveals important information regarding the current and future state of school social work practice.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479337","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}