Journal of School Health最新文献

{"title":"Emergency Free School Meal Distribution Across Phases of the COVID-19 Pandemic: A Mixed Methods Study","authors":"Emily M. Melnick,&nbsp;Theresa Bui,&nbsp;Francesco Acciai,&nbsp;Sarah Martinelli,&nbsp;Punam Ohri-Vachaspati","doi":"10.1111/josh.70016","DOIUrl":"10.1111/josh.70016","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic triggered nationwide school closures in March 2020, putting millions of children in the United States who depended on subsidized school meals at risk of hunger. In response, the US Department of Agriculture activated the Summer Food Service Program (SFSP) and Seamless Summer Option (SSO) program to provide emergency free school meals. This study examined organizations' experiences implementing these programs from March 2020 to September 2021.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study utilized a mixed-methods approach, which included: (1) conducting in-depth interviews with managers at program sponsor agencies responsible for meal distribution (<i>n</i> = 9), and (2) distributing a survey to meal site managers (<i>n</i> = 41). We conducted thematic analyses of interviews and descriptive statistics for survey items.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thematic analyses revealed challenges related to families' ability to access meal sites and communication gaps between organizations, hindering meal program implementation. Sponsors highlighted the benefits of federal waivers enabling grab-and-go options and extended pick-up hours, which enhanced operations and family participation. Survey findings also showed that most sites regularly offered fresh produce and whole grains during the pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Continuing meal program flexibilities could boost family participation and expand equitable access to school meals during summers or school closures.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 7","pages":"481-489"},"PeriodicalIF":1.8,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144095","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":"Improvements in School Professionals' Knowledge and Self-Efficacy After Completing CDC HEADS UP to Schools Online Training","authors":"Daniel Chang,&nbsp;Kelly Sarmiento,&nbsp;Dana Waltzman","doi":"10.1111/josh.70022","DOIUrl":"10.1111/josh.70022","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School professionals, including classroom teachers, school administrators, psychologists, teachers' aides, and nurses, often interact with students with concussions. To ensure they have the knowledge to identify and manage concussions, the U.S. Centers of Disease Control and Prevention developed the HEADS UP to Schools online training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The HEADS UP to Schools training includes a pre-test and post-test consisting of 16 knowledge questions in three areas (symptom recognition, school support and accommodation, and guidance and recommendations for school staff) and five self-efficacy questions. Pre- and post-test responses of 8750 individuals were compared and analyzed to evaluate the effectiveness of the training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Respondent scores significantly improved between pre- and post-test responses for all knowledge questions and self-efficacy questions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Schools and school districts may consider offering this training to staff to help ensure that at least one person at each school is trained on concussion and to increase awareness of evidence-based practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Knowledge and self-efficacy on concussion identification and management improved among school professionals who completed the HEADS UP to Schools training. Future research to assess whether concussion knowledge and self-efficacy are maintained long term may be beneficial.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 7","pages":"510-521"},"PeriodicalIF":1.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128736","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 Social Media Initiative in 2 Middle Schools: Be Focused. Be Present. Be Somebody*","authors":"Julie Gazmararian,&nbsp;Grant Rivera,&nbsp;Sky Cupid Douglas,&nbsp;Eden Wakiweya,&nbsp;Parker Lincoln,&nbsp;Erin Harlow-Parker","doi":"10.1111/josh.70020","DOIUrl":"10.1111/josh.70020","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In response to escalating concerns about the pervasive use of digital media and research documenting the impact on adolescent well-being and academic performance, schools are exploring opportunities to reverse these concerning trends. Many schools respond with full or partial bans on social media use during the school day; however, there is limited guidance on implementing these policies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>One Metro-Atlanta school district, Marietta City Schools, has been proactive in their approach, with the development and implementation of a program limiting students access to cellphones, smartwatches, and social media entitled <i>Be Focused. Be Present. Be Somebody</i> that began August 1, 2024. Middle school students place their devices into “Yondr pouches,” which are locked until the end of the school day. Two external partners, Children's Healthcare of Atlanta and Emory University, were engaged to evaluate the barriers, facilitators, and impact of this program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>This protocol and evaluation plan can inform future policies on practices to support students, teachers, and parents in this unprecedented time of higher smart phone usage at increasingly younger ages.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings from this plan will help further efforts to decrease adolescent digital device usage to better well-being and academic performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 7","pages":"549-559"},"PeriodicalIF":1.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112597","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":"Data Missingness and Equity Implications in the Nation's Largest Student Fitness Surveillance System: The New York City School Based Physical Fitness Testing Programs, 2006–2020","authors":"Hannah R. Thompson,&nbsp;Joni Ladawn Ricks-Oddie,&nbsp;Margaret Schneider,&nbsp;Sophia Day,&nbsp;Kira Argenio,&nbsp;Kevin Konty,&nbsp;Shlomit Radom-Aizik,&nbsp;Yawen Guo,&nbsp;Dan M. Cooper","doi":"10.1111/josh.70021","DOIUrl":"10.1111/josh.70021","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Data missingness can bias interpretation and outcomes resulting from data use. We describe data missingness in the longest-standing US-based youth fitness surveillance system (2006/07–2019/20).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This observational study uses the New York City FITNESSGRAM (NYCFG) database from 1,983,629 unique 4th–12th grade students (9,147,873 student-year observations) from 1756 schools. NYCFG tests for aerobic capacity, muscular strength, and endurance were administered annually. Mixed effects models determined the prevalence of missingness by demographics, and associations between demographics and missingness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Across years, 20.1% of students were missing data from all three tests (11.7% for elementary students, 15.6% middle, and 36.3% high). Missingness did not differ by sex, but differed significantly by race/ethnicity and student home neighborhood socioeconomic status.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The nation's largest youth fitness surveillance system demonstrates the highest fitness data missingness among high school students, with more than 1/3 of students missing data. Non-Hispanic Black students and those with very poor home neighborhood SES, across all grade levels, have the highest odds of missing data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health</h3>\u0000 \u0000 <p>Strategies to better understand and ameliorate the causes of school-based fitness testing data missingness will increase overall data quality and begin to address health inequities in this critical metric of youth health.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 7","pages":"498-509"},"PeriodicalIF":1.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095162","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":"Expanded School Meal Assistance Policies and Very Low Food Sufficiency Rates in Households With Children*","authors":"Mark Murphy,&nbsp;Eric Ono","doi":"10.1111/josh.70015","DOIUrl":"10.1111/josh.70015","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children residing in households with very low food sufficiency (VLFS), where there is <i>often</i> not enough to eat, are more likely to experience academic, health, and psychological challenges. During the COVID-19 pandemic, a temporary universal free school meals (UFSM) policy was implemented, improving food access for children nationwide. When this national policy expired in June 2022, 12 states voluntarily implemented expanded school meal assistance policies (i.e., six continued UFSM, and six implemented alternative increased free school meals (IFSM) policies).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using Household Pulse Survey data from academic years 2021–22 and 2022–23, along with difference-in-differences and triple differences approaches, we assess the impact of these voluntary state-level policies on VLFS rates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>VLFS rates for households with children during the 2022–23 academic year were 0.42 percentage points, or approximately 16%, lower in UFSM or IFSM states as compared to households with children in states without such policies. Heterogeneity analyses revealed that VLFS rates for households with children were 0.55 percentage points lower in UFSM states and 0.30 percentage points lower in IFSM states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results inform contemporary school meal policy debates, demonstrating that both UFSM and IFSM policies can improve VLFS rates for households with children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"451-461"},"PeriodicalIF":1.8,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044605","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":"Balancing Fidelity and Adaptation: Action-Oriented Research Towards Implementing a Nutrition Education Program Among Adolescents","authors":"Marion D. Driessen-Willems,&nbsp;Nina H. M. Bartelink,&nbsp;Kathelijne M. H. H. Bessems,&nbsp;Stef K. Kremers,&nbsp;Patricia van Assema","doi":"10.1111/josh.70009","DOIUrl":"10.1111/josh.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Implementation of school-based health promotion programs requires contextual fit. To strengthen the nutrition education program “Krachtvoer” (ENG: “Power Food”) and learn general lessons about contextual fit, this study examined how the program, the context, and program-context interactions affected teachers' balancing between implementation fidelity and adaptation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>As part of a co-creation process with continuous micro-process cycles of implementing, measuring, evaluating, and adapting the program, action-oriented research was conducted during the pilot implementation of program modules by 25 teachers in 32 classes with 635 students. Using observations and interviews, data were collected about indicators of the implementation process, technology, layout, and content aspects of the program, inner and broader school contextual factors including teacher, student, and school characteristics, and interactions between program- and context-related aspects that influence the implementation process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Even small mismatches between the program and the context affected the implementation process. Differences in the technological savviness of teachers and students, “adaptive management” skills to respond to changing circumstances of teachers, and the maturity and attention span of students were among the many contextual differences in and between schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication for School-Based Health Promotion</h3>\u0000 \u0000 <p>Sustainability of health promotion programs fitting the context requires continuous and co-creating efforts from all stakeholders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Action-oriented research with micro-process cycles proved appropriate for strengthening the program. However, further research is needed on capacity building among program implementers in balancing fidelity and adaptation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"423-432"},"PeriodicalIF":1.8,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How School Meals Can Help Change the Climate","authors":"William H. Dietz,&nbsp;Sydney Pryor","doi":"10.1111/josh.70012","DOIUrl":"10.1111/josh.70012","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"469-470"},"PeriodicalIF":1.8,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044758","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":"Depressive Symptoms, Emergency Care, and School Climate: An Ecological Analysis of Linked Administrative and Survey Data in New York City","authors":"Sophia D. Arabadjis,&nbsp;Kira L. Argenio,&nbsp;Sophia E. Day,&nbsp;Kevin Konty,&nbsp;Stuart H. Sweeney","doi":"10.1111/josh.70014","DOIUrl":"10.1111/josh.70014","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As rates of depression and anxiety continue to rise, prevention, and treatment of poor mental health in adolescents is a major challenge for population health. Within the US context, a growing body of literature is examining the relationship between school climate and student mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We extend the notion of school climate and mesosystem effects by creating an emergency department visit intensity, a novel indirect summary measure related to both the prevalence of depressive symptoms and district policy/resources. The intensity measure is linked to 3 years of the New York City Youth Risk Behavior Survey (2015, 2017, 2019), and we test the intensity measure in three models sequentially constructed from individual-, school-, and district-level covariates across survey years with district-level fixed effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We find strong evidence for a relationship between the prevalence of self-reported depressive symptoms and individual and school climate indicators across all years, and document large differences in the prevalence of depressive symptoms and ED utilization by sex.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Within the US context, adolescents spend much of their days in a school environment; our findings suggest that interventions could focus on female adolescents' experiences as well as the school (and district) to improve school climate and depressive symptoms indirectly.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"441-450"},"PeriodicalIF":1.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144064814","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":"What's in a Shame? Rethinking School Safety in the Face of Disruptive Threats","authors":"Sarah M. Stilwell,&nbsp;Dave Kobel,&nbsp;Justin E. Heinze","doi":"10.1111/josh.70013","DOIUrl":"10.1111/josh.70013","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Following school shootings, threats of violence often surge, straining law enforcement and disrupting school operations. Some agencies respond with “shaming” tactics, such as publicizing arrests, but research shows these methods can worsen outcomes by increasing fear and alienation among students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>This commentary advocates for moving away from punitive measures like shaming and instead recommends restorative practices focused on relationship-building and accountability. These strategies foster a positive school climate, improve trust, and engage students in creating safer environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>We emphasize the limitations of shaming and the need for developmentally appropriate juvenile justice responses. A comprehensive approach to school safety should include social–emotional learning, early threat detection, and environmental design. Policies should prioritize positive youth development to ensure equitable practices, particularly for marginalized students affected by punitive measures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>A holistic, evidence-based approach that incorporates restorative practices and proactive safety strategies is more effective in fostering a supportive, safe school environment. Moving away from shaming and punishment will enhance student well-being, reduce fear, and promote a more inclusive school climate for all students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"471-474"},"PeriodicalIF":1.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055106","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":"Maximizing Parental Engagement in School-Based Vision Programs","authors":"Connie Cai,&nbsp;Katherine A. Connor,&nbsp;Sara B. Johnson,&nbsp;Megan E. Collins","doi":"10.1111/josh.70011","DOIUrl":"10.1111/josh.70011","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 6","pages":"466-468"},"PeriodicalIF":1.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055294","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}