Journal of School Health最新文献

{"title":"Lessons Learned About the Implementation and Sustainability of a Community-Driven Asthma Intervention in Public Schools","authors":"Liza Tomczuk,&nbsp;Melanie Pellecchia,&nbsp;Freya Nezir,&nbsp;Hanna Christian,&nbsp;Tyra Bryant-Stephens,&nbsp;Courtney Benjamin Wolk","doi":"10.1111/josh.70229","DOIUrl":"10.1111/josh.70229","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Racially minoritized and economically disadvantaged children are disproportionately affected by asthma and often receive less or lower quality care. This paper describes the implementation of a community health worker (CHW)-delivered program in the School District of Philadelphia, asthma management challenges in under-resourced schools, and provides potential solutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>Implementation outcomes for two school-based interventions were evaluated to inform sustainment. Ten school nurses and administrators participated in semi-structured interviews about intervention experience, sustainment, resource gaps, and supports needed to continue the interventions. The research team observed intervention delivery and rated fidelity. Medication management, education, and coordination costs for nurses and CHWs were estimated and annualized over a 180-day school year. Interviews identified five themes: (1) barriers, (2) facilitators, (3) recommendations, (4) successes/impacts, and (5) sustainment. Lesson fidelity was measured across 7 schools and varied across lessons. CHW (≈$3366/school) and nurse costs (≈$1620/school) differed by over $70,000.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Care coordination, community partnerships, and reimbursement for CHW-supported programs in public schools should be instituted to implement and sustain asthma interventions and improve care access for racially minoritized and economically disadvantaged children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Despite nurses' and/or administrators' satisfaction with the intervention, it was not sustainable without CHWs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13551071/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148907833","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":"Digital Mental Health Programs Should Incorporate Smartphone Self-Regulation","authors":"Pinky Larcelle L. Gas-ib,&nbsp;Jonathan P. Zales,&nbsp;Rhea A. Quileza,&nbsp;Jandy S. Danzalan","doi":"10.1111/josh.70231","DOIUrl":"10.1111/josh.70231","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148907822","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":"Smart Indigenous Youth","authors":"Tarun R. Katapally","doi":"10.1111/josh.70226","DOIUrl":"10.1111/josh.70226","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898371","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":"Interoceptive Awareness in School-Aged Children and Youth: A Systematic Integrative Review and Implications for School Health","authors":"Jamil Suprihatiningrum,&nbsp;Ika Wahyuningsih","doi":"10.1111/josh.70227","DOIUrl":"10.1111/josh.70227","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interoceptive awareness (IA), the capacity to perceive and interpret internal bodily signals, is increasingly linked to self-regulation, emotional functioning, and well-being. However, its conceptualisation, measurement, and relevance for school-aged children and youth remain fragmented, particularly within school health research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employed a systematic integrative review, with study identification and selection reported in line with PRISMA 2020. Thirteen child- and youth-focused empirical studies were synthesized alongside supporting foundational literature using a narrative integrative approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>IA was identified as a multidimensional and developmentally situated construct. Evidence linked it to emotional regulation, social–emotional competence, executive functioning, sensory processing, playfulness, emotional eating, and school-related functioning. However, its adaptive value appears conditional, depending on how bodily awareness is interpreted and integrated with regulatory capacities. Measurement approaches varied, with most studies relying on self-report tools that primarily capture subjective awareness. Direct evidence from educational settings remains limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>IA may be cautiously integrated into existing school health, social–emotional learning, and <i>well</i>-being frameworks rather than treated as a standalone intervention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>IA offers a useful but still underdeveloped lens for understanding children's self-regulation and well-being in school health. Further classroom-based, longitudinal, and multimethod research is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898345","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":"Teacher- Versus Video-Delivered Classroom Activity Breaks and Student Physical Activity: The PAAC-3 Trial","authors":"Amanda N. Szabo-Reed,&nbsp;Richard A. Washburn,&nbsp;Jaehoon Lee,&nbsp;Anna Gorczyca,&nbsp;Jeffery J. Honas,&nbsp;Joseph E. Donnelly","doi":"10.1111/josh.70225","DOIUrl":"10.1111/josh.70225","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Classroom activity breaks may increase moderate-to-vigorous physical activity (MVPA); however, few studies have compared teacher and video-delivered approaches under real-world conditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this cluster randomized trial, 11 elementary schools were assigned to teacher-delivered (PAAC-T; 5 schools, 192 students) or video-delivered (PAAC-V; 6 schools, 276 students) classroom activity breaks across one academic year. Teachers were trained to deliver two 10-min breaks daily. Intervention delivery was tracked via a web-based platform, and classroom MVPA was assessed using accelerometers at baseline and follow-up.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Implementation fidelity was low and highly variable, but comparable between PAAC-T (42.3 ± 57.1 activity breaks/teacher/year) and PAAC-V (39.2 ± 33.9; <i>p</i> = 0.96), with teachers delivering ∼50% of the intended daily activity. Classroom MVPA increased significantly in both groups (PAAC-T: 9.8 ± 15.9; PAAC-V: 9.1 ± 15.3 min/day; <i>p</i> &lt; 0.001), with no intervention arm-by-time interaction (<i>p</i> = 0.43).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Classroom physical activity breaks may increase student MVPA, but effectiveness in elementary schools appears to depend on implementation fidelity, administrative support, and equitable system-level infrastructure.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Modest increases in classroom MVPA were observed across both delivery formats, although low and variable implementation fidelity limited conclusions regarding effectiveness and highlighted the need for stronger implementation supports.</p>\u0000 \u0000 <p><b>Trial Registration:</b> NCT03493139.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13539365/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148881696","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":"Wearable-Supported Physical Education for Physical Activity and Psychosocial Beliefs in Underserved Adolescents","authors":"Suryeon Ryu,&nbsp;Emily Kringle,&nbsp;Zan Gao","doi":"10.1111/josh.70219","DOIUrl":"10.1111/josh.70219","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite well-established health benefits of moderate-to-vigorous physical activity (MVPA), many youth, especially from low-income households, remain insufficiently active. This study examined the feasibility and preliminary efficacy of a fitness wearable-supported intervention to increase MVPA in physical education (PE) classes among underserved adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Four PE classes (<i>N</i> = 55 enrolled; ages 11–14) at a low-income public school were assigned to either a two-week wearable-supported PE or usual PE, and analyses included the 52 students with pre- and post-assessment data. Feasibility benchmarks (recruitment, retention, data completeness, adherence, dose, technology) were compared against benchmarks set a priori. Between-group differences in change in MVPA (actigraphy) and psychosocial beliefs (questionnaires) were analyzed using ANCOVA or non-parametric equivalent tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Recruitment, retention, data collection, and technology adherence benchmarks were met. A significant interaction for MVPA of in-class PE was observed (<i>F</i>(1, 47) = 14.60, <i>p</i> &lt; 0.01, <span></span><math>\u0000 <semantics>\u0000 <mrow>\u0000 <msubsup>\u0000 <mi>η</mi>\u0000 <mi>p</mi>\u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow>\u0000 <annotation>$$ {eta}_p^2 $$</annotation>\u0000 </semantics></math> = 0.24), favoring the intervention group. No significant improvements in psychosocial beliefs were observed in either group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Schools and health professionals may consider integrating digital health tools, aligned with evidence-based pedagogical strategies and behavior change techniques to facilitate health-enhancing physical activity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Self-monitoring and real-time feedback via fitness wearables may increase in-class engagement in MVPA among underserved adolescents, however, further studies are warranted to strengthen the evidence in this population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148820082","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":"Why Do Victimized Youth Feel Lonely? Cognitive Flexibility as a Mediator and Social Support as a Contextual Moderator","authors":"Pengwei Liang,&nbsp;Yilin Yan,&nbsp;Xue Wen,&nbsp;Xiaoyan Liu","doi":"10.1111/josh.70222","DOIUrl":"10.1111/josh.70222","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Guided by the cognitive–behavioral model of loneliness and the healthy context paradox, we tested whether cognitive flexibility mediates the link between peer victimization and loneliness in adolescents and whether social support moderates this pathway.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a two-wave, short-term prospective design, we followed 833 Chinese first-year junior middle school students (<i>M</i>_age = 12.22, SD = 0.43; 49.1% male). At both waves, students completed validated measures of peer victimization, cognitive flexibility, loneliness, and perceived social support. Analyses included descriptives, mediation, and moderated mediation with bootstrap tests, adjusting for demographics and baseline outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>T1 peer victimization predicted lower cognitive flexibility, which in turn predicted higher T2 loneliness, supporting mediation. Social support moderated these associations: the indirect effect was significant only under high support; victimization was negatively associated with cognitive flexibility only when support was high.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Cognitive flexibility may represent one modest and potentially modifiable cognitive process to be examined in future school-based prevention and intervention research. Findings caution against assuming uniform benefits of global support. Schools should combine anti-bullying efforts with skills for flexible thinking and tailor supports to avoid inadvertent harm, ensuring equitable access.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Cognitive flexibility partially mediated victimization's effect on loneliness. Unexpectedly, high social support amplified adverse effects, underscoring nuanced, context-sensitive school strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148820086","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":"Instruments for Assessing Basic Life Support Knowledge in Secondary School Students: A Scoping Review and Expert Panel","authors":"Marcos Mecías-Calvo,&nbsp;Maria Sobrido-Prieto,&nbsp;Rubén Navarro-Patón","doi":"10.1111/josh.70223","DOIUrl":"10.1111/josh.70223","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Schools are essential settings for teaching Basic Life Support (BLS). However, assessment methods for students vary considerably.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review was conducted following the PRISMA-ScR guidelines and the Joanna Briggs Institute methodology. The search included the MEDLINE, CINAHL, PsycINFO, ERIC, Scopus, and Web of Science databases. Studies using questionnaires administered to secondary school students were selected. A panel of experts validated the descriptive synthesis of the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-six studies were included. Ad hoc questionnaires are the most common and show significant variations in their structure and the dimensions they assess. Detection of cardiac arrest and the use of automated external defibrillators (AEDs) were examined less frequently than cardiopulmonary resuscitation (CPR) techniques. Studies on long-term knowledge retention are very limited. Most studies focus solely on immediate postintervention assessments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>To ensure uniform and equal training in all educational settings, BLS programs in schools must incorporate all elements of the chain of survival, promote active learning techniques, and employ standardized assessment tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Standardized and psychometrically validated instruments are needed to improve the assessment of BLS teaching in secondary schools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13505216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814716","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":"Gender-Based Cyberviolence Prevention in European Secondary Education: A Scoping Review on the Intersection Between Comprehensive Sexuality Education and Digital Literacy","authors":"Valeria Piras,&nbsp;Arpita Chakraborty","doi":"10.1111/josh.70221","DOIUrl":"10.1111/josh.70221","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The increasing pervasiveness of digital technologies in adolescent life has heightened concerns about gender-based cyberviolence, especially toward girls, LGBTQI+ youth, and other marginalized groups. While European Union (EU) policy, including Directive (EU) 2024/1385, recognizes these harms, formal education systems in EU Member States lack integrated strategies that connect Comprehensive Sexuality Education (CSE) and Digital Literacy (DL).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This scoping review explores how academic research addresses this intersection in secondary education, drawing on 14 peer-reviewed studies published between 2014 and 2025 and sourced from Scopus, Web of Science, and Research Rabbit.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The review reveals a fragmented field: CSE and DL are often treated in isolation, and cyberviolence prevention is rarely included. Young people's perspectives remain largely absent.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These gaps highlight a misalignment between policy ambitions and educational practices. This review offers insight into how health education initiatives in schools can be reoriented to better integrate comprehensive sexuality education and digital literacy, thereby contributing to the prevention of gender-based online harm.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Integrating CSE and DL in secondary schools is essential to support more equitable, policy-aligned, and effective prevention of gender-based cyberviolence among adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13505223/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814683","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":"Exploratory Evaluation of a Medical Student-Led Health Literacy Program Among High School Students","authors":"Noah Lee Carey,&nbsp;Isabella Johnson,&nbsp;Allison Ruff,&nbsp;Jonathan F. Finks","doi":"10.1111/josh.70220","DOIUrl":"https://doi.org/10.1111/josh.70220","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Low health literacy is a barrier to positive health behaviors and outcomes among adolescents, especially in marginalized communities. Sustained, youth-centered interventions for high-risk populations are limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>We implemented and conducted an exploratory evaluation of a year-long, medical student-led program for ninth- and tenth-grade students at two Detroit public high schools. The program demonstrated the feasibility of interactive school-based health literacy programming and identified practical considerations for future implementation. Using anonymous pre and postprogram surveys, we examined group-level response patterns in self-reported confidence on health-related knowledge and abilities (<i>n</i> = 71 baseline; <i>n</i> = 52 follow-up). Survey items reflected domains addressed during program sessions, including healthcare navigation, understanding medical terminology, identifying reliable health information, self-advocacy in healthcare settings, and emergency response skills. Postsurvey responses showed more favorable group-level response patterns across all domains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Near-peer, school-based health literacy interventions may represent a practical strategy to support adolescent engagement with healthcare concepts in under-resourced communities. Partnerships between medical schools and secondary schools may provide scalable opportunities for community engagement and health education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This exploratory evaluation supports the potential value of medical student-led health literacy programming as a community-centered model for adolescent health education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 9","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784669","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}