Journal of School Health最新文献

{"title":"Scaling Mindfulness for Youth Well-Being: A District–Community Partnership Model","authors":"Susan J. Davis,&nbsp;Rana Bassaj,&nbsp;Liana Hall,&nbsp;Alison Wilson,&nbsp;Kathleen King,&nbsp;Mary Beth Ressler,&nbsp;Julia Mahfouz","doi":"10.1111/josh.70203","DOIUrl":"10.1111/josh.70203","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Youth in the United States face unprecedented levels of emotional distress, highlighting the need for comprehensive school-based approaches to well-being. Mindfulness-based programs (MBPs) are developmentally appropriate strategies for fostering resilience, yet large-scale implementation remains challenging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>A long-term partnership between a public school district and a community behavioral health agency supported the expansion of mindfulness programming across elementary schools through a facilitator-supported delivery model and intensive instructor preparation. Implementation reached about 90% of elementary schools, demonstrating unusually broad district-level coverage, an underexplored aspect of MBP research. These collaborative efforts reduced the burden on educators while strengthening program consistency and sustainability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>This case highlights the role of collaborative policy alignment, integrated delivery structures, and culturally responsive implementation in expanding equitable access to preventive mental health supports.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This practitioner case demonstrates how relational trust, multi-sector collaboration, and adaptive implementation strategies can support district-scale integration of mindfulness programming within comprehensive school health systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148581114","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":"Addressing the Measles Epidemic: Evidence Informed Approaches Schools Can Use to Promote Childhood Vaccination","authors":"Brian N. Fink","doi":"10.1111/josh.70202","DOIUrl":"10.1111/josh.70202","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563372","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":"A Scoping Review of Self-Esteem in the Context of US Adolescents With Depressive Symptoms and Overweight and/or Obesity Status","authors":"Elizabeth S. Coleman,&nbsp;David E. Vance,&nbsp;Becca Billings,&nbsp;Marti Rice","doi":"10.1111/josh.70200","DOIUrl":"10.1111/josh.70200","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is a gap in knowledge regarding self-esteem in US adolescents in the context of depressive symptoms and overweight and/or obesity status. Self-esteem can potentially play a role in the relationship between obesity and depressive symptoms, which are both increasing in prevalence in US adolescents. The aim of this scoping review was to understand the extent of evidence in relation to self-esteem in this context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using the Arksey and O'Malley framework, a total of 717 articles were identified from seven databases, 593 unique studies were screened after duplicates, 86 full text articles were retrieved and assessed for eligibility, and 37 articles were included in the review. Two independent reviewers screened each article, and a third reviewer served as a tiebreaker.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Several factors were associated with self-esteem in this context, including family dynamics, puberty, teasing, sports participation, eating disorders, stressors, and body satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>School-based screening and interventions can be conducted by school nurses, counselors, physical educators, food services, mental health team members, and other school health professionals. These professionals can also help to create a supportive environment in which bullying is not tolerated, physical activity and sports participation are promoted, and healthy food is provided.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Future research is needed to better understand the link between self-esteem and depressive symptoms and weight status. When caring for children with obesity or overweight status and depressive symptoms, school health professionals should assess for low self-esteem, family dynamics, and cohesion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148521474","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":"Teaching on the Frontlines: A Narrative Inquiry of Teachers' Experiences With School-Based Trauma","authors":"Jennifer L. Caruso,&nbsp;Sonali Rajan","doi":"10.1111/josh.70193","DOIUrl":"10.1111/josh.70193","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study is grounded in the Whole School, Whole Community, Whole Child (WSCC) model, which highlights the interconnectedness of student and staff well-being in promoting healthy, safe, and supportive school environments. It explores how school-based trauma influences teachers' well-being and professional identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Utilizing a qualitative, narrative inquiry approach, four K-12 teachers in New York City Title I charter schools participated in three semi-structured interviews and one school-based observation. Data were analyzed thematically and represented through a narrative documentary script.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings are organized around four narrative threads: (1) trauma's impact on teacher well-being, (2) the emotional burden of unresolved student trauma, (3) post–COVID-19 disruption to school climate, and (4) purpose and teacher leadership as sources of resilience. Participants described trauma exposure as cumulative over time and influential in shaping their professional identities and leadership trajectories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Trauma-informed professional learning, accessible mental health resources for staff, and opportunities for teacher leadership are essential in building and maintaining safe, equitable, and resilient schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Centering teacher narratives reveals how direct and secondary trauma affect educators' health and capacity to sustain supportive learning environments for the students they serve.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473967","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":"Beyond Physical Activity: Cultural Inclusion and Socio-Emotional Wellbeing Among Muslim Pupils in Diverse School Contexts","authors":"Pinky Larcelle L. Gas-ib,&nbsp;Jemille P. Garcia,&nbsp;Desiree S. Banggawan,&nbsp;Jessie Grace M. Sannadan,&nbsp;Glycel M. Osia-Reyes,&nbsp;James S. Guidangen","doi":"10.1111/josh.70199","DOIUrl":"10.1111/josh.70199","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450292","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":"Climate, Classrooms, and Children: A Systematic Review of Temperature-Related Impacts on Academic Performance","authors":"Amal Umerani,&nbsp;Ashby Lavelle Sachs,&nbsp;Sonia Karsan,&nbsp;Ayesha Saeed,&nbsp;Hannah Rogers,&nbsp;Nadav Sprague,&nbsp;Christine C. Ekenga","doi":"10.1111/josh.70197","DOIUrl":"10.1111/josh.70197","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Climate change is increasing children's exposure to extreme temperatures, yet evidence on how both hot and cold temperatures affect academic outcomes in school-aged populations remains limited. This review synthesized studies of temperature and academic performance in primary and secondary school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This systematic review followed PRISMA guidelines. The PubMed, ERIC (Education Resources Information Center), PsycINFO, CINAHL, EconLit, Scopus, and Web of Science databases were searched for English-language, peer-reviewed observational studies published from January 1, 2007, to December 31, 2025. The Climate Health ANalysis Grading Evaluation tool was used for quality appraisal.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Fourteen studies (one global, four USA, two Australia, seven other countries) met inclusion criteria. Across indoor and outdoor studies, hotter temperatures were generally associated with poorer academic outcomes. Limited evidence also suggested adverse effects of colder temperatures. Several studies identified greater vulnerability among students from lower-income communities and racially marginalized groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Schools should invest in climate-resilient infrastructure, including cooling, ventilation, and insulation, and prioritize adaptation resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Temperature-related school environmental conditions are an important and potentially modifiable influence on academic performance and may contribute to educational inequities, underscoring the need for climate-adaptive learning environments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438660","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":"Trends of Physical Activity Among Baltic Adolescents Through an Intersectional Lens: A Repeated Cross-Sectional Study","authors":"Raphael H. O. Araujo,&nbsp;Rafaela C. Espírito Santo,&nbsp;Geiziane L. R. Melo,&nbsp;Eun-Young Lee,&nbsp;Cesar Agostinis-Sobrinho","doi":"10.1111/josh.70187","DOIUrl":"10.1111/josh.70187","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study examined trends in physical activity among Baltic adolescents across the intersection of gender and socio-economic status (SES).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were gathered from Health Behavior in School-aged Children (2001–2018) (<i>n</i> = 61,619). No or low moderate-to-vigorous physical activity (MVPA) (≤ 1 day/week of 60 min/day of MVPA), insufficient physical activity (not engaging in 60 min/day of MVPA daily), gender, and SES were self-reported.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>From 2001 to 2018, girls and adolescents with low and medium SES experienced a higher probability of no or low MVPA and insufficient physical activity than boys and adolescents with high SES, respectively. Compared to boys with high SES, the other gender × SES groups were more likely to experience insufficient physical activity, with differences more consistent among girls.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Actions to promote physical activity should prioritize school-aged girls from disadvantaged socio-economic backgrounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Physical activity is unequally distributed among adolescents, with girls and adolescents with lower SES being more likely to have no or low MVPA and insufficient physical activity in the Baltic States. Notable inequalities in physical activity emerged when the intersection of gender and SES was considered simultaneously, especially for no or low MVPA.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438647","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":"Recess as a Setting for Child Development: A Randomized Controlled Trial on Physical Activity, Motor Skills and Social–Emotional Functioning","authors":"Johanna E. A. Brocken,&nbsp;Martijn Meeter,&nbsp;Anne G. M. de Bruijn","doi":"10.1111/josh.70198","DOIUrl":"10.1111/josh.70198","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recess can be beneficial for enhancing physical activity levels, but evidence on broader developmental outcomes remains mixed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A randomized controlled trial (21 Dutch primary schools, <i>N</i> = 1154 children, mean age = 9.0 years) evaluated a one-year recess intervention. Physical activity behavior was measured using accelerometers and observation. Motor skills were assessed with the Athletic Skills Track, and social–emotional functioning through teacher- and self-reports and observations. Implementation fidelity was monitored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>No significant intervention effects were found on physical activity behavior or social–emotional functioning. Motor skills improved for both groups, with greater gains in the control group. Implementation fidelity did not significantly affect results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Implementing standardized intervention programs may not necessarily produce the intended outcomes, possibly requiring more context-specific strategies. Schools may benefit from practical tools to effectively promote children's physically active play at the playground, considering school- and population-specific characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study refines the evidence on recess-based interventions. The larger gains in motor skills observed in the control group suggest that interventions do not necessarily affect practice as intended, highlighting the importance of considering contextual and methodological factors to better understand what works, for whom, and under which conditions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430789","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":"Challenges and Contextual Dynamics in Implementing Smoke-Free School Policies in Thailand: A Qualitative Study","authors":"Chakkraphan Phetphum,&nbsp;Orawan Keeratisiroj,&nbsp;Supanee Boonyom","doi":"10.1111/josh.70196","DOIUrl":"10.1111/josh.70196","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Thailand has one of the strongest tobacco control frameworks in Southeast Asia, including comprehensive smoke-free laws and a ban on e-cigarettes. However, implementation of smoke-free school policies remains uneven across diverse educational settings. This study examined the contextual and governance dynamics shaping implementation and sustainability across school types.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative study was conducted using 14 focus group discussions (FGDs) across 14 provinces. Participants (<i>n</i> = 122) included school administrators, teachers, and provincial tobacco control stakeholders. Data were analyzed using reflexive thematic analysis to identify key governance conditions influencing implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Six interrelated themes emerged: institutional diversity, structural constraints, enforcement gaps, multi-level enablers, sustainability challenges, and field-driven recommendations. Implementation gaps were driven less by policy absence than by differentiated governance conditions. Hybrid authority structures, leadership turnover, digital diffusion of e-cigarettes, and geographic monitoring disparities constrained enforcement capacity. While teacher networks and provincial endorsement enhanced legitimacy, sustainability depended on institutional embedding rather than individual leadership.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Uniform national standards require context-sensitive implementation strategies. Embedding smoke-free criteria within evaluation systems, institutionalizing peer networks, and addressing geographic inequities are critical to strengthening sustainability and equity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Strong legislation alone is insufficient; tailored governance approaches are essential to achieve equitable and durable implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431430","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":"Beyond Medical Absence: Grade-Related and Year-To-Year Persistent Patterns of Parent-Reported Psychological/Functional Absence in Routine School Attendance Records","authors":"Yanming Ren,&nbsp;Mengyin Feng,&nbsp;Shuyi Jia,&nbsp;Li He","doi":"10.1111/josh.70194","DOIUrl":"10.1111/josh.70194","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Psychological/functional absences may be obscured within broad medical leave categories in routine attendance records. This study examined whether parent-reported psychological/functional absence is patterned and persistent in a Chinese secondary school context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analyzed retrospective attendance records from 2183 students and 26,092 absence events across the 2022–2025 academic years. Parent-reported reasons were coded into 8 categories. Event-level logistic regression with student-clustered robust standard errors examined associations with grade, sex, cohort, academic year, and month; student-year lagged models examined recurrence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Psychological/functional absence accounted for 5179 events (19.8%). In the fully adjusted event-level model, Grade 11 students had higher odds of psychological/functional absence than Grade 8 students (OR = 2.62, 95% CI [1.45, 4.72], <i>p</i> = 0.001). Prior-year psychological/functional absence predicted current-year occurrence (OR = 3.50, 95% CI [2.67, 4.59], <i>p</i> &lt; 0.001), and prior-year count predicted current-year count (<i>IRR</i> = 1.06, 95% CI [1.04, 1.07], <i>p</i> &lt; 0.001)</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Repeated psychological/functional absences may help schools identify students needing timely, non-punitive follow-up.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Psychological/functional absence appears to be a recurring administrative signal, but should not be interpreted as a clinical diagnosis.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431462","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}