Ethnic Disparities in School-Based Behavioral Health Service Use for Children With Psychiatric Disorders.

PubMed

Locke, Jill; Kang-Yi, Christina D; Pellecchia, Melanie; Marcus, Steven; Hadley, Trevor; Mandell, David S

2017-01-01

We examined racial/ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. Medicaid claims data were used to compare the behavioral healthcare service use of 23,601 children aged 5-17 years by psychiatric disorder (autism, attention deficit hyperactivity disorder [ADHD], conduct/oppositional defiant disorder, and "other") and by race/ethnicity (African-American, Hispanic, white, and other). Logistic and generalized linear regression analyses were used. Differences in service use by racial/ethnic group were identified within and across diagnostic groups, both for in-school service use and out-of-school service use. For all disorders, Hispanic children had significantly lower use of in-school services than white children. Among children with ADHD, African-American children were less likely to receive in-school services than white children; however, there were no differences in adjusted annual mean Medicaid expenditures for in-school services by race/ethnicity or psychiatric disorders. Statistically significant differences by race/ethnicity were found for out-of-school service use for children with ADHD and other psychiatric disorders. There were significant differences by race/ethnicity in out-of-school service use for each diagnostic group. Differences in the use of school-based behavioral health services by racial and ethnic groups suggest the need for culturally appropriate outreach and tailoring of services to improve service utilization. © 2016, American School Health Association.

Evaluating the Implementation of a School-Based Emotional Well-Being Programme: A Cluster Randomized Controlled Trial of Zippy's Friends for Children in Disadvantaged Primary Schools

ERIC Educational Resources Information Center

Clarke, Aleisha M.; Bunting, Brendan; Barry, Margaret M.

2014-01-01

Schools are recognized as one of the most important settings for promoting social and emotional well-being among children and adolescents. This clustered randomized controlled trial evaluated Zippy's Friends, an international school-based emotional well-being programme, with 766 children from designated disadvantaged schools. The purpose of this…

School-Based Primary School Sexuality Education for Migrant Children in Beijing, China

ERIC Educational Resources Information Center

Liu, Wenli; Su, Yufen

2014-01-01

In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the "International Technical Guidance on Sexuality Education" published by…

An after-school exercise program improves fitness, and body composition in elementary school children.

PubMed

Carrel, Aaron L; Logue, Julie; Deininger, Heidi; Clark, R Randall; Curtis, Vanessa; Montague, Paul; Baldwin, Sharon

2011-07-01

Reduced cardiovascular fitness (CVF) is a risk factor for obesity and cardiovascular disease. It has previously shown that a school-based fitness curriculum can improve CVF, and other health indicators in middle school aged children. Whether an afterschool program improves CVF and other health markers in elementary-school children is unresolved. The objective of this study was therefore to determine whether an on-site afterschool-based fitness program improves body composition, cardiovascular fitness level, in elementary school children. 80 elementary school children were evaluated in a "fitness-oriented" afterschool program managed by the local YMCA. Children underwent evaluation of cardiovascular fitness by maximal VO 2 treadmill testing and body composition by dual x-ray absorptiometry (DXA), at baseline (prior to the school-year) and again at end of the school year. Findings revealed that, at baseline, children had a mean age of 8.8 years, BMI of 18.7± 3, with a maximal VO 2 of 40.03 ± 7.6 ml/kg/min, and percent body fat of 28.7 ± 7%. After a 9-month intervention, children maximal VO 2 increased to 44.8 ± 7.5 ml/kg/min (p=0.04) and percent body fat decreased to 25.8 ± 6.2% (p=0.033). The study concluded that on-site afterschool programming focusing on fitness improved body composition and cardiovascular fitness, in elementary school children. Combined with prior studies, these data demonstrate that afterschool-based fitness curricula can benefit both obese and non-obese children. It was therefore recommended that, partnerships with schools to promote fitness even outside of school time should be a part of a school approach to improving children's health.

Effects of school-based deworming on hemoglobin level, growth development and school performance of primary school children in North Sumatera

NASA Astrophysics Data System (ADS)

Pasaribu, A. P.; Angellee, J.; Pasaribu, S.

2018-03-01

Worm infestation is mainly caused by soil-transmitted helminths (STH) infecting one-third of the world’s population, where the most affected are primary school children. This chronic, long-lasting infection can affect the growth aspects in children. A school-based deworming is one of the treatments recommended by WHO to counterattack worm infection in primary school children. To evaluate the effect of school-based deworming on the hemoglobin level, growth and school performance of primary school children, an open randomized clinical trial was conducted on 165 targeted populations in SukaKaro village, North Sumatra; 156 of which were then chosen based on inclusion and exclusion criteria. The samples’ feces- sampling, hemoglobin level, and growth chart data were recorded on the first day of study before any treatment was given. They were then divided into two groups; the first group of 80 samples did not receive any treatment, while the second group of 76 samples received 400mg of albendazole as part of a school-based deworming program. The samples were being followed up after sixth months of study. In conclusion, albendazole is able to improve the hemoglobin level, growth development, and school performance of the samples, although there were no significant differences between the two groups.

Developing a nutrition and health education program for primary schools in Zambia.

PubMed

Sherman, Jane; Muehlhoff, Ellen

2007-01-01

School-based health and nutrition interventions in developing countries aim at improving children's nutrition and learning ability. In addition to the food and health inputs, children need access to education that is relevant to their lives, of good quality, and effective in its approach. Based on evidence from the Zambia Nutrition Education in Basic Schools (NEBS) project, this article examines whether and to what extent school-based health and nutrition education can contribute directly to improving the health and nutrition behaviors of school children. Initial results suggest that gains in awareness, knowledge and behavior can be achieved among children and their families with an actively implemented classroom program backed by teacher training and parent involvement, even in the absence of school-based nutrition and health services.

Hypothesis: Impregnated school uniforms reduce the incidence of dengue infections in school children.

PubMed

Wilder-Smith, A; Lover, A; Kittayapong, P; Burnham, G

2011-06-01

Dengue infection causes a significant economic, social and medical burden in affected populations in over 100 countries in the tropics and sub-tropics. Current dengue control efforts have generally focused on vector control but have not shown major impact. School-aged children are especially vulnerable to infection, due to sustained human-vector-human transmission in the close proximity environments of schools. Infection in children has a higher rate of complications, including dengue hemorrhagic fever and shock syndromes, than infections in adults. There is an urgent need for integrated and complementary population-based strategies to protect vulnerable children. We hypothesize that insecticide-treated school uniforms will reduce the incidence of dengue in school-aged children. The hypothesis would need to be tested in a community based randomized trial. If proven to be true, insecticide-treated school uniforms would be a cost-effective and scalable community based strategy to reduce the burden of dengue in children. Copyright © 2011 Elsevier Ltd. All rights reserved.

Individual- and School-Level Factors Related to School-Based Salad Bar Use among Children and Adolescents

ERIC Educational Resources Information Center

Spruance, Lori Andersen; Myers, Leann; O'Malley, Keelia; Rose, Donald; Johnson, Carolyn C.

2017-01-01

Background: Consumption levels of fruits and vegetables (F/V) among children/adolescents are low. Programs like school-based salad bars (SB) provide children/adolescents increased F/V access. Aims: The purpose of this study was to examine the relationship between SB use and individual and school-level factors among elementary and secondary school…

Use of School-Based One-to-One Aides for Children Following Traumatic Brain Injury: A Proposed Practice Model

ERIC Educational Resources Information Center

Zabel, T. Andrew; Gray, Robert M.; Gardner, Julie; Ackerman, John

2005-01-01

One-to-one aides can be an important intervention resource for the reintegration of children into school following traumatic brain injury (TBI). School-based one-to-one aides are typically paraprofessionals assigned to monitor children with TBI throughout the school day. This intervention allows for a continuous feedback and reinforcement schedule…

The Breathmobile[TM]: A Novel Comprehensive School-Based Mobile Asthma Care Clinic for Urban Underprivileged Children

ERIC Educational Resources Information Center

Liao, Otto; Morphew, Tricia; Amaro, Silvia; Galant, Stanley P.

2006-01-01

Urban minority children have higher rates of asthma morbidity due to multiple factors. Many school-based programs have been funded to improve asthma management, especially for these "high-risk" inner-city children with asthma. Here they report the outcomes of the Children's Hospital of Orange County Breathmobile program, which is a school-based…

Maternal Management of Social Relationships as a Correlate of Children's School-Based Experiences

ERIC Educational Resources Information Center

Fletcher, Anne C.; Walls, Jill K.; Eanes, Angella Y.; Troutman, David R.

2010-01-01

We tested a model considering the manner in which mothers' use of their own social relationships and efforts to facilitate their children's school-based social relationships were associated with two distinct types of school-based competence: academic achievement and levels of stress experienced within the school environment. Fourth grade children…

Efficacy of an Evidence-Based Literacy Preparation Program for Young Children Beginning School

ERIC Educational Resources Information Center

Wheldall, Robyn; Glenn, Katharine; Arakelian, Sarah; Madelaine, Alison; Reynolds, Meree; Wheldall, Kevin

2016-01-01

This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, "PreLit", designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in…

Prevention of Anxiety Symptoms in Children: Results from a Universal School-Based Trial

ERIC Educational Resources Information Center

Essau, Cecilia A.; Conradt, Judith; Sasagawa, Satoko; Ollendick, Thomas H.

2012-01-01

The present study evaluated the effectiveness of a universal school-based cognitive behavior prevention program (the FRIENDS program) for childhood anxiety. Participants were 638 children, ages 9 to 12 years, from 14 schools in North Rhine-Westphalia, Germany. All the children completed standardized measures of anxiety and depression, social and…

Evidence-Based Counseling Interventions with Children of Divorce: Implications for Elementary School Counselors

ERIC Educational Resources Information Center

Connolly, Marianne E.; Green, Eric J.

2009-01-01

Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed.…

"Get off the sofa and go and play": Family and socioeconomic influences on the physical activity of 10–11 year old children

PubMed Central

Brockman, Rowan; Jago, Russell; Fox, Kenneth R; Thompson, Janice L; Cartwright, Kim; Page, Angie S

2009-01-01

Background Physical activity declines as children approach puberty. Research has focussed on psychosocial, environmental, and demographic determinants. This paper explores how family and socioeconomic factors are related to children's physical activity. Methods Seventeen focus groups were conducted with 113, 10–11 year old children from 11 primary schools in Bristol, UK. Focus groups examined: 1) the way parents encourage their children to be physically active; 2) the extent to which physical activity is engaged in as a family; and 3) the types of non-family based physical activities Year 6 children commonly participate in. Results Participants from all socioeconomic (SES) groups reported that parents encouraged them to be physically active. However approaches differed. Children from middle/high SES schools were assisted through actions such as logistical and financial support, co-participation and modelling. Parents of children from low SES schools mainly restricted their input to verbal encouragement and demands. Participation in family-based activities was reported to be higher in children from middle/high SES schools than children from low SES schools. All SES groups reported time to be a limiting factor in family-based activity participation. Cost was reported as a significant barrier by children from low SES schools. Children from middle/high SES schools reported engaging in more sports clubs and organised activities than children from low SES schools, who reported participating in more unstructured activities or 'free play' with friends. Conclusion The family is important for encouraging children to be physically active, but families from different socioeconomic backgrounds support their children in different ways. This research suggests that the design of physical activity interventions, which might include working with families, requires tailoring to groups from different socio-economic backgrounds. PMID:19622143

A service-learning project to eliminate barriers to oral care for children with special health care needs.

PubMed

DeMattei, Ronda R; Allen, Jessica; Goss, Breanna

2012-06-01

Children with special health care needs face many barriers to oral care and are at high risk for oral disease. School nurses are in a unique position to promote oral wellness in this vulnerable population. Collaboration between school nurses and dental hygiene faculty resulted in the formation of a partnership between a university-based dental hygiene program and two special education districts in rural southern Illinois. Senior dental hygiene students participated in a school-based service-learning project that provided dental examinations, preventive services, and education to children with special health care needs. Evidence-based behavioral interventions were used to teach children to comply with oral procedures. School nurses mentored dental hygiene students in behavior management of children. Dental exams were provided to 234 children from four special education schools with the majority receiving cleanings and fluoride.

[Relationship Between Child Behavior and Emotional Problems and School Based Effort Avoidance].

PubMed

Weber, Hanna Maria; Büttner, Peter; Rücker, Stefan; Petermann, Franz

2015-01-01

The present study has examined the relationship between school based effort avoidance tendencies and problem behavior in children aged 9 to 16 years. Effort avoidance tendencies were assessed in 367 children with and without child care. Teachers and social workers rated children on behavioral and emotional problems with the Strengths and Difficulties Questionnaire (SDQ). Results confirmed significant but low correlations between teacher ratings of behavior and emotional problems in children and selected subscales of self-reported effort avoidance in school, especially for children in child care institutions. For them "conduct problems" were significantly correlated with three of the four subscales and the total sum score of effort avoidance whereas "hyperactivity" was the only scale which was significantly associated with the fourth subscale. In the school sample only "hyperactivity" and "peer problems" were significantly correlated with one subscale of school-based effort avoidance. The findings suggest that more problem behavior is in relation to more school based effort avoidance tendencies.

Perceptions of children, parents, and teachers regarding whole-grain foods, and implications for a school-based intervention.

PubMed

Burgess-Champoux, Teri; Marquart, Len; Vickers, Zata; Reicks, Marla

2006-01-01

To identify perceptions of whole-grain foods and factors influencing intake by children, parents, and teachers as the basis for increasing intake by children within a school-based intervention. Focus group interviews with questions based on Social Cognitive Theory. After-school care programs in 4 elementary schools in a large metropolitan district in St. Paul, Minn. Seven, three and two focus group interviews with children (n = 40; grades K-6), parents (n = 18), and teachers (n = 11), respectively. Child and adult factors influencing intake of whole-grain foods, with a tasting activity to stimulate discussion. Qualitative data analysis procedures to generate common themes from encoded transcripts. Adults and children were positive about sensory characteristics of whole-grain products. Knowledge of ways to identify these foods was limited. Taste preferences strongly influenced selection of bread and cereals. Children suggested that new school foods should look and taste good, be familiar, and be promoted through sampling, peer influence, and incentives. Adults suggested a gradual increase in whole-grain content of school meals. Focus groups were useful in understanding perceptions regarding whole-grain foods and yielded valuable insight toward design of a school-based intervention.

School-based participatory health education for malaria control in Ghana: engaging children as health messengers.

PubMed

Ayi, Irene; Nonaka, Daisuke; Adjovu, Josiah K; Hanafusa, Shigeki; Jimba, Masamine; Bosompem, Kwabena M; Mizoue, Tetsuya; Takeuchi, Tsutomu; Boakye, Daniel A; Kobayashi, Jun

2010-04-18

School children have been increasingly recognized as health messengers for malaria control. However, little evidence is available. The objective of this study was to determine the impact of school-based malaria education intervention on school children and community adults. This study was conducted in the Dangme-East district of the Greater Accra Region, Ghana, between 2007 and 2008. Trained schoolteachers designed participatory health education activities and led school children to disseminate messages related to malaria control to their communities. Three schools and their respective communities were chosen for the study and assigned to an intervention group (one school) and a control group (two schools). Questionnaire-based interviews and parasitological surveys were conducted before and after the intervention, with the intervention group (105 children, 250 community adults) and the control group (81 children, 133 community adults). Chi-square and Fisher's Exact tests were used to analyse differences in knowledge, practices, and parasite prevalence between pre- and post-intervention. After the intervention, the misperception that malaria has multiple causes was significantly improved, both among children and community adults. Moreover, the community adults who treated a bed net with insecticide in the past six months, increased from 21.5% to 50.0% (p < 0.001). Parasite prevalence in school children decreased from 30.9% to 10.3% (p = 0.003). These positive changes were observed only in the intervention group. This study suggests that the participatory health education intervention contributed to the decreased malaria prevalence among children. It had a positive impact not only on school children, but also on community adults, through the improvement of knowledge and practices. This strategy can be applied as a complementary approach to existing malaria control strategies in West African countries where school health management systems have been strengthened.

School-Based Functional Assessments for Children with Physical Disabilities in Grades K-12

ERIC Educational Resources Information Center

Johnson, Richard W.

2012-01-01

The purpose of this study was to develop three school-based assessments and determine the content validity for each assessment. The School Activities and Participation Analysis-Elementary (SAPA-E) measures functional movement performance in children with physical disability attending the elementary school, and the School Activities and…

A school-based physical activity promotion intervention in children: rationale and study protocol for the PREVIENE Project.

PubMed

Tercedor, Pablo; Villa-González, Emilio; Ávila-García, Manuel; Díaz-Piedra, Carolina; Martínez-Baena, Alejandro; Soriano-Maldonado, Alberto; Pérez-López, Isaac José; García-Rodríguez, Inmaculada; Mandic, Sandra; Palomares-Cuadros, Juan; Segura-Jiménez, Víctor; Huertas-Delgado, Francisco Javier

2017-09-26

The lack of physical activity and increasing time spent in sedentary behaviours during childhood place importance on developing low cost, easy-toimplement school-based interventions to increase physical activity among children. The PREVIENE Project will evaluate the effectiveness of five innovative, simple, and feasible interventions (active commuting to/from school, active Physical Education lessons, active school recess, sleep health promotion, and an integrated program incorporating all 4 interventions) to improve physical activity, fitness, anthropometry, sleep health, academic achievement, and health-related quality of life in primary school children. A total of 300 children (grade 3; 8-9 years of age) from six schools in Granada (Spain) will be enrolled in one of the 8-week interventions (one intervention per school; 50 children per school) or a control group (no intervention school; 50 children). Outcomes will include physical activity (measured by accelerometry), physical fitness (assessed using the ALPHA fitness battery), and anthropometry (height, weight and waist circumference). Furthermore, they will include sleep health (measured by accelerometers, a sleep diary, and sleep health questionnaires), academic achievement (grades from the official school's records), and health-related quality of life (child and parental questionnaires). To assess the effectiveness of the different interventions on objectively measured PA and the other outcomes, the generalized linear model will be used. The PREVIENE Project will provide the information about the effectiveness and implementation of different school-based interventions for physical activity promotion in primary school children.

Effect of a School-Based Intervention on Nutritional Knowledge and Habits of Low-Socioeconomic School Children in Israel: A Cluster-Randomized Controlled Trial.

PubMed

Kaufman-Shriqui, Vered; Fraser, Drora; Friger, Michael; Geva, Dikla; Bilenko, Natalya; Vardi, Hillel; Elhadad, Naama; Mor, Karen; Feine, Zvi; Shahar, Danit R

2016-04-21

Early social and economic deprivation, associated with poor nutrition and physical inactivity, may lead to adverse health trajectories. A cluster-randomized controlled-trial examining the effect of a school-based comprehensive intervention on nutrition knowledge, eating habits, and behaviors among low socioeconomic status (LSES) school-aged children was performed. LSES school-aged children (4-7 years) and their mothers were recruited from 11 schools, located in one town. The intervention was implemented on three levels: children, mothers, and teachers. The intervention (IArm) included nutrition classes for children, mothers, and teachers and physical activity (PA) classes for children; the control (CArm) received PA only. Interventions were conducted by professional personnel, who were trained during in a two-day session to deliver the specific program in schools. Family data were obtained by parental interviews. Food knowledge observations, packed lunch records, and anthropometric measurements were obtained in school at baseline, six months, and at the end of the school year. Of 258 children enrolled, 220 (87.6%) completed the six-month program. Only children in the IArm improved their nutrition knowledge and eating-habits and increased food variety and fruit and vegetable consumption, quality score of packed lunches (p < 0.001 for all), habitual water drinking increased (p = 0.02), and decreased sweet-drink consumption (p = 0.05). A school-based comprehensive nutrition intervention targeting LSES population improved eating habits, nutritional knowledge, and healthier packed lunches.

Unidentified Chronic Fatigue Syndrome/myalgic encephalomyelitis (CFS/ME) is a major cause of school absence: surveillance outcomes from school-based clinics.

PubMed

Crawley, Esther M; Emond, Alan M; Sterne, Jonathan A C

2011-01-01

Objective To investigate the feasibility of conducting clinics for chronic fatigue syndrome/myalgic encephalomyelitis (CFS/ME) in schools. Design School-based clinical project. Participants Children aged 11-16 years were enrolled in three state secondary schools in England. Main outcome measures Number of children newly diagnosed as having CFS/ME. Methods Attendance officers identified children missing ≥20% of school in a 6-week term without a known cause, excluding those with a single episode off school, a known medical illness explaining the absence or known to be truanting. Children with fatigue were referred to a specialist CFS/ME service for further assessment. The authors compared children with CFS/ME identified through school-based clinics with those referred via health services. Outcomes of CFS/ME were evaluated at 6 weeks and 6 months. Results 461 of the 2855 enrolled children had missed ≥20% school over a 6-week period. In 315, of whom three had CFS/ME, the reason for absence was known. 112 of the 146 children with unexplained absence attended clinical review at school; two had been previously diagnosed as having CFS/ME and 42 were referred on to a specialist clinic, where 23 were newly diagnosed as having CFS/ME. Therefore, 28 of the 2855 (1.0%) children had CFS/ME. Children with CFS/ME identified through surveillance had been ill for an amount of time comparable to those referred via health services but had less fatigue (mean difference 4.4, 95% CI 2.2 to 6.6), less disability (mean difference -5.7, 95% CI -7.9 to -3.5) and fewer symptoms (mean difference 1.86, 95% CI 0.8 to 2.93). Of 19 children followed up, six had fully recovered at 6 weeks and a further six at 6 months. Conclusions Chronic fatigue is an important cause of unexplained absence from school. Children diagnosed through school-based clinics are less severely affected than those referred to specialist services and appear to make rapid progress when they access treatment.

Pebbles, Rocks, and Boulders: The Implementation of a School-Based Social Engagement Intervention for Children with Autism

ERIC Educational Resources Information Center

Locke, Jill; Wolk, Courtney Benjamin; Harker, Colleen; Olsen, Anne; Shingledecker, Travis; Barg, Frances; Mandell, David; Beidas, Rinad

2017-01-01

Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel (n = 39) on implementing a social engagement intervention for children with autism. Semi-structured…

Paper Bag Books: A Creative Intervention with Elementary School Children Experiencing High-Conflict Parental Divorce

ERIC Educational Resources Information Center

Somody, Catherine; Hobbs, Marsha

2007-01-01

Research has found that school-based interventions for children of divorce help counter the adverse effects. Studies of school-based interventions have identified effective means for helping children of divorce cope with their situation and produce a significant reduction in clinical symptoms. Those components include activities that: (a) help…

High-Quality School-Based Pre-K Can Boost Early Learning for Children with Special Needs

ERIC Educational Resources Information Center

Phillips, Deborah A.; Meloy, Mary E.

2012-01-01

This article assesses the effects of Tulsa, Oklahoma's school-based prekindergarten program on the school readiness of children with special needs using a regression discontinuity design. Participation in the pre-K program was associated with significant gains for children with special needs in early literacy scores, but not in math scores. These…

Partners in School Asthma Management: Evaluation of a Self-Management Program for Children with Asthma

ERIC Educational Resources Information Center

Bartholomew, L. Kay; Sockrider, Marianna M.; Abramson, Stuart L.; Swank, Paul R.; Czyzewski, Danita I.; Tortolero, Susan R.; Markham, Christine M.; Fernandez, Maria E.; Shegog, Ross; Tyrrell, Shellie

2006-01-01

The "Partners in School Asthma Management" program for inner-city elementary school children comprises (1) case finding; (2) linkage of school nurses, parents, and clinicians; (3) a computer-based tailored educational program; and (4) school environmental assessment and intervention. Case finding identified 1730 children in 60 elementary schools…

Contribution of the After-School Period to Children's Daily Participation in Physical Activity and Sedentary Behaviours.

PubMed

Arundell, Lauren; Hinkley, Trina; Veitch, Jenny; Salmon, Jo

2015-01-01

Children's after-school physical activity (PA) and sedentary behaviours (SB) are not well understood, despite the potential this period holds for intervention. This study aimed to describe children's after-school physical activity and sedentary behaviours; establish the contribution this makes to daily participation and to achieving physical activity and sedentary behaviours guidelines; and to determine the association between after-school moderate- to vigorous-intensity physical activity (MVPA), screen-based sedentary behaviours and achieving the physical activity and sedentary behaviour guidelines. Children (n = 406, mean age 8.1 years, 58% girls) wore an ActiGraph GT3X accelerometer. The percentage of time and minutes spent sedentary (SED), in light- physical activity (LPA) and MVPA between the end-of-school and 6pm (weekdays) was calculated. Parents (n = 318, 40 years, 89% female) proxy-reported their child's after-school participation in screen-based sedentary behaviours. The contribution that after-school SED, LPA, MVPA, and screen-based sedentary behaviours made to daily levels, and that after-school MVPA and screen-based sedentary behaviours made to achieving the physical activity/sedentary behaviour guidelines was calculated. Regression analysis determined the association between after-school MVPA and screen-based sedentary behaviours and achieving the physical activity/sedentary behaviours guidelines. Children spent 54% of the after-school period SED, and this accounted for 21% of children's daily SED levels. Boys spent a greater percentage of time in MVPA than girls (14.9% vs. 13.6%; p<0.05), but this made a smaller contribution to their daily levels (27.6% vs 29.8%; p<0.05). After school, boys and girls respectively performed 18.8 minutes and 16.7 minutes of MVPA, which is 31.4% and 27.8% of the MVPA (p<0.05) required to achieve the physical activity guidelines. Children spent 96 minutes in screen-based sedentary behaviours, contributing to 84% of their daily screen-based sedentary behaviours and 80% of the sedentary behaviour guidelines. After-school MVPA was positively associated with achieving the physical activity guidelines (OR: 1.31, 95%CI 1.18, 1.44, p<0.05), and after-school screen-based sedentary behaviours were negatively associated with achieving the sedentary behaviours guidelines (OR: 0.97, 95%CI: 0.96, 0.97, p<0.05). The after-school period plays a critical role in the accumulation of children's physical activity and sedentary behaviours. Small changes to after-school behaviours can have large impacts on children's daily behaviours levels and likelihood of meeting the recommended levels of physical activity and sedentary behaviour. Therefore interventions should target reducing after-school sedentary behaviours and increasing physical activity.

Families, Schools, and Children's School Achievement: A Study Based on Rural Regions in China Gansu Province

ERIC Educational Resources Information Center

Zhijun, Sun; Zeyun, Liu; Baicai, Sun

2015-01-01

This paper focuses on the impact of school factors on student achievement due to differences in family backgrounds. Based on the principle of diminishing effects of school investment in children's achievement, this study built a model that includes individual characteristics, family characteristics, and school characteristics. Family and school…

The Role of Ethnicity in School-Based Obesity Intervention for School-Aged Children: A Pilot Evaluation

ERIC Educational Resources Information Center

Karczewski, Sabrina A.; Carter, Jocelyn S.; DeCator, Draycen D.

2016-01-01

Background: Rates of obesity have risen disproportionately for ethnic minority youth in the United States. School-based programs may be the most comprehensive and cost-effective way to implement primary prevention in children. In this study we evaluated the effect of a school-based obesity prevention on the outcome of body mass index percentile…

A Person-Centered Exploration of Children of Immigrants' Social Experiences and Their School-Based Well-Being

ERIC Educational Resources Information Center

Pieloch, Kerrie A.; Marks, Amy K.; García Coll, Cynthia

2018-01-01

This study aimed to explore commonalities among discrimination, stereotyping, and peer-related social experiences of children of immigrants, and to see if these experiences might relate to children's school-based well-being. Two age-based cohorts of 294 children and their immigrant parents from Portugal, the Dominican Republic, and Cambodia were…

Effectiveness of school-based family asthma educational programs in quality of life and asthma exacerbations in asthmatic children aged five to 18: a systematic review.

PubMed

Walter, Helen; Sadeque-Iqbal, Fatema; Ulysse, Rose; Castillo, Doreen; Fitzpatrick, Aileen; Singleton, Joanne

2016-11-01

Asthma is a common, chronic, non-communicable respiratory disease that affects millions of children worldwide. Asthma exacerbations can range from mild to severe and can have an unfavorable impact on the quality of life of children and their caregivers. Asthma exacerbations often result in absenteeism from school or work, activity intolerance and emergency hospital visits. One strategy to address this health issue in an attempt to improve health outcomes is school-based asthma educational programs. A review of the literature revealed that previous systematic reviews have examined similar topics on the effectiveness of school-based asthma educational programs that have included collaborative efforts between parents and schools. No systematic reviews were found that examined the effectiveness of school-based asthma educational programs that exclusively included children and their caregivers. Research has not been systematically reviewed to determine the effectiveness of a school-based asthma educational program within a familial context. To identify the best available evidence on the effectiveness of school-based family asthma educational programs that exclusively included both children and caregivers on the quality of life and number of asthma exacerbations of children aged five to 18 years with a clinical diagnosis of asthma. Children aged five to 18 years of any gender, race or ethnicity with a clinical diagnosis of asthma and their caregivers. School-based family asthma educational programs. Randomized controlled trials. Quality of life and the number of asthma exacerbations measured by either missed days from school or work, and/or physical activity intolerance, and/or emergency hospital visits. The search strategy aimed to find both published and unpublished studies from inception of the database to August 21, 2015. Quantitative papers selected for retrieval were assessed by two independent reviewers for methodological validity before inclusion in the review using standardized critical appraisal instruments from the Joanna Briggs Institute. Data were extracted from articles included in the review using the standardized data extraction tool from the Joanna Briggs Institute. The data extracted included specific details about the populations, interventions, study methods and outcomes of significance to the review question and its specific objectives. Due to the heterogeneity among the included studies, statistical pooling and meta-analysis was not possible. Results are presented in narrative form. Six studies examining the intervention were included in this review. All six of the included studies were randomized controlled trials (RCTs). All six studies compared the effects of school-based asthma education to no school-based asthma education/usual care on quality of life and number of asthma exacerbations. Three out of four RCTs showed that children who participated in school-based family asthma educational programs demonstrated a statistically significant improvement in overall quality of life (P < 0.05). All six studies showed improvement in the number of asthma exacerbations that resulted in one or all of the measured outcomes of either missed days from school or work, physical activity intolerance and/or decreased emergency hospital visits. School-based family asthma educational programs for children that include caregivers can have a positive impact on the quality of life and asthma management of children with asthma. Other outcomes that can be positively affected by school-based family asthma educational programs include absenteeism from school or work, physical activity intolerance and emergency hospital visits as result of asthma exacerbations.

Legal Interviewers Use Children's Affect and Eye Contact Cues to Assess Credibility of Their Testimony

ERIC Educational Resources Information Center

Field, Tiffany; Malphurs, Julie E.; Yando, Regina; Bendell, Debra; Carraway, Kirsten; Cohen, Raquel

2010-01-01

Based on interviews with 120 children ranging from age 3 to 12, legal interviewers rated the grade school and middle school age children as competent and as understanding the meaning of lying. The interviewers rated the grade school children as more credible "witnesses in court" than either the preschool or the middle school age…

Methodology for assessing exposure and impacts of air pollutants in school children: Data collection, analysis and health effects - A literature review

NASA Astrophysics Data System (ADS)

Mejía, Jaime F.; Choy, Samantha Low; Mengersen, Kerrie; Morawska, Lidia

2011-02-01

The aim of this review is to explore the methodologies employed to assess the exposure of children to air pollutants, in particular traffic emissions, at school, and how these methodologies influence the assessment of the impact of this exposure on the children's health. This involves four main steps: the measurement of air quality at school level, the association between measured air quality and children's exposure, the association between children's exposure and health; and source identification. The comparative advantages and disadvantages of the methods used at each of these steps are discussed. Air quality in schools can be measured at three scales: broad scale, across several city blocks using remote monitors; school-based scale, through ground-level monitors installed within the schools or their immediate surroundings (i.e. only a few metres outside the school); and personal exposure scale using portable monitors attached to a sample of children. Although studies have reported high exposure to PAHs (polycyclic aromatic hydrocarbons), submicrometre (<1.0 μm) and ultrafine particles (<100 nm) at school, no study has investigated the formation of new particles in school facilities and only a handful of studies have analysed children's exposure at school. Associating air quality measurements at the broad and medium scale with children's exposure is challenging: there is spatial and temporal heterogeneity in the distribution of air quality within a school, indoor measurements can often exceed outdoor measurements; and exposure in the classroom is affected by the penetration of outdoor pollutants, wall absorption, emissions from furniture and other materials, level and length of occupancy, and quality of ventilation. This is further exacerbated by the fact that children move around during their school day. Quantifying the contribution of school exposure with observed health symptoms presents further challenges. In addition to ascertaining the impact of non-school-based exposures and co-morbidities, the air pollutant dose intake is affected by daily patterns of physical and traffic activity during and outside school hours which make it difficult to compare the contribution of school-based and non-school-based exposures to the health effect under investigation. Finally, there is strong evidence that low socioeconomic level is highly correlated with the proximity of the school to pollution sources, yet this area of socioeconomic research has been largely unexplored in the assessment of traffic emission exposure.

Computer-Related Posture and Discomfort in Primary School Children: The Effects of a School-Based Ergonomic Intervention

ERIC Educational Resources Information Center

Dockrell, Sara; Earle, Deirdre; Galvin, Rose

2010-01-01

This study investigated the effect of a school-based ergonomic intervention on childrens' posture and discomfort while using computers using a pre/post test study design. The sample comprised 23 children age 9 and 10 years. Posture was assessed with Rapid Upper Limb Assessment (RULA) and a workstation assessment was completed using a Visual…

Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services

PubMed Central

Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.; Glisson, Charles

2013-01-01

School based mental health services for children in poverty can capitalize on schools’ inherent capacity to support development and bridge home and neighborhood ecologies. We propose an ecological model informed by public health and organizational theories to refocus school based services in poor communities on the core function of schools to promote learning. We describe how coalescing mental health resources around school goals includes a focus on universal programming, mobilizing indigenous school and community resources, and supporting core teaching technologies. We suggest an iterative research–practice approach to program adaptation and implementation as a means toward advancing science and developing healthy children. PMID:18581225

Does school-based physical activity decrease overweight and obesity in children aged 6-9 years? A two-year non-randomized longitudinal intervention study in the Czech Republic.

PubMed

Sigmund, Erik; El Ansari, Walid; Sigmundová, Dagmar

2012-07-29

Globally, efforts aimed at the prevention of childhood obesity have led to the implementation of a range of school-based interventions. This study assessed whether augmenting physical activity (PA) within the school setting resulted in increased daily PA and decreased overweight/obesity levels in 6-9-year-old children. Across the first to third primary school years, PA of 84 girls and 92 boys was objectively monitored five times (each for seven successive days) using Yamax pedometer (step counts) and Caltrac accelerometer (activity energy expenditure AEE - kcal/kg per day). Four schools were selected to participate in the research (2 intervention, 2 controls), comprising intervention (43 girls, 45 boys) and control children (41 girls, 47 boys). The study was non-randomized and the intervention schools were selected on the basis of existing PA-conducive environment. Analyses of variance (ANOVA) for repeated measures examined the PA programme and gender effects on the step counts and AEE. Logistic regression (Enter method) determined the obesity and overweight occurrence prospect over the course of implementation of the PA intervention. There was a significant increase of school-based PA during schooldays in intervention children (from ≈ 1718 to ≈ 3247 steps per day; and from 2.1 to ≈ 3.6 Kcal/Kg per day) in comparison with the control children. Increased school-based PA of intervention children during schooldays contributed to them achieving >10,500 steps and >10.5 Kcal/Kg per school day across the 2 years of the study, and resulted in a stop of the decline in PA levels that is known to be associated with the increasing age of children. Increased school-based PA had also positive impact on leisure time PA of schooldays and on PA at weekends of intervention children. One year after the start of the PA intervention, the odds of being overweight or obese in the intervention children was almost three times lower than that of control children (p < 0.005), and these odds steadily decreased with the duration of the intervention. The findings suggest that school-based PA (Physical Education lessons, PA during short breaks and longer recesses, PA at after-school nursery) in compatible active environments (child-friendly gym and school playground, corridors with movement and playing around corners and for games) has a vital role in obesity and overweight reduction among younger pupils.

Does school-based physical activity decrease overweight and obesity in children aged 6–9 years? A two-year non-randomized longitudinal intervention study in the Czech Republic

PubMed Central

2012-01-01

Background Globally, efforts aimed at the prevention of childhood obesity have led to the implementation of a range of school-based interventions. This study assessed whether augmenting physical activity (PA) within the school setting resulted in increased daily PA and decreased overweight/obesity levels in 6-9-year-old children. Methods Across the first to third primary school years, PA of 84 girls and 92 boys was objectively monitored five times (each for seven successive days) using Yamax pedometer (step counts) and Caltrac accelerometer (activity energy expenditure AEE - kcal/kg per day). Four schools were selected to participate in the research (2 intervention, 2 controls), comprising intervention (43 girls, 45 boys) and control children (41 girls, 47 boys). The study was non-randomized and the intervention schools were selected on the basis of existing PA-conducive environment. Analyses of variance (ANOVA) for repeated measures examined the PA programme and gender effects on the step counts and AEE. Logistic regression (Enter method) determined the obesity and overweight occurrence prospect over the course of implementation of the PA intervention. Results There was a significant increase of school-based PA during schooldays in intervention children (from ≈ 1718 to ≈ 3247 steps per day; and from 2.1 to ≈ 3.6 Kcal/Kg per day) in comparison with the control children. Increased school-based PA of intervention children during schooldays contributed to them achieving >10,500 steps and >10.5 Kcal/Kg per school day across the 2 years of the study, and resulted in a stop of the decline in PA levels that is known to be associated with the increasing age of children. Increased school-based PA had also positive impact on leisure time PA of schooldays and on PA at weekends of intervention children. One year after the start of the PA intervention, the odds of being overweight or obese in the intervention children was almost three times lower than that of control children (p < 0.005), and these odds steadily decreased with the duration of the intervention. Conclusions The findings suggest that school-based PA (Physical Education lessons, PA during short breaks and longer recesses, PA at after-school nursery) in compatible active environments (child-friendly gym and school playground, corridors with movement and playing around corners and for games) has a vital role in obesity and overweight reduction among younger pupils. PMID:22892226

Using an agent-based model to simulate children’s active travel to school

PubMed Central

2013-01-01

Background Despite the multiple advantages of active travel to school, only a small percentage of US children and adolescents walk or bicycle to school. Intervention studies are in a relatively early stage and evidence of their effectiveness over long periods is limited. The purpose of this study was to illustrate the utility of agent-based models in exploring how various policies may influence children’s active travel to school. Methods An agent-based model was developed to simulate children’s school travel behavior within a hypothetical city. The model was used to explore the plausible implications of policies targeting two established barriers to active school travel: long distance to school and traffic safety. The percent of children who walk to school was compared for various scenarios. Results To maximize the percent of children who walk to school the school locations should be evenly distributed over space and children should be assigned to the closest school. In the case of interventions to improve traffic safety, targeting a smaller area around the school with greater intensity may be more effective than targeting a larger area with less intensity. Conclusions Despite the challenges they present, agent based models are a useful complement to other analytical strategies in studying the plausible impact of various policies on active travel to school. PMID:23705953

School gardens and physical activity: a randomized controlled trial of low-income elementary schools.

PubMed

Wells, Nancy M; Myers, Beth M; Henderson, Charles R

2014-12-01

This study examines effects of a school garden intervention on elementary school children's physical activity (PA). Twelve schools in New York were randomly assigned to receive the school garden intervention (n=6) or to the waitlist control group that later received gardens (n=6). PA was measured by self-report survey (Girls Health Enrichment Multi-site Study Activity Questionnaire) (N=227) and accelerometry (N=124, 8 schools) at baseline (Fall 2011) and follow-up (Spring 2012, Fall 2012, Spring 2013). Direct observation (N=117, 4 schools) was employed to compare indoor (classroom) and outdoor (garden) PA. Analysis was by general linear mixed models. Survey data indicate garden intervention children's reports of usual sedentary activity decreased from pre-garden baseline to post-garden more than the control group children's (Δ=-.19, p=.001). Accelerometry data reveal that during the school day, children in the garden intervention showed a greater increase in percent of time spent in moderate and moderate-to-vigorous PA from baseline to follow-up than the control group children (Δ=+.58, p=.010; Δ=+1.0, p=.044). Direct observation within-group comparison of children at schools with gardens revealed that children move more and sit less during an outdoor garden-based lesson than during an indoor, classroom-based lesson. School gardens show some promise to promote children's PA. clinicaltrials.gov # NCT02148315. Copyright © 2014 Elsevier Inc. All rights reserved.

Effectiveness of pre-school- and school-based interventions to impact weight-related behaviours in African American children and youth: a literature review.

PubMed

Robinson, L E; Webster, E K; Whitt-Glover, M C; Ceaser, T G; Alhassan, S

2014-10-01

This review assessed the effectiveness of pre-school- and school-based obesity prevention and/or treatment interventions targeting healthy eating, physical activity or obesity in African American children and adolescents. Systematic searches were conducted for English-printed research articles published between January 1980 and March 2013. Retained articles included experimental studies conducted in the United States that targeted ≥ 80% African American/black children and adolescents and/or studies whose results were stratified by race/ethnicity, and that were conducted in pre-schools/head start or schools (excluding after-school programmes). Of the 12,270 articles identified, 17 met the inclusion criteria (pre-school, n=2; elementary school, n=7; middle and secondary schools, n=8). Thirteen studies found significant improvements in nutrition (pre-school, n=1; elementary, n=7; secondary, n=5) and three found significant improvements in physical activity (pre-school, n=1; elementary, n=2) variables of interest. Two studies (pre-school, n=1; secondary, n=1) reported significant reductions in obesity in African American children. The evidence available suggests school-based interventions are effective in promoting healthy nutrition behaviours in African American children. Conclusions overall and, particularly, about effects on physical activity and obesity are limited due to the small number of studies, differences in assessment approaches and a lack of follow-up assessments. © 2014 World Obesity.

Predictors of Long-Term School-Based Behavioral Outcomes in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Reed, Margot O.; Jakubovski, Ewgeni; Johnson, Jessica A.

2017-01-01

Abstract Objective: To explore predictors of 8-year school-based behavioral outcomes in attention-deficit/hyperactivity disorder (ADHD). Methods: We examined potential baseline predictors of school-based behavioral outcomes in children who completed the 8-year follow-up in the multimodal treatment study of children with ADHD. Stepwise logistic regression and receiver operating characteristic (ROC) analysis identified baseline predictors that were associated with a higher risk of truancy, school discipline, and in-school fights. Results: Stepwise regression analysis explained between 8.1% (in-school fights) and 12.0% (school discipline) of the total variance in school-based behavioral outcomes. Logistic regression identified several baseline characteristics that were associated with school-based behavioral difficulties 8 years later, including being male (associated with truancy and school discipline), African American (school discipline, in-school fights), increased conduct disorder (CD) symptoms (truancy), decreased affection from parents (school discipline), ADHD severity (in-school fights), and study site (truancy and school discipline). ROC analyses identified the most discriminative predictors of truancy, school discipline, and in-school fights, which were Aggression and Conduct Problem Scale Total score, family income, and race, respectively. Conclusions: A modest, but nontrivial portion of school-based behavioral outcomes, was predicted by baseline childhood characteristics. Exploratory analyses identified modifiable (lack of paternal involvement, lower parental knowledge of behavioral principles, and parental use of physical punishment), somewhat modifiable (income and having comorbid CD), and nonmodifiable (African American and male) factors that were associated with school-based behavioral difficulties. Future research should confirm that the associations between earlier specific parenting behaviors and poor subsequent school-based behavioral outcomes are, indeed, causally related and independent cooccurring childhood psychopathology. Future research might target increasing paternal involvement and parental knowledge of behavioral principles and reducing use of physical punishment to improve school-based behavioral outcomes in children with ADHD. PMID:28253029

Predictors of Long-Term School-Based Behavioral Outcomes in the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder.

PubMed

Reed, Margot O; Jakubovski, Ewgeni; Johnson, Jessica A; Bloch, Michael H

2017-05-01

To explore predictors of 8-year school-based behavioral outcomes in attention-deficit/hyperactivity disorder (ADHD). We examined potential baseline predictors of school-based behavioral outcomes in children who completed the 8-year follow-up in the multimodal treatment study of children with ADHD. Stepwise logistic regression and receiver operating characteristic (ROC) analysis identified baseline predictors that were associated with a higher risk of truancy, school discipline, and in-school fights. Stepwise regression analysis explained between 8.1% (in-school fights) and 12.0% (school discipline) of the total variance in school-based behavioral outcomes. Logistic regression identified several baseline characteristics that were associated with school-based behavioral difficulties 8 years later, including being male (associated with truancy and school discipline), African American (school discipline, in-school fights), increased conduct disorder (CD) symptoms (truancy), decreased affection from parents (school discipline), ADHD severity (in-school fights), and study site (truancy and school discipline). ROC analyses identified the most discriminative predictors of truancy, school discipline, and in-school fights, which were Aggression and Conduct Problem Scale Total score, family income, and race, respectively. A modest, but nontrivial portion of school-based behavioral outcomes, was predicted by baseline childhood characteristics. Exploratory analyses identified modifiable (lack of paternal involvement, lower parental knowledge of behavioral principles, and parental use of physical punishment), somewhat modifiable (income and having comorbid CD), and nonmodifiable (African American and male) factors that were associated with school-based behavioral difficulties. Future research should confirm that the associations between earlier specific parenting behaviors and poor subsequent school-based behavioral outcomes are, indeed, causally related and independent cooccurring childhood psychopathology. Future research might target increasing paternal involvement and parental knowledge of behavioral principles and reducing use of physical punishment to improve school-based behavioral outcomes in children with ADHD.

Children's Readiness Gains in Publically Funded, Community-Based Pre-Kindergarten Programs for 4 Year Olds and Preschool for 3 Year Olds

ERIC Educational Resources Information Center

Goldstein, Peggy; Warde, Beverly; Peluso, Paul

2013-01-01

Background: Many states provide public funding to facilitate school readiness for community-based pre-K and preschool programs for 4 year old children and "at risk" 3 year old children. Little research exists on the school readiness gains of children participating in these "garden variety" community-based programs. Objective:…

Patterns of School Readiness among Head Start Children: Meaningful Within-Group Variability during the Transition to Kindergarten

ERIC Educational Resources Information Center

McWayne, Christine M.; Cheung, Katherine; Wright, Linnie E. Green; Hahs-Vaughn, Debbie L.

2012-01-01

This study is a population-based investigation of children's school readiness with a national sample of low-income children, utilizing data from the Family and Children's Experiences Survey (FACES; 2000-2003). Guided by a developmental ecological framework, we posed 3 research questions: (a) How do children's early school readiness skills in the…

Chronic health conditions and school performance in first graders: A prospective cohort study.

PubMed

Hoffmann, Isabell; Diefenbach, Christiane; Gräf, Christine; König, Jochem; Schmidt, Martina F; Schnick-Vollmer, Kathleen; Blettner, Maria; Urschitz, Michael S

2018-01-01

Children with chronic health conditions may perform poorer at school. Associations may be confounded by numerous social factors. We aimed to estimate the effects of a chronic health condition on overall school performance in first graders with an emphasis on rigorous adjustment for potential confounders. A population-based cohort study was performed in the area of Mainz-Bingen (Germany). In 2015 all preschoolers were approached and the presence of a chronic health condition was assessed by parental questionnaires and preschool health examination data. The identification of a chronic health condition was based on special health care needs and presence of a doctor's diagnosis out of 24 school-relevant diseases. At the end of the first school year, overall school performance was assessed by teachers and rated on a 5-item scale ranging from -10 to +10. Of 3683 children approached, 2003 were enrolled. Overall school performance was available for 1462 children (51% boys). Of these, 52% suffered from a chronic health condition. Compared to children without a chronic health condition, children with special health care needs (15%) performed worse at school (adjusted mean difference: -0.95, 95% CI: [-1.55; -0.35], P = 0.002). Children with a doctor's diagnosis but without special health care needs (37%) did not perform worse at school. The effect was further analysed considering the extent of special health care needed. Chronic health conditions affect overall school performance early in primary school. To identify academically at-risk children, a chronic health condition identification based on special health care needs may be used.

Overcoming Medicaid Reimbursement Barriers to Funding School Nursing Services for Low-Income Children with Asthma

ERIC Educational Resources Information Center

Malcarney, Mary-Beth; Horton, Katherine; Seiler, Naomi

2016-01-01

Background: School nurses can provide direct services for children with asthma, educate, and reinforce treatment recommendations to children and their families, and coordinate the school-wide response to students' asthma emergencies. Unfortunately, school-based health services today depend on an unreliable patchwork of funding. Limited state and…

Young children's after-school activities - there's more to it than screen time: a cross-sectional study of young primary school children.

PubMed

Engelen, Lina; Bundy, Anita C; Bauman, Adrian; Naughton, Geraldine; Wyver, Shirley; Baur, Louise

2015-01-01

Children can spend substantial amounts of leisure time in sedentary activities, dominated by TV/screen time. However, objective real-time measurement of activities after school among young school children is seldom described. School children (n = 246, 5-7 years old, mean 6.0) and their parents were recruited by random selection from 14 schools across Sydney, Australia. Parents used a real-time objective measure (Experience Sampling Method, ESM) to record children's activities and whether they were indoors or outdoors at 3 random times each day after school. Data were collected across 4 weekdays in 1 week and then, 13 weeks later, another 4 weekdays in 1 week. Results were based on 2940 responses from 214 child-parent dyads showed that 25% of behavior involved physical activity, 51% was spent in sedentary activities, and 22% was TV/screen time. Most instances (81%) occurred indoors. Despite a high proportion of TV/screen time, children were also engaged in a range of other sedentary and physically active pursuits after school. Hence TV/screen time is not a suitable proxy for all sedentary behavior, and it is important to gather information on other non-screen-based sedentary and physically active behaviors. Future research is warranted to further investigate after-school activities in young primary school children.

Impact of elementary school-located influenza vaccinations: A stepped wedge trial across a community.

PubMed

Szilagyi, Peter G; Schaffer, Stanley; Rand, Cynthia M; Goldstein, Nicolas P N; Hightower, A Dirk; Younge, Mary; Eagan, Ashley; Blumkin, Aaron; Albertin, Christina S; DiBitetto, Kristine; Concannon, Cathleen; Vincelli, Phyllis; Yoo, Byung-Kwang; Humiston, Sharon G

2018-05-11

Influenza vaccination rates among children are low and novel strategies are needed to raise coverage. We measured the impact of school-located influenza vaccination (SLIV) on coverage, examined whether SLIV substitutes for practice-based influenza vaccination ("substitution"), and estimated whether a second year of experience with SLIV increases its impact. We implemented a stepped wedge study design with schools as clusters. In Year 1, we randomly allocated schools to SLIV or control. In Year 2, all schools performed SLIV. We used emails (suburban schools) or backpack fliers (both urban and suburban schools) to notify parents, and offered web-based (suburban) or paper-based vaccination (urban) consent forms. Local health department nurses administered SLIV vaccinations and billed insurers. We analyzed state immunization registry data to measure influenza vaccination rates. 42 schools (38,078 children) participated over 2 years. Overall vaccination rates were 5 and 7 percentage points higher among SLIV- school children versus control-school children in suburban (aOR 1.36, 95% CI 1.25-1.49 in Years 1-2 SLIV vs. Year 1 control schools) and urban schools (aOR 1.22, 95% CI 1.10-1.36), respectively, adjusting for prior year's vaccination and other covariates. While no substitution occurred among children attending suburban schools, some substitution occurred among children attending urban schools, although overall vaccination rates were still higher in urban schools due to SLIV. Compared to an initial year of SLIV, more children were vaccinated in a second year of SLIV at urban (8.3% vs. 6.8%, aOR 1.24, 95% CI 1.04-1.47) but not suburban schools (3.5% vs. 2.7%, aOR 1.24, 95% CI 0.98-1.57). In this stepped wedge trial, SLIV increased overall influenza vaccination rates in suburban and urban schools. Some substitution for primary care vaccination occurred in urban settings. A second year of SLIV expanded its reach slightly in urban schools. Copyright © 2018 Elsevier Ltd. All rights reserved.

Parent perceptions of school-based support for students with traumatic brain injuries

PubMed Central

GFROERER, SUSAN DAVIES; WADE, SHARI L.; WU, MICHELLE

2015-01-01

Primary objective To determine whether parents believe schools provided necessary support to their children who sustained traumatic brain injuries. Research design Interview, to determine parent perceptions. Methods and procedure Sixty-six primary caregivers of school-age children who experienced a TBI within the previous 2 years were interviewed regarding what types of special support were needed by and provided for their children during the 3 months immediately following school re-entry. They then rated how difficult it was to obtain support or services from the school and how satisfied they were with the support or services. Main outcomes and results The majority of participants did not perceive the need for school-based services, even when the injury was severe. Almost all students whose parents perceived a need for an adjusted schedule were granted that accommodation, but few students received school-based counselling or behavioural support. Conclusions Results indicated that participants perceived relatively few school-based supports, particularly given the actual academic, behavioural and social challenges experienced by children who have sustained a TBI. Schools and hospitals must take steps to ensure appropriate post-head injury support services. PMID:18608201

Southeast Asian refugee children: a school-based mental health intervention.

PubMed

Fox, Patricia G; Rossetti, Jeanette; Burns, Kenneth R; Popovich, Judith

2005-09-01

One particular focus of refugee studies in the United States has been the violence experience of Southeast Asian (S.E.A.) refugee children and its impact on mental health and school adaptation. Although virtually all researchers have found that the children have high rates of depression and/or post-traumatic stress disorder, findings concerning successful school adaptation have been inconclusive. Even so, concern has been generated on how to best meet the children's mental health needs. The purpose of our study was to provide an eight-week school-based program that was designed to reduce depression symptoms of S.E.A. refugee children. Specifically, this collaborative program addressed refugee adaptation issues, children's culture and the development of coping skills. All of the children were screened for depression using the Children's Depression Inventory (CDI). Analysis of CDI data revealed that children's depression scores had a significant decrease between screening times 1 (approximately one month before the intervention) and 2 (fourth week of the intervention), 1 and 3 (eighth week of the intervention) and 1 and 4 (one month following the intervention). Globally, culturally sensitive mental health school-based programs may be an appropriate intervention to assist immigrant and refugee children in making a successful adaptation to host countries.

Closing the Gap: Principal Perspectives on an Innovative School-Based Mental Health Intervention

ERIC Educational Resources Information Center

Blackman, Kate F.; Powers, Joelle D.; Edwards, Jeffrey D.; Wegmann, Kate M.; Lechner, Ethan; Swick, Danielle C.

2016-01-01

Mental health needs among children in the United States have significant consequences for children and their families, as well as the schools that serve them. This qualitative study evaluated the second year of an innovative school-based mental health project that created a multi-system partnership between an urban school district, a public mental…

A School-Based Movement Programme for Children with Motor Learning Difficulty

ERIC Educational Resources Information Center

Mannisto, Juha-Pekka; Cantell, Marja; Huovinen, Tommi; Kooistra, Libbe; Larkin, Dawne

2006-01-01

The study investigated the effectiveness of a school-based movement programme for a population of 5 to 7 year old children. Performance profiles on the Movement ABC were used to classify the children and to assess skill changes over time. Children were assigned to four different groups: motor learning difficulty (n = 10), borderline motor learning…

Physical Activity and Screen-based Activity in Healthy Development of School-aged Children.

PubMed

Hamřík, Zdeněk; Bobáková, Daniela; Kalman, Michal; Veselská, Zuzana Dankulincová; Klein, Daniel; Gecková, Andrea Madarasová

2015-11-01

Physical and screen-based activity in adolescents plays a crucial role in future health outcomes. Therefore, the aim of the study was to examine the associations of physical activity and screen-based activity with behavioural and psychosocial characteristics of school-aged children. Data on 11, 13 and 15 years old elementary school pupils (N=9,014; mean age=13.59) who participated in the cross-sectional Health Behaviour in School-aged Children 2009/2010 study in the Czech Republic and the Slovak Republic were analyzed. The associations of vigorous physical activity and screen-based activity with substance use, violent behaviour, eating habits and school-related outcomes adjusted for age were explored using logistic regression. Vigorous physical activity was positively associated with some of the health-related behaviours (smoking, breakfast consumption, vegetable and fruit consumption) and school related outcomes (perceived school achievement and school pressure), with gender and country based differences. Screen-based activity was significantly associated with all examined health-related behaviours and school related outcomes with only some country and gender based differences. Vigorous physical activity is positively associated with healthy development of adolescents. Screen-based behaviour shows an inverse relationship with adolescents' healthy development, especially in the group of 11 and 13 years old children. Supporting physical activity conducive environments might lead to a reduction in screen-based behaviour in adolescents and should be highlighted in health-promoting strategies. Copyright© by the National Institute of Public Health, Prague 2015.

Community-Based Summer Learning Programs for School- Age Children: Research-to-Policy Resources

ERIC Educational Resources Information Center

Stephens, Samuel A.

2016-01-01

Summer learning experiences for school-age children can be provided in a variety of ways and settings, including summer school programs (often remedial), community-based programs (often a continuation of afterschool programs), and home-based programs (in which families are provided with information and resources to encourage reading, often run by…

Transforming Children's Health Spaces into Learning Places

ERIC Educational Resources Information Center

Nisselle, Amy; Green, Julie; Scrimshaw, Chantel

2011-01-01

Purpose: Chronic health conditions can cause children extended school absences, creating significant barriers for continued education. Out-of-school learning environments, such as hospitals, provide opportunities to maintain children's learning identities during school absences. This paper seeks to present an example of hospital-based teaching and…

Functional seating for school-age children with cerebral palsy: an evidence-based tutorial.

PubMed

Costigan, F Aileen; Light, Janice

2011-04-01

This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of functional seating that may produce these positive effects, and (c) realize their role in supporting functional seating for school-age children with CP. The research reporting positive effects of seating intervention for school-age children with CP is presented according to the International Classification of Functioning, Disability and Health (World Health Organization, 2001). Recommended guidelines for functional seating for school-age children with CP are gleaned from the research evidence. The specific role of the SLP in providing functional seating for children with CP is then discussed. Seating intervention may produce positive body structure and function, activities, and participation effects for school-age children with CP when appropriate equipment is provided for weight bearing, the pelvis is positioned for stability and mobility, and the body is properly aligned. SLPs can support functional seating for school-age children with CP by communicating with professionals with seating expertise and by invoking and monitoring recommended guidelines for children with basic and complex seating needs, respectively.

Raising the Reading Skills of Secondary-Age Students with Severe and Persistent Reading Difficulties: Evaluation of the Efficacy and Implementation of a Phonics-Based Intervention Programme

ERIC Educational Resources Information Center

Jeffes, Ben

2016-01-01

The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The…

The impact of food and nutrient-based standards on primary school children's lunch and total dietary intake: a natural experimental evaluation of government policy in England.

PubMed

Spence, Suzanne; Delve, Jennifer; Stamp, Elaine; Matthews, John N S; White, Martin; Adamson, Ashley J

2013-01-01

In 2005, the nutritional content of children's school lunches in England was widely criticised, leading to a major policy change in 2006. Food and nutrient-based standards were reintroduced requiring primary schools to comply by September 2008. We aimed to determine the effect of the policy on the nutritional content at lunchtime and in children's total diet. We undertook a natural experimental evaluation, analysing data from cross-sectional surveys in 12 primary schools in North East England, pre and post policy. Dietary data were collected on four consecutive days from children aged 4-7 years (n = 385 in 2003-4; n = 632 in 2008-9). We used linear mixed effect models to analyse the effects of gender, year, and lunch type on children's mean total daily intake. Both pre- and post-implementation, children who ate a school lunch consumed less sodium (mean change -128 mg, 95% CI: -183 to -73 mg) in their total diet than children eating home-packed lunches. Post-implementation, children eating school lunches consumed a lower % energy from fat (-1.8%, -2.8 to -0.9) and saturated fat (-1.0%; -1.6 to -0.5) than children eating packed lunches. Children eating school lunches post implementation consumed significantly more carbohydrate (16.4 g, 5.3 to 27.6), protein (3.6 g, 1.1 to 6.0), non-starch polysaccharides (1.5 g, 0.5 to 1.9), vitamin C (0.7 mg, 0.6 to 0.8), and folate (12.3 µg, 9.7 to 20.4) in their total diet than children eating packed lunches. Implementation of school food policy standards was associated with significant improvements in the nutritional content of school lunches; this was reflected in children's total diet. School food- and nutrient-based standards can play an important role in promoting dietary health and may contribute to tackling childhood obesity. Similar policy measures should be considered for other environments influencing children's diet.

The "Generacion Diez" after-school program and Latino parent involvement with schools.

PubMed

Riggs, Nathaniel R; Medina, Carmen

2005-11-01

The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn

2011-01-01

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using…

Young Children's Knowledge of Food Allergy and Transition to School

ERIC Educational Resources Information Center

Sanagavarapu, Prathyusha

2017-01-01

Children's knowledge of food allergies and their self-management is developmentally based, and is essential for their safe transition to school. Despite a growing number of children with food allergies starting school globally, to date, little is known about young children's knowledge of food allergy or their capacity to manage it, or their…

Comparative Effectiveness of After-School Programs to Increase Physical Activity

PubMed Central

Gesell, Sabina B.; Sommer, Evan C.; Lambert, E. Warren; Vides de Andrade, Ana Regina; Davis, Lauren; Beech, Bettina M.; Mitchell, Stephanie J.; Neloms, Stevon; Ryan, Colleen K.

2013-01-01

Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P < .001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program. PMID:23984052

The Impact of Education and School-Based Counseling on Children's and Adolescents' Views of Substance Abuse

ERIC Educational Resources Information Center

Anderson, Shawanda W.; Moore, Paula A.

2009-01-01

The purpose of this study was to investigate if a school-based education and counseling program (Life Skills Training Program) would have an impact on school-aged children/adolescents' views of substance abuse. The study also investigated the degree and direction of change. Participants were 338 elementary or middle-school students in the metro…

There Are No Children Here: The Case of an Inner-City School Addressing Issues Facing Children and Families Living in Poverty

ERIC Educational Resources Information Center

Sallee, Mariel; Boske, Christa

2013-01-01

This case is based on real-life experiences of community school members within Horner School--an inner-city public school. Specifically, the case explores challenges faced by Cathleen, a 1st-year, White, female principal, who was hired by central office to "revamp a charter school" to promote a quality education for all children. The case raises…

Pilot Evaluation of a Sexual Abuse Prevention Program for Taiwanese Children

ERIC Educational Resources Information Center

Chen, Yi-Chuen; Fortson, Beverly L.; Tseng, Kai-Wen

2012-01-01

The purpose of the current study was to develop and evaluate the efficacy of a school-based child sexual abuse prevention program for Taiwanese children. Forty-six Taiwanese children age 6 to 13 were divided into one of two groups based on their school grade and then randomly assigned to a skills-based child sexual abuse prevention program who…

Ocular and visual status among children in special schools in Wales: the burden of unrecognised visual impairment.

PubMed

Woodhouse, J Margaret; Davies, Nathan; McAvinchey, Aideen; Ryan, Barbara

2014-06-01

The high prevalence of visual defects among children with special needs is well reported and guidelines for vision screening are in place. However, recent research has suggested that vision care for such children is neglected. This study set out to evaluate the current status of vision screening and eye care in special schools in Wales. In phase 1, all 44 special schools in Wales received a questionnaire on current vision screening practices. In phase 2, full eye examinations were conducted with 173 pupils of five schools with no screening service; the pupils were aged 2-21 years. In phase 3, feedback about the service was obtained from all schools and from 15 parents whose children took part. In phase 1, vision screening was patchy and inconsistent among the 39 schools responding. In phase 2, there is a high proportion of pupils (42%) reporting no previous eye examination. Overall, 17% of the pupils in the five schools presented with low vision (WHO definition, poorer than 0.3 LogMAR), 50% needed a first-time or updated spectacle prescription and 51% had some ocular abnormality that was either sight-limiting or warranted action to prevent risk to sight. In phase 3, school staff and parents reported that school-based eye examinations were valuable and, for those children with previous experience, likely to be more successful than clinic-based or practice-based examinations for this particular population. There is an urgent need for a school-based optometric service for this vulnerable group of children and young people. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

How Healthy Is Homeschool? An Analysis of Body Composition and Cardiovascular Disease Risk

ERIC Educational Resources Information Center

Kabiri, Laura S.; Mitchell, Katy; Brewer, Wayne; Ortiz, Alexis

2018-01-01

Background: Public school children regularly participate in school-based physical activity, physical education, and fitness testing. However, almost 2 million American children are homeschooled. The purpose of this research was to assess the body composition of elementary school-aged homeschool children and their corresponding cardiovascular…

A School Reentry Program for Chronically Ill Children.

ERIC Educational Resources Information Center

Worchel-Prevatt, Frances F.; Heffer, Robert W.; Prevatt, Bruce C.; Miner, Jennifer; Young-Saleme, Tammi; Horgan, Daniel; Lopez, Molly A.; Frankel, Lawrence; Rae, William A.

1998-01-01

Describes a school reintegration program aimed at overcoming the numerous psychological, physical, environmental, and family-based deterrents to school reentry for chronically ill children. The program uses a systems approach to children's mental health with an emphasis on multiple aspects of the child's environment (i.e., family, medical…

Pairing Nurses and Social Workers in Schools: North Carolina's School-Based Child and Family Support Teams

ERIC Educational Resources Information Center

Gifford, Elizabeth J.; Wells, Rebecca; Bai, Yu; Troop, Tony O.; Miller, Shari; Babinski, Leslie M.

2010-01-01

When children are struggling in school, underlying causes often include physical or behavioral health problems, poverty, abuse, and/or neglect. Children's poor physical health status has been linked to deficits in memory and reading ability. Children with behavioral problems are much more likely than others to have lower grades, miss school, be…

School Nurse Case Management for Children with Chronic Illness: Health, Academic, and Quality of Life Outcomes

ERIC Educational Resources Information Center

Engelke, Martha Keehner; Guttu, Martha; Warren, Michelle B.; Swanson, Melvin

2008-01-01

More children with chronic illnesses are attending school, and some of them struggle academically because of issues related to their health. School-based case management has been suggested as one strategy to improve the academic success of these children. This study tracked the academic, health, and quality of life outcomes for 114 children with…

Four year-olds use norm-based coding for face identity.

PubMed

Jeffery, Linda; Read, Ainsley; Rhodes, Gillian

2013-05-01

Norm-based coding, in which faces are coded as deviations from an average face, is an efficient way of coding visual patterns that share a common structure and must be distinguished by subtle variations that define individuals. Adults and school-aged children use norm-based coding for face identity but it is not yet known if pre-school aged children also use norm-based coding. We reasoned that the transition to school could be critical in developing a norm-based system because school places new demands on children's face identification skills and substantially increases experience with faces. Consistent with this view, face identification performance improves steeply between ages 4 and 7. We used face identity aftereffects to test whether norm-based coding emerges between these ages. We found that 4 year-old children, like adults, showed larger face identity aftereffects for adaptors far from the average than for adaptors closer to the average, consistent with use of norm-based coding. We conclude that experience prior to age 4 is sufficient to develop a norm-based face-space and that failure to use norm-based coding cannot explain 4 year-old children's poor face identification skills. Copyright © 2013 Elsevier B.V. All rights reserved.

Differential Third-Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low-Income Latino Children.

PubMed

Ansari, Arya; Lόpez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H B; Hartman, Suzanne C; Winsler, Adam

2017-09-01

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

School-Based Caries Prevention, Tooth Decay, and the Community Environment.

PubMed

Ruff, R R; Niederman, R

2018-04-01

The school and community context can contribute to inequity in child oral health. Whether the school and community affect the effectiveness of school-based caries prevention is unknown. The association between the school and community environment and dental caries, as well as their moderating effects with school-based caries prevention, was assessed using multilevel mixed-effects regression. Data were derived from a 6-y prospective cohort study of children participating in a school-based caries prevention program. For the school and community, living in a dental-shortage area and the proportion of children receiving free or reduced lunch were significantly related to an increased risk of dental caries at baseline. Caries prevention was associated with a significant per-visit decrease in the risk of untreated caries, but the rate of total caries experience increased over time. Caries prevention was more effective in children who had prior dental care at baseline and in schools with a higher proportion of low socioeconomic status students. There was significant variation across schools in the baseline prevalence of dental caries and the effect of prevention over time, although effects were modest. The school and community environment have a direct impact on oral health and moderate the association between school-based caries prevention and dental caries. Knowledge Transfer Statement: School-based caries prevention can be an effective means to reduce oral health inequity by embedding dental care within schools. However, the socioeconomic makeup of schools and characteristics of the surrounding community can affect the impact of school-based care.

Prevalence of DSM-5 Autism Spectrum Disorder Among School-Based Children Aged 3-12 Years in Shanghai, China.

PubMed

Jin, Zhijuan; Yang, You; Liu, Shijian; Huang, Hong; Jin, Xingming

2018-02-16

We estimated the prevalence of ASD in a population-based sample comprising children aged 3-12 years (N = 74,252) in Shanghai. This included a high-risk group sampled from special education schools and a low-risk group randomly sampled from general schools. First, we asked parents and then teachers to complete the Social Communication Questionnaire for participating children. Children who screened positive based on both parental and teachers' reports were comprehensively assessed. ASD was identified based on DSM-5 criteria. We identified 711 children as being at-risk for ASD, of which 203 were identified as ASD cases. The prevalence of ASD was 8.3 per 10,000, which is likely an underestimate, given that 81.6% of the children diagnosed with ASD had IQs below 40. This is the first report on the prevalence of ASD according to DSM-5 in China.

Misclassification of fourth-grade children's participation in school-provided meals based on parental responses relative to administrative daily records.

PubMed

Baxter, Suzanne Domel; Paxton-Aiken, Amy E; Royer, Julie A; Hitchcock, David B; Guinn, Caroline H; Finney, Christopher J

2014-09-01

Although many studies have relied on parental responses concerning children's school-meal participation, few studies have evaluated parental response accuracy. We investigated misclassification of fourth-grade children's participation in school-meal programs based on parental responses relative to administrative daily records using cross-sectional study data collected for 3 school years (2004-05, 2005-06, and 2006-07) for 1,100 fourth-grade children (87% black; 52% girls) from 18 schools total in one district. Parents reported children's usual school-meal participation on paper consent forms. The district provided administrative daily records of individual children's school-meal participation. Researchers measured children's weight and height. "Usual participation" in breakfast/lunch was defined as ≥50% of days. Parental responses misclassified 16.3%, 12.8%, 19.8%, and 4.7% of children for participation in breakfast, classroom breakfast, cafeteria breakfast, and lunch, respectively. Parental responses misclassified more children for participation in cafeteria than classroom breakfast (P=0.0008); usual-participant misclassification probabilities were less than nonusual-participant misclassification probabilities for classroom breakfast, cafeteria breakfast, and lunch (P<0.0001 for each) (two-proportion z tests). Parental responses concerning children's participation were more accurate for lunch than breakfast; parents overstated breakfast participation (both classroom and cafeteria) and lunch participation. Breakfast participation misclassification was not related to body mass index (P=0.41), sex (P=0.40), age (P=0.63), or socioeconomic status (P=0.21) (multicategory logistic regression controlling for school year, breakfast location, and school). Relying on parental responses concerning children's school-meal participation may hamper researchers' abilities to detect relationships that have policy implications for the child nutrition community. The use of administrative daily records of children's school-meal participation is recommended. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Prevalence of obesity in elementary school children and its association with dental caries

PubMed Central

Farsi, Deema J.; Elkhodary, Heba M.; Merdad, Leena A.; Farsi, Najat M.A.; Alaki, Sumer M.; Alamoudi, Najlaa M.; Bakhaidar, Haneen A.; Alolayyan, Mohammed A.

2016-01-01

Objectives To investigate the prevalence of obesity among elementary school children and to examine the association between obesity and caries activity in the mixed dentition stage. Methods This cross-sectional study was conducted in King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia between September 2014 and June 2015 using a multi-stage stratified sample of 915 elementary school children (482 boys, 433 girls) in Jeddah, Saudi Arabia. Anthropometric measurements, consisting of height, weight, body mass index (BMI), and waist circumference (WC), were obtained. Children were classified as underweight/healthy, overweight, or obese and as non-obese or obese according to their BMI and WC, respectively. Each child’s caries experience was assessed using the decay score in the primary and permanent teeth. Results Based on BMI, 18% of children were obese, 18% were overweight, and 64% were underweight/normal. Based on WC, 16% of children were obese, and 84% were non-obese. Girls had a significantly higher prevalence of obesity based on WC measurements (p<0.001), but not BMI. Children enrolled in private schools had a significantly higher prevalence of obesity (p<0.05) than those in public schools. For primary and permanent teeth combined, children with higher BMI and WC had a lower prevalence of caries (p<0.05). Conclusion The prevalence of obesity was high among male and female elementary school children. Overall caries activity was inversely proportional to BMI and WC. PMID:27874156

Prevalence of obesity in elementary school children and its association with dental caries.

PubMed

Farsi, Deema J; Elkhodary, Heba M; Merdad, Leena A; Farsi, Najat M A; Alaki, Sumer M; Alamoudi, Najlaa M; Bakhaidar, Haneen A; Alolayyan, Mohammed A

2016-12-01

To investigate the prevalence of obesity among elementary school children and to examine the association between obesity and caries activity in the mixed dentition stage. Methods: This cross-sectional study was conducted in King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia between September 2014 and June 2015 using a multi-stage stratified sample of 915 elementary school children (482 boys, 433 girls) in Jeddah, Saudi Arabia. Anthropometric measurements, consisting of height, weight, body mass index (BMI), and waist circumference (WC), were obtained. Children were classified as underweight/healthy, overweight, or obese and as non-obese or obese according to their BMI and WC, respectively. Each child's caries experience was assessed using the decay score in the primary and permanent teeth. Results: Based on BMI, 18% of children were obese, 18% were overweight, and 64% were underweight/normal. Based on WC, 16% of children were obese, and 84% were non-obese. Girls had a significantly higher prevalence of obesity based on WC measurements (p less than 0.001), but not BMI. Children enrolled in private schools had a significantly higher prevalence of obesity (p less than 0.05) than those in public schools. For primary and permanent teeth combined, children with higher BMI and WC had a lower prevalence of caries (p less than 0.05). Conclusion: The prevalence of obesity was high among male and female elementary school children. Overall caries activity was inversely proportional to BMI and WC.

Creating a Successful School-Based Mobile Dental Program

ERIC Educational Resources Information Center

Jackson, David M.; Jahnke, Lauren R.; Kerber, Lisa; Nyer, Genie; Siemens, Kammi; Clark, Carol

2007-01-01

Background: Dental disease is one of the leading causes of school absenteeism for children. This article describes the creation and evolution of the St. David's Dental Program, a mobile school-based dental program for children. Methods: The dental program is a collaboration of community partners in Central Texas that provides free dental care to…

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ERIC Educational Resources Information Center

Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim

2015-01-01

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based…

Effects of School-Based Interventions with U.S. Military-Connected Children: A Systematic Review

ERIC Educational Resources Information Center

Brendel, Kristen Esposito; Maynard, Brandy R.; Albright, David L.; Bellomo, Mary

2014-01-01

Objective: To examine the effects of school-based interventions on the well-being of military-connected children (i.e., dependents of U.S. military service members, veterans, or reserve component members) who attend public or private elementary or secondary schools with parental deployment, parental reintegration, parental military-related trauma…

Mental Health Services in School-Based Health Centers: Systematic Review

ERIC Educational Resources Information Center

Bains, Ranbir Mangat; Diallo, Ana F.

2016-01-01

Mental health issues affect 20-25% of children and adolescents, of which few receive services. School-based health centers (SBHCs) provide access to mental health services to children and adolescents within their schools. A systematic review of literature was undertaken to review evidence on the effectiveness of delivery of mental health services…

Ethnic Disparities in School-Based Behavioral Health Service Use for Children with Psychiatric Disorders

ERIC Educational Resources Information Center

Locke, Jill; Kang-Yi, Christina D.; Pellecchia, Melanie; Marcus, Steven; Hadley, Trevor; Mandell, David S.

2017-01-01

Background: We examined racial/ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. Methods: Medicaid claims data were used to compare the behavioral healthcare service use of 23,601 children aged 5-17 years by psychiatric disorder (autism, attention deficit hyperactivity disorder [ADHD],…

School-Based Information to Parents and Parents' Educational/Occupational Aspirations for Their Children.

ERIC Educational Resources Information Center

Helling, Mary Kay

To identify the information that parents receive about their children's school experiences and to investigate the relationship between this information base and parents' aspirations and expectations regarding their children, a study was conducted of 93 parents of first and fourth graders. The parents were interviewed and administered…

Outcomes of a School-Based Program for Young Children with Disruptive Behaviors

ERIC Educational Resources Information Center

Plath, Debbie; Croce, Nic; Crofts, Penny; Stuart, Graeme

2016-01-01

This article reports on outcomes of an Australian pilot school-based early intervention program called Got It! (Getting On Track In Time!). Findings contribute to evidence for the effectiveness of interventions for children with early-onset conduct problems. The Got It! program incorporates universal and targeted components for children ages five…

Relationship of Adverse Family Experiences to Resilience and School Engagement Among Vermont Youth.

PubMed

Kasehagen, Laurin; Omland, Laurel; Bailey, Melissa; Biss, Charlie; Holmes, Breena; Kelso, Patsy Tassler

2018-03-01

Adverse childhood experiences (ACEs) are associated with a range of health outcomes and risk behaviors. In 2011-2012, the National Survey of Children's Health (NSCH) included questions about adverse family experiences (AFEs). AFE survey questions are similar to ACE questions, except there are no questions about emotional/physical/sexual trauma, and questions are asked of parents rather than children. Although the relationship between ACEs and work/school absenteeism has been studied, the relationships between AFEs of school-aged children, school performance, and buffering behaviors have not been explored in depth. We examined AFEs and measures of resilience and school engagement among 1330 Vermont children (6-17 years) included in the NSCH, using descriptive, bivariate, and multivariable analyses. The most prevalent AFEs were divorce/separation of parents; family income hardship; substance use problems; and mental illness, suicidality, or severe depression. Adjusting for sex, age, special health care needs, poverty level, and maternal physical/mental-emotional health status, children who had three or more AFEs had lower odds of completing all required homework [adjusted odds ratio (AOR) 3.3, 95% confidence interval (CI) 1.7-6.3] and higher odds of failing to exhibit resilience (AOR 2.1, 95% CI 1.2-3.8), compared to children having no AFEs. Children with three or more AFEs had difficulty engaging in school and completing homework, though poor outcomes were buffered when children showed resilience. Parents, school-based mental health professionals, and teachers could help identify children who may be less resilient and have difficulties completing homework assignments. Preventive approaches to children's emotional problems (e.g., promoting family health, using family-based approaches to treat emotional/behavioral problems) could be applied in schools and communities to foster resilience and improve school engagement of children.

Young Children's Energy Expenditure and Moderate-to-vigorous Physical Activity on Weekdays and Weekends.

PubMed

Lee, Jung Eun; Stodden, David F; Gao, Zan

2016-09-01

Few studies have examined young children's leisure- and school-based energy expenditure (EE) and moderateto-vigorous physical activity (MVPA). The purpose of this study was to explore children's estimated EE rates and time spent in MVPA in 3 time segments: at-school, after-school, and weekends. A total of 187 second and third grade children from 2 elementary schools participated in the study. Accelerometers were used to assess children's 5-day EE and MVPA. Multiple 2 (Grade) × 2 (Gender) ANOVAs with repeated measures (Time) were conducted to examine the differences in the outcome variables. Significant time effects on EE and MVPA were revealed. Children's EE rate and minutes in MVPA per day were higher during after school and weekends than at school. Although children were more active outside of school, their MVPA during weekdays and weekends still fell far short of the recommended level of 60 minutes/day.

Decreasing In-home Smoking of Adults—Results from a School-based Intervention Program in Viet Nam

PubMed Central

Huong, Le Thi Thanh; Long, Tran Khanh; Anh, Le Vu; Cook, Margaret; Capra, Mike

2016-01-01

It is indicated that children are involuntarily exposed to secondhand smoke from adults, mainly at their home environment. This study aimed at describing the effectiveness of the school-based intervention to decrease the in-home smoking situation of adults so as to decrease children's exposure to secondhand smoke at home during the year 2011–2012 in a rural district in Hanoi, Viet Nam. This school-based intervention program (intervention and control group) involved 804 children aged 8 to 11 years from August 2011 to May 2012 in a rural district of Hanoi, Viet Nam. Children were taught in class about the harmful effects of secondhand smoke and about how to negotiate with fathers not to smoke in-home. Then children applied what they learnt, including staying away from secondhand smoke and persuading fathers not to smoke in-home in order to decrease children's exposure to secondhand smoke. Chi square test, t-test and multinominal logistic regression were applied in data analysis. The results showed that children's reported their father's in-home smoking decreased from 83.0% pre-intervention to 59.8% post-intervention (p < 0.001) in the intervention school while no change happened in the control school. The study found that the better changed smoking location of adult smokers as reported by children associated with the school who received intervention activities (adjusted OR = 2.04; 95% CI: 1.28–3.24). Poorer changed attitudes towards secondhand smoke of children associated with a lower percentage of better change in smoking location of their fathers/other adult smokers (aOR = 0.51, 95% CI: 0.28–0.96). Children's poorer changed knowledge towards secondhand smoke also associated with poorer changed smoking location of adult smokers (aOR = 2.88, 95% CI: 1.07–7.76). It is recommended by this study that similar school based intervention approaches should be applied in primary schools in Viet Nam to increase children's awareness on the adverse health effects of secondhand smoke and to help them to be able to avoid their exposure to secondhand smoke at their home environment. PMID:29546200

Decreasing In-home Smoking of Adults-Results from a School-based Intervention Program in Viet Nam.

PubMed

Huong, Le Thi Thanh; Long, Tran Khanh; Anh, Le Vu; Cook, Margaret; Capra, Mike

2016-01-01

It is indicated that children are involuntarily exposed to secondhand smoke from adults, mainly at their home environment. This study aimed at describing the effectiveness of the school-based intervention to decrease the in-home smoking situation of adults so as to decrease children's exposure to secondhand smoke at home during the year 2011-2012 in a rural district in Hanoi, Viet Nam. This school-based intervention program (intervention and control group) involved 804 children aged 8 to 11 years from August 2011 to May 2012 in a rural district of Hanoi, Viet Nam. Children were taught in class about the harmful effects of secondhand smoke and about how to negotiate with fathers not to smoke in-home. Then children applied what they learnt, including staying away from secondhand smoke and persuading fathers not to smoke in-home in order to decrease children's exposure to secondhand smoke. Chi square test, t-test and multinominal logistic regression were applied in data analysis. The results showed that children's reported their father's in-home smoking decreased from 83.0% pre-intervention to 59.8% post-intervention ( p < 0.001) in the intervention school while no change happened in the control school. The study found that the better changed smoking location of adult smokers as reported by children associated with the school who received intervention activities (adjusted OR = 2.04; 95% CI: 1.28-3.24). Poorer changed attitudes towards secondhand smoke of children associated with a lower percentage of better change in smoking location of their fathers/other adult smokers (aOR = 0.51, 95% CI: 0.28-0.96). Children's poorer changed knowledge towards secondhand smoke also associated with poorer changed smoking location of adult smokers (aOR = 2.88, 95% CI: 1.07-7.76). It is recommended by this study that similar school based intervention approaches should be applied in primary schools in Viet Nam to increase children's awareness on the adverse health effects of secondhand smoke and to help them to be able to avoid their exposure to secondhand smoke at their home environment.

Potential in-class strategies to increase children's vegetable consumption.

PubMed

Sharp, Gemma; Pettigrew, Simone; Wright, Shannon; Pratt, Iain S; Blane, Sally; Biagioni, Nicole

2017-06-01

The Crunch&Sip programme is a school-based nutrition initiative designed to increase the fruit, vegetable and water intakes of primary-school children. In recognition of the notable deficits in children's vegetable consumption, the present study explored the receptivity of school staff to a realignment of the Crunch&Sip programme to feature a primary focus on vegetable consumption. This involved investigating school staff members' perceptions of relevant barriers, motivators and facilitators. A multi-method approach was adopted that involved four focus groups and a survey (administered in paper and online formats) containing a mixture of open- and closed-ended items. Western Australia. Staff from Western Australian schools participated in the focus groups (n 37) and survey (n 620). School staff were strongly supportive of modifying the Crunch&Sip programme to focus primarily on children's vegetable consumption and this was generally considered to be a feasible change to implement. Possible barriers identified included children's taste preferences and a perceived lack of parental support. Suggested strategies to overcome these barriers were education sessions for parents and children, teachers modelling vegetable consumption for their students and integrating vegetable-related topics into the school curriculum. School staff are likely to support the introduction of school-based nutrition programmes that specifically encourage the consumption of vegetables. Potential barriers may be overcome through strategies to engage parents and children.

Tobacco Access and Availability for Vietnamese School Children (aged 13-15): Results from the Global Youth Tobacco Use Survey (GYTS) 2014 in Viet Nam.

PubMed

Anh, Le Thi Kim; Quyen, Bui Thi Tu; Minh, Hoang Van; Giang, Kim Bao; Hai, Phan Thi; Huyen, Doan Thu; Khue, Luong Ngoc; Lam, Nguyen Tuan; Nga, Pham Thi Quynh

2016-01-01

Efforts to reduce tobacco use among school children need to be based on understanding of access to cigarettes by these subjects because previous studies indicated that enforcement of laws for controlling tobacco sales seems to not affect teen/school children because they can obtain cigarettes from different sources. This paper aims to describe access to and availability of cigarettes among school students (aged 13-15 years old) according to the data from GYTS Vietnam 2014. In GYTS, a national school-based survey of students of grades 8-10, our findings showed that about 15% school children are current smokers who smoke at home, and that they could easily buy cigarettes from stores (63.2%), or someone else (27.8%), or street vendors (9%). Notably, over 85% of school children answered that they were not refused because of their age. This high percentage was nearly the same in the North (85.7%), the Centre (92.5%), and the South (89.7%) of Viet Nam. These findings show that it is quite easy for school children to obtain cigarettes and this is a crucial challenge for policy makers aiming to reduce tobacco use among youth in general and school-age students in particular.

A school-based strategy to assess children's environmental exposures and related health effects in economically disadvantaged urban neighborhoods.

PubMed

Sexton, K; Greaves, I A; Church, T R; Adgate, J L; Ramachandran, G; Tweedie, R L; Fredrickson, A; Geisser, M; Sikorski, M; Fischer, G; Jones, D; Ellringer, P

2000-01-01

The School Health Initiative: Environment, Learning, Disease (SHIELD) study is a novel school-based investigation of children's environmental health in economically disadvantaged urban neighborhoods of Minneapolis. This article describes the study design and summarizes lessons learned about recruiting and monitoring this historically understudied population. The SHIELD study focused on measuring children's exposures to multiple environmental stressors [volatile organic chemicals (VOCs), environmental tobacco smoke, allergens, bioaerosols, metals, pesticides, polychlorinated biphenyls (PCB), phthalates] and exploring related effects on respiratory health (e.g., lung function) and learning outcomes (e.g., standardized test scores, academic achievement). It involved intensive exposure monitoring, including environmental measurements inside and outside the children's schools and inside their homes, personal measurements with passive dosimeters worn by the children, and biological marker measurements in blood and urine. The SHIELD participants comprised a stratified random sample of 153 "index" children and 51 of their siblings enrolled in grades 2-5 at two adjacent elementary schools. The Minneapolis Public Schools (MPS) assisted with identifying, contacting, recruiting, and monitoring this population, which traditionally is difficult to study because families/children are highly mobile, speak a diversity of languages, frequently do not have a telephone, endure economic hardships, often do not trust researchers, and have a spectrum of unconventional lifestyles and living arrangements. Using a school-based approach, the overall SHIELD enrollment (response) rate was 56.7%, with a wide disparity between English-speaking (41.7%) and non-English-speaking (71.0%) families/children. Most children remained involved in the study through both monitoring sessions and exhibited an acceptable degree of compliance with study protocols, including providing blood and urine samples. Results indicate that it is both practical and affordable to conduct probability-based exposure studies in this population, but that it is also important to improve our understanding of factors (e.g., cultural, economic, psychological, social) affecting the willingness of families/children to participate in such studies, with special emphasis on developing cost-effective recruitment methods.

School-Based Prevention for At-Risk Children: The Impact of the Primary Mental Health Project in Elementary Schools and Students.

ERIC Educational Resources Information Center

Munoz, Marco A.

In schools, the learning and optimal development of children with adaptive or behavioral problems may be seriously affected. In many schools, such problems are so prevalent that demand time and energy of the educators may dilute the educational experience of all children. This study examines the impact of the Primary Mental Health Project-- a…

Reading and reading instruction for children from low-income and non-English-speaking households.

PubMed

Lesaux, Nonie K

2012-01-01

Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for teaching the conceptual and knowledge-based reading competencies that are critical for academic success, particularly for academically vulnerable populations.

Transition from Tube to Oral Feeding in the School Setting

ERIC Educational Resources Information Center

McKirdy, Laura S.; Sheppard, Justine J.; Osborne, Mary L.; Payne, Pamela

2008-01-01

Purpose: A school-based treatment program for tube-fed children with medically complex conditions and food refusal was implemented to facilitate the children's transition to oral feeding and advance their eating skills. Method: The program combined educational and therapeutic goals. It was implemented in a regional public school for children with…

Strengthening Socio-Emotional Competencies in a School Setting: Data from the Pyramid Project

ERIC Educational Resources Information Center

Ohl, Madeleine; Fox, Pauline; Mitchell, Kathryn

2013-01-01

Background: Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims: This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample: Participants were 385 children from seven schools…

Effects of a School-Based Instrumental Music Program on Verbal and Visual Memory in Primary School Children: A Longitudinal Study

PubMed Central

Roden, Ingo; Kreutz, Gunter; Bongard, Stephan

2012-01-01

This study examined the effects of a school-based instrumental training program on the development of verbal and visual memory skills in primary school children. Participants either took part in a music program with weekly 45 min sessions of instrumental lessons in small groups at school, or they received extended natural science training. A third group of children did not receive additional training. Each child completed verbal and visual memory tests three times over a period of 18 months. Significant Group by Time interactions were found in the measures of verbal memory. Children in the music group showed greater improvements than children in the control groups after controlling for children’s socio-economic background, age, and IQ. No differences between groups were found in the visual memory tests. These findings are consistent with and extend previous research by suggesting that children receiving music training may benefit from improvements in their verbal memory skills. PMID:23267341

[Food and nutrition knowledge of elementary and high school-age children from Chile's Metropolitan Region].

PubMed

Ivanovic, D; Castro, C G; Ivanovic, R

1996-09-01

In Chile there is scarce food and nutrition knowledge among school age children. To determine the degree of food and nutrition knowledge of elementary and high school children and its relationship to socioeconomic status, sex, type of school and geographic area. Between 1986 and 1987, a representative and proportional sample of 4509 children was chosen from the Metropolitan Region. This sample was stratified according to school grade, sex, type of school and geographical area. Graffar's modified method was used to measure socioeconomic status. Food and nutrition knowledge was assessed by a specific test for each grade, based on the objectives pursued by the curricular programs of the Ministry of Education. The test was applied to 4197 children. Food and nutrition knowledge was significantly lower in the second subcycle of elementary school, in males, in older children from each grade, in rural areas, in children of low socioeconomic status and in public schools. School age children were unaware of fundamental aspects related to food and nutrition and curriculum programs of the Ministry of Education should be reformulated to overcome these deficiencies.

Impact of parental weight status on a school-based weight management programme designed for Mexican-American children.

PubMed

Moreno, J P; Johnston, C A; Hernandez, D C; LeNoble, J; Papaioannou, M A; Foreyt, J P

2016-10-01

While overweight and obese children are more likely to have overweight or obese parents, less is known about the effect of parental weight status on children's success in weight management programmes. This study was a secondary data analysis of a randomized controlled trial and investigated the impact of having zero, one or two obese parents on children's success in a school-based weight management programme. Sixty-one Mexican-American children participated in a 24-week school-based weight management intervention which took place in 2005-2006. Children's heights and weights were measured at baseline, 3, 6 and 12 months. Parental weight status was assessed at baseline. Repeated measures anova and ancova were conducted to compare changes in children's weight within and between groups, respectively. Within-group comparisons revealed that the intervention led to significant decreases in standardized body mass index (zBMI) for children with zero (F = 23.16, P < .001) or one obese (F = 4.99, P < .05) parent. Between-group comparisons indicated that children with zero and one obese parents demonstrated greater decreases in zBMI compared to children with two obese parents at every time point. The school-based weight management programme appears to be most efficacious for children with one or no obese parents compared to children with two obese parents. These results demonstrate the need to consider parental weight status when engaging in childhood weight management efforts. © 2015 World Obesity.

Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study.

PubMed

Skryabina, Elena; Morris, Joanna; Byrne, Danielle; Harkin, Nicola; Rook, Sarah; Stallard, Paul

2016-01-01

School-based mental health prevention programmes can be effective but their adoption within schools will depend on their social acceptability. We report a qualitative evaluation summarising the views of children (115), parents (20) and school staff (47) about a universal school-based anxiety prevention programme FRIENDS. This study was conducted as part of a large scale randomised controlled trial ( n  = 1362) involving 40 schools in the UK providing primary education to children aged 7-11. Reported overall experience of the programme was very positive, with all three major components of the cognitive behaviour therapy programme (emotional, cognitive, and behavioural) being accepted well and understood by children. The programme was considered to be enjoyable and valuable in teaching children important skills, particularly emotional regulation and coping. Children provided examples of using the skills learned during FRIENDS to manage their emotions and solve problems. However, teachers were concerned that the programme overlapped with the current school curriculum, required additional time and almost half were unable to identify any tangible changes in the children's behaviour. Whilst this paper provides evidence to support the social validity of the FRIENDS anxiety prevention programme, the concerns raised by teachers question the longer-term sustainability of the programme.

A model of roles and responsibilities in oral health promotion based on perspectives of a community-based initiative for pre-school children in the U.K.

PubMed

Henderson, E; Rubin, G

2014-03-01

(i) To explore dental, school and family perspectives of an oral health promotion (OHP) initiative to improve access for pre-school children in deprived communities; (ii) to develop a model of roles and responsibilities for OHP in community settings. Semi-structured focus groups (n = 6) with dental practice staff (n = 24), and semi-structured interviews with school staff (n = 9) and parents and children (n = 4) who were involved in an OHP initiative for pre-school children. Framework analysis was applied to identify themes. Themes were used to develop a model of roles and responsibilities for OHP, based on the WHO Planning and evaluating health promotion model. Respondents subscribed to a community-based approach to improving access to dental services for pre-school children in deprived areas, with an emphasis on shared responsibility and communication. In addition to macro-level actions in directing health policy and services, commissioners were held responsible for investing in micro-level actions, such as funding OHP training and involving parents, and meso-level actions such as reducing barriers to access. The model we have developed builds on WHO recommendations on health promotion to identify the key roles and responsibilities that should be incorporated into further initiatives in OHP.

Sustaining school-based asthma interventions through policy and practice change.

PubMed

Carpenter, Laurie M; Lachance, Laurie; Wilkin, Margaret; Clark, Noreen M

2013-12-01

Schools are an ideal setting for implementation of asthma interventions for children; however, sustaining school-based programs can be challenging. This study illustrates policy and practice changes brought about through the Childhood Asthma Linkages in Missouri (CALM) program to sustain such programs. Researchers analyzed caregiver-reported quantitative data regarding asthma-related outcomes in preintervention and postintervention surveys and qualitative data regarding sustainability efforts in schools reported by CALM grantees. A grounded theory approach was used to identify key concepts and themes that emerged. In 330 children, significant improvements were seen in asthma symptoms, rescue inhaler use, health care utilization, school absenteeism, and activity limitations. Overall, 27 school-based policy and practice changes supporting program sustainability were reported, with policy changes most often concerning the assessment and/or monitoring of children with asthma in the school setting, and practice changes most often regarding institution of regular asthma education programs for students and school personnel. Sustaining school-based asthma programs is challenging, but can be realized through the participation of diverse partners in enacting policy and practice changes that support the institutionalization of programs into the day-to-day processes of the schools. © 2013, American School Health Association.

School-based sleep education program improves sleep and academic performance of school-age children.

PubMed

Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

2016-05-01

The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

School absence and its effect on school performance for children born with orofacial clefts.

PubMed

Bell, Jane; Raynes-Greenow, Camille; Turner, Robin; Bower, Carol; Dodson, Alan; Hancock, Kirsten; Nassar, Natasha

2017-07-17

School absence is associated with lower performance on standardized tests. Children born with orofacial clefts (OFC) are likely to have more absence than children without OFC; however, school absence for children with OFC has not been quantified. We aimed to describe school absence and its relationship with school performance for children with and without OFC. Population-based record-linked cohort study of children (402 with OFC, 1789 without OFC) enrolled in schools in Western Australia, 2008 to 2012. We compared median school absence rates using Wilcoxon rank tests, and investigated the impact of school absence on standardized scores from reading, numeracy, and writing tests, using multivariable models fitted by generalized estimating equations. In Semester 1, at each primary school year level, children without OFC and children with cleft lip only or cleft palate only had similar median absence rates (approximately 1 week). Children with cleft lip and palate had significantly higher absence rates in Years 4 to 6 (between 1 and 2 weeks). During secondary school, median absence rates were higher (2 weeks) for all children, but not statistically different between children with and without OFC. Higher absence was significantly associated with lower standardized reading, numeracy, and writing scores. However, having a cleft of any type had little influence on the association between absence and test scores. School absence affected school performance for all children. Absence did not differentially disadvantage children born with OFC, suggesting current practices to identify and support children with OFC are minimizing effects of their absence on school performance. Birth Defects Research 109:1048-1056, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Does School-Based Health Promotion Affect Physical Activity on Weekends? And, Does It Reach Those Students Most in Need of Health Promotion?

PubMed Central

Bastian, Kerry A.; Veugelers, Paul

2015-01-01

Objective To determine whether a school-based health promotion program affects children’s weekend physical activity and whether this effect varies according to socioeconomic-status. Methods This was a quasi-experimental trial of school-based programs on physical activity levels implemented in disadvantaged neighborhoods in Alberta, Canada. In 2009 and 2011, 7 full days of pedometer data were collected from cross-sectional samples of grade 5 students (age 10–11 years) from 10 intervention schools in low-socioeconomic neighbourhoods and 20 comparison schools in middle-socioeconomic neighbourhoods. Multilevel models assessed differences in step-counts between intervention and comparison groups over-time by weight (objectively measured) and socioeconomic status subgroups. Results In 2009, children from intervention schools were less active on weekends relative to comparison schools (9212 vs. 11186 steps/day p<0.01). Two years later, daily step-counts on weekend days among children in low socioeconomic intervention schools increased such that they approximated those of children from middle socioeconomic comparison schools (12148 vs. 12121 steps/day p = 0.96). The relative difference in steps between intervention and comparison schools on weekends reduced from -21.4% to 0.2% following the intervention. The normalization of weekend step counts was similar for normal weight (–21.4% to +2.0%) and overweight (-19.1 to +3.9%) children, and was balanced across socioeconomic subgroups. Conclusions These data suggest that school-based health promotion is effective for reducing inequities in physical activity levels outside school hours. Investments in school-based health promotion lead to behavior modification beyond the school environment. Trial Registration ClinicalTrials.gov NCT01914185 PMID:26488168

School performance and school behavior of children affected by AIDS in China

PubMed Central

Tu, Xiaoming; Lv, Yunfei; Li, Xiaoming; Fang, Xiaoyi; Zhao, Guoxiang; Lin, Xiuyun; Hong, Yan; Zhang, Liying; Stanton, Bonita

2009-01-01

It is generally recognized that the AIDS epidemic will have a negative effect on the orphans’ school education. However, few studies have been carried out to examine the school performance and school behavior of AIDS orphans and vulnerable children (children living with HIV-infected parents). Using both self-report and teacher evaluation data of 1625 children from rural central China, we examined the impact of parental HIV/AIDS on children's school performances (academic marks, educational expectation, and student leadership) and school behaviors (e.g., aggression, shy/anxious and assertive social skills). Results indicate that AIDS orphans and vulnerable children had disadvantages in school performances in comparison to their peers from the same community who did not experience AIDS-related death and illness in their family (comparison children). AIDS orphans had the lowest academic marks based on the reports of both children and teachers. Educational expectation was significantly lower among AIDS orphans and vulnerable children than comparison children from teacher's perspective. AIDS orphans were significantly more likely to demonstrate aggressive, impulsive and anxious behaviors than non-orphans. Moreover, orphans have more learning difficulties. Vulnerable children were also at a disadvantage on most measures. The data suggest that a greater attention is needed to the school performance and behavior of children affected by AIDS. The findings also indicate that AIDS relief and assistance program for children should go beyond the school attendance and make efforts to improve their school performance and education aspiration. PMID:20107622

Development and Validation of the Social, Academic, and Emotional Behavior Risk Screener-Student Rating Scale

ERIC Educational Resources Information Center

von der Embse, Nathaniel P.; Iaccarino, Stephanie; Mankin, Ariel; Kilgus, Stephen P.; Magen, Eran

2017-01-01

School systems are the primary providers for the increasing number of children with mental health needs. School-based universal screening offers a valuable way to identify children that would benefit from school-based mental health services. However, many existing screening systems rely on teacher ratings alone and do not incorporate student…

Adlerian Adventure-Based Counseling to Enhance Self-Esteem in School Children

ERIC Educational Resources Information Center

Wagner, Holly H.; Elliott, Anna

2014-01-01

This article provides a rationale for using adventure-based counseling (ABC) principles to promote children's self-esteem through group work within the school setting. The effectiveness of combining Adlerian theory with ABC to promote self-esteem is established. The process that would allow a school counselor to plan, organize, facilitate,…

Decreasing Elementary School Children's Disruptive Behaviors: A Review of Four Evidence-Based Programs for School Counselors

ERIC Educational Resources Information Center

Cholewa, Blaire; Smith-Adcock, Sondra; Amatea, Ellen

2010-01-01

Elementary school counselors are often expected to intervene when students are disruptive. This article describes four evidence-based programs that have been shown to be highly effective in changing children's disruptive behavior. The success of these programs rests on the involvement of both parents and teachers in developing a collaborative…

Effects of Participation in a Martial Arts-Based Antibullying Program in Elementary Schools

ERIC Educational Resources Information Center

Twemlow, Stuart W.; Biggs, Bridget K.; Nelson, Timothy D.; Vernberg, Eric M.; Fonagy, Peter; Twemlow, Stephen W.

2008-01-01

This study evaluated the Gentle Warrior Program, a traditional martial arts-based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results…

School-Based Prevention and Intervention Programs for Children with Emotional Disturbance: A Review of Treatment Components and Methodology

ERIC Educational Resources Information Center

Reddy, Linda A.; De Thomas, Courtney Anne; Newman, Erik; Chun, Victoria

2009-01-01

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions…

The Effectiveness of Victimization Prevention Instruction: An Evaluation of Children's Responses to Actual Threats and Assaults.

ERIC Educational Resources Information Center

Finkelhor, David; And Others

1995-01-01

Interviews with 2,000 youths (ages 10-16) and their caretakers examined whether instruction at school or home about how to prevent victimization impacted on children's behavior in real victimization attempts. Children exposed to comprehensive school-based or home-based instruction were more likely to use recommended self-protection strategies and…

Effects of a school-based pediatric obesity prevention program

USDA-ARS?s Scientific Manuscript database

The purpose of this study was to evaluate a school-based pediatric obesity program for elementary children. Children (n = 782) were between the ages of 7 and 9 and in the 2nd grade. A total of 323 (189 males) children who exceeded the 85th percentile for BMI were randomized into an integrated health...

Promoting the Social and Cognitive Competence of Children with Autism: Interventions at School

ERIC Educational Resources Information Center

Skokut, Mary; Robinson, Suzanne; Openden, Daniel; Jimerson, Shane R.

2008-01-01

Addressing the needs of children with autism in the school context is an essential component of facilitating the success of these students. This article provides an overview of scientifically based and promising interventions that may be used to promote the social and cognitive competence of children with autism, focusing on the research base of…

Parental Perceptions on Childrens' Out-of-School Physical Activity and Family-Based Physical Activity

ERIC Educational Resources Information Center

Noonan, Robert J.; Boddy, Lynne M.; Fairclough, Stuart J.; Knowles, Zoe R.

2017-01-01

This study explored parents' physical activity (PA) knowledge and perceptions of children's out-of-school PA to formatively contribute to a family-based intervention design. Eleven telephone interviews were conducted with parents of children aged 10-11 years. Child and parent data were triangulated and family case studies were written. Most…

Testing the Feasibility of a Briefer School-based Preventive Intervention with Aggressive Children: A Hybrid Intervention with Face-to-Face and Internet Components

PubMed Central

Lochman, John E.; Boxmeyer, Caroline L.; Jones, Shannon; Qu, Lixin; Ewoldsen, David; Nelson, W. Michael

2017-01-01

This study describes the results from a feasibility study of an innovative indicated prevention intervention with hybrid face-to-face and web-based components for preadolescent youth. This intervention includes a considerably briefer set of face-to-face sessions from the evidence-based Coping Power program and a carefully integrated internet component with practice and teaching activities and cartoon videos for children and for parents. The Coping Power — Internet Enhanced (CP-IE) program introduces a set of cognitive-behavioral skills in 12 small group sessions for children delivered during the school day and 7 group sessions for parents. Eight elementary schools were randomly assigned to CP-IE or to Control, and six children at each school were identified each year based on 4th grade teacher ratings of aggressive behavior. Path analyses of teacher-rated disruptive behavior outcomes for 91 fifth grade children, across two annual cohorts, indicated Control children had significantly greater increases in conduct problem behaviors across the 5th grade year than did CP-IE children. This much briefer version of Coping Power provided beneficial preventive effects on children’s behavior in the school setting similar to the effects of the longer version of Coping Power. The website materials appeared to successfully engage children, and parents’ use of the website predicted children’s changes in conduct problems across the year. PMID:28646974

School-Based Educational Intervention to Improve Children's Oral Health-Related Knowledge.

PubMed

Blake, Holly; Dawett, Bhupinder; Leighton, Paul; Rose-Brady, Laura; Deery, Chris

2015-07-01

To evaluate a brief oral health promotion intervention delivered in schools by a primary care dental practice, aimed at changing oral health care knowledge and oral health-related behaviors in children. Cohort study with pretest-posttest design. Three primary schools. One hundred and fifty children (aged 9-12 years). Children received a 60-minute theory-driven classroom-based interactive educational session delivered by a dental care professional and received take-home literature on oral health. All children completed a questionnaire on oral health-related knowledge and self-reported oral health-related behaviors before, immediately after, and 6 weeks following the intervention. Children's dental knowledge significantly improved following the intervention, with improvement evident at immediate follow-up and maintained 6 weeks later. Significantly more children reported using dental floss 6 weeks after the intervention compared with baseline. No significant differences were detected in toothbrushing or dietary behaviors. School-based preventative oral health education delivered by primary care dental practices can generate short-term improvements in children's knowledge of oral health and some aspects of oral hygiene behavior. Future research should engage parents/carers and include objective clinical and behavioral outcomes in controlled study designs. © 2014 Society for Public Health Education.

School Based Cognitive Behavioural Therapy Targeting Anxiety in Children with Autistic Spectrum Disorder: A Quasi-Experimental Randomised Controlled Trail Incorporating a Mixed Methods Approach

ERIC Educational Resources Information Center

Clarke, Chris; Hill, Vivian; Charman, Tony

2017-01-01

Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a…

Cluster randomised controlled trial of 'whole school' child maltreatment prevention programme in primary schools in Northern Ireland: study protocol for Keeping Safe.

PubMed

McElearney, Aisling; Brennan-Wilson, Aoibheann; Murphy, Christina; Stephenson, Phyllis; Bunting, Brendan

2018-05-03

Child maltreatment has a pervasive, detrimental impact on children's wellbeing. Despite a growing focus on prevention through school based education, few programmes adopt a whole- school approach, are multi-component, seek to address all forms of maltreatment, or indeed have been robustly evaluated. This paper describes a cluster randomised controlled trial designed to evaluate a school based child maltreatment prevention programme: 'Keeping Safe' in primary schools in Northern Ireland. The intervention has been designed by a non-profit agency. Programme resources include 63 lessons taught incrementally to children between four and 11 years old, and is premised on three core themes: healthy relationships, my body, and being safe. There are programme resources to engage parents and to build the capacity and skills of school staff. A cluster Randomised Controlled Trial (RCT) will be conducted with children in 80 schools over a two-year period. The unit of randomisation is the school. Schools will be allocated to intervention or wait-list control groups using a computer-generated list. Data will be collected at three time points: baseline, end of year one, and end of year two of programme implementation. Primary outcomes will include: children's understanding of key programme concepts, self-efficacy to keep safe in situations of maltreatment, anxiety arising from programme participation, and disclosure of maltreatment. Secondary outcomes include teachers' comfort and confidence in teaching the programme and parents' confidence in talking to their children about programme concepts. This RCT will address gaps in current practice and evidence regarding school based child maltreatment prevention programmes. This includes the use of a whole- school approach and multi-component programme that addresses all maltreatment concepts, a two-year period of programme implementation, and the tracking of outcomes for children, parents, and teachers. Methodologically, it will extend our understanding and learning in: capturing sensitive outcome data from young children, adapting and using standardised measures with children of different ages, the use of school level administrative data on staff reports/children's disclosure of maltreatment as behavioural outcomes, and the conduct of complex trials within the busy school environment. ClinicalTrials.gov: NCT02961010 (Retrospectively registered 8 November 2016).

Effects of family-togetherness on the food selection by primary and junior high school students: family-togetherness means better food.

PubMed

Kusano-Tsunoh, A; Nakatsuka, H; Satoh, H; Shimizu, H; Sato, S; Ito, I; Fukao, A; Hisamichi, S

2001-06-01

To see how different foods were selected depending on family-togetherness at breakfast and dinner, we investigated the meals of eight thousand primary and four thousand junior high school students by questionnaire. About 70% of primary school children but less than 50% of junior high school children ate breakfast with their family. The food, eaten by children who ate meals together with their family, took more time for cooking and was more traditional with rice as the staple. Food eaten by children who did not eat with their family lacked both preparation time and staple base. Family-togetherness affects the foods of primary school children more than those of junior high school students.

Prevalence of uncorrected refractive errors among school-age children in the School District of Philadelphia.

PubMed

Mayro, Eileen L; Hark, Lisa A; Shiuey, Eric; Pond, Michael; Siam, Linda; Hill-Bennett, Tamara; Tran, Judie; Khanna, Nitasha; Silverstein, Marlee; Donaghy, James; Zhan, Tingting; Murchison, Ann P; Levin, Alex V

2018-06-01

To determine the prevalence and severity of uncorrected refractive errors in school-age children attending Philadelphia public schools. The Wills Eye Vision Screening Program for Children is a community-based pediatric vision screening program designed to detect and correct refractive errors and refer those with nonrefractive eye diseases for examination by a pediatric ophthalmologist. Between January 2014 and June 2016 the program screened 18,974 children in grades K-5 in Philadelphia public schools. Children who failed the vision screening were further examined by an on-site ophthalmologist or optometrist; children whose decreased visual acuity was not amenable to spectacle correction were referred to a pediatric ophthalmologist. Of the 18,974 children screened, 2,492 (13.1%) exhibited uncorrected refractive errors: 1,776 (9.4%) children had myopia, 459 (2.4%) had hyperopia, 1,484 (7.8%) had astigmatism, and 846 (4.5%) had anisometropia. Of the 2,492 with uncorrected refractive error, 368 children (14.8%) had more than one refractive error diagnosis. In stratifying refractive error diagnoses by severity, mild myopia (spherical equivalent of -0.50 D to < -3.00 D) was the most common diagnosis, present in 1,573 (8.3%) children. In this urban population 13.1% of school-age children exhibited uncorrected refractive errors. Blurred vision may create challenges for students in the classroom; school-based vision screening programs can provide an avenue to identify and correct refractive errors. Copyright © 2018 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

Hanging Out: Community-Based After-School Programs for Children.

ERIC Educational Resources Information Center

Garner, Ruth, Ed.

Noting the major changes in mothers' work lives and the significance that out-of-home care arrangements take on in children's lives, this book is a collection of accounts of what children do after school, both outside and inside after-school centers. The centers described are in differing communities, with differing values and differing ways of…

Promoting an Alcohol-Free Childhood: A Novel Home-Based Parenting Program

ERIC Educational Resources Information Center

Dickinson, Denise M.; Hayes, Kim A.; Jackson, Christine; Ennett, Susan T.; Lawson, Caroline

2014-01-01

Few alcohol prevention programs focus on elementary school-aged youth, yet children develop expectancies and norms about alcohol use during the elementary school years, and many elementary school children are allowed to have sips or tastes of alcohol at home. Research on consequences of early alcohol use indicates that it can put children at…

The Curriculum for Children with Severe and Profound Learning Difficulties at Stephen Hawking School

ERIC Educational Resources Information Center

Rayner, Matthew

2011-01-01

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most…

Exploring Children's Perceptions of Two School-Based Social Inclusion Programs: A Pilot Study

ERIC Educational Resources Information Center

Lindsay, Sally; McPherson, Amy C.; Aslam, Henna; McKeever, Patricia; Wright, Virginia

2013-01-01

Background: Although social exclusion among typically developing school-aged children has been well explored, it is under-researched for children with disabilities even though they are at a higher risk for being excluded. While there are a number of different programs available to improve social inclusion at school, the appeal of these programs to…

Strategies for Helping Children with Diabetes in Elementary and Middle Schools

ERIC Educational Resources Information Center

Getch, Yvette; Bhukhanwala, Foram; Neuharth-Pritchett, Stacey

2007-01-01

Given the increase in the numbers of children who are at risk for, or who have been diagnosed with, diabetes, school personnel must work as a team to effectively manage and support those children in school-based settings. Understanding the diabetic condition, developing an individualized healthcare plan that addresses the medical and academic…

A Preliminary Investigation of Evidence-Based Interventions to Increase Oral Reading Fluency in Children with Autism

ERIC Educational Resources Information Center

Reisener, Carmen D.; Lancaster, Amity Lewis; McMullin, W. Arrel; Ho, Tuan

2014-01-01

At present, the incidence rates of children identified with autism spectrum disorders are on the rise, leading to an increased number of school-aged children needing specialized services in public schools. Most intervention efforts in the school setting focus on behavioral interventions and/or communication and social skills remediation services…

Inclusion and Participation in Everyday School Life: Experiences of Children with Physical (Dis)Abilities

ERIC Educational Resources Information Center

Asbjørnslett, Mona; Engelsrud, Gunn Helene; Helseth, Sølvi

2015-01-01

This study explores the school experiences of children with physical (dis)abilities. Based on 39 interviews with 15 Norwegian children, participation in everyday school life is introduced as a central theme and divided into three sub-themes: community and independence; adequate help and influence in the classroom; and influence in planning and…

Friendships and social interactions of school-aged children with migraine.

PubMed

Vannatta, K; Getzoff, E A; Gilman, D K; Noll, R B; Gerhardt, C A; Powers, S W; Hershey, A D

2008-07-01

We set out to evaluate the friendships and social behaviour of school-aged children with migraine. Concern exists regarding the impact of paediatric migraine on daily activities and quality of life. We hypothesized that children with migraine would have fewer friends and be identified as more socially sensitive and isolated than comparison peers. Sixty-nine children with migraine participated in a school-based study of social functioning. A comparison sample without migraine included classmates matched for gender, race and age. Children with migraine had fewer friends at school; however, this effect was limited to those in elementary school. Behavioural difficulties were not found. Middle-school students with migraine were identified by peers as displaying higher levels of leadership and popularity than comparison peers. Concern may be warranted about the social functioning of pre-adolescent children with migraine; however, older children with migraine may function as well as or better than their peers.

The Effects of Mind Subtraction Meditation on Depression, Social Anxiety, Aggression, and Salivary Cortisol Levels of Elementary School Children in South Korea.

PubMed

Yoo, Yang-Gyeong; Lee, Duck-Joo; Lee, In-Soo; Shin, Namin; Park, Ju-Yeon; Yoon, Mi-Ra; Yu, Boas

2016-01-01

This study analyzed the effects of a school-based mind subtraction meditation program on depression, social anxiety, aggression, and salivary cortisol levels of 42 elementary school children in South Korea. The research design was a nonequivalent group comparison with pretest and post-test. The experimental group was given 8weeks of the meditation program. The results showed social anxiety, aggression, and salivary cortisol levels were significantly lowered in the experimental group. This demonstrated that the school-based mind subtraction meditation program could be effective in improving psychosocial and behavioral aspects of mental health in elementary school children. Copyright © 2016 Elsevier Inc. All rights reserved.

The Chinese number naming system and its impact on the arithmetic performance of pre-schoolers in Hong Kong

NASA Astrophysics Data System (ADS)

Ng, Sharon Sui Ngan

2012-06-01

Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school mathematics learning in Chinese societies, the outcomes of Western studies are often borrowed and adopted in curriculum planning in Asian schools. The study reported in this paper investigated the performance of Hong Kong Chinese pre-school children based on Western studies involving English-speaking children, and examined the relationship between the Chinese number naming system and children's performance in number and operation concepts. Data were collected from 299 pre-school children aged between 3 and 5 years. The learning sequence of the children in mastering number and operation concepts was established using the Rasch Model. This study provides empirical evidence for the feasibility of borrowing lists of mathematics concepts from studies of English-speaking children to serve as a reference for school-based curriculum planning in a Chinese-speaking context. However, it is not enough to establish the relationship between children's performance and the Chinese number naming system. Classroom instruction and cultural beliefs in mathematics learning are also important in explaining children's performance.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

PubMed Central

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A.; Pina, Violeta; Puga, Jorge L.; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J.

2018-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills. PMID:29375442

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

PubMed

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

2017-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis.

PubMed

Sanchez, Amanda L; Cornacchio, Danielle; Poznanski, Bridget; Golik, Alejandra M; Chou, Tommy; Comer, Jonathan S

2018-03-01

Given problems and disparities in the use of community-based mental health services for youth, school personnel have assumed frontline mental health service roles. To date, most research on school-based services has evaluated analog educational contexts with services implemented by highly trained study staff, and little is known about the effectiveness of school-based mental health services when implemented by school professionals. Random-effects meta-analytic procedures were used to synthesize effects of school-based mental health services for elementary school-age children delivered by school personnel and potential moderators of treatment response. Forty-three controlled trials evaluating 49,941 elementary school-age children met the selection criteria (mean grade 2.86, 60.3% boys). Overall, school-based services demonstrated a small-to-medium effect (Hedges g = 0.39) in decreasing mental health problems, with the largest effects found for targeted intervention (Hedges g = 0.76), followed by selective prevention (Hedges g = 0.67), compared with universal prevention (Hedges g = 0.29). Mental health services integrated into students' academic instruction (Hedges g = 0.59), those targeting externalizing problems (Hedges g = 0.50), those incorporating contingency management (Hedges g = 0.57), and those implemented multiple times per week (Hedges g = 0.50) showed particularly strong effects. Considering serious barriers precluding youth from accessing necessary mental health care, the present meta-analysis suggests child psychiatrists and other mental health professionals are wise to recognize the important role that school personnel, who are naturally in children's lives, can play in decreasing child mental health problems. Copyright © 2018 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Vision Screening of School Children by Teachers as a Community Based Strategy to Address the Challenges of Childhood Blindness.

PubMed

Kaur, Gurvinder; Koshy, Jacob; Thomas, Satish; Kapoor, Harpreet; Zachariah, Jiju George; Bedi, Sahiba

2016-04-01

Early detection and treatment of vision problems in children is imperative to meet the challenges of childhood blindness. Considering the problems of inequitable distribution of trained manpower and limited access of quality eye care services to majority of our population, innovative community based strategies like 'Teachers training in vision screening' need to be developed for effective utilization of the available human resources. To evaluate the effectiveness of introducing teachers as the first level vision screeners. Teacher training programs were conducted for school teachers to educate them about childhood ocular disorders and the importance of their early detection. Teachers from government and semi-government schools located in Ludhiana were given training in vision screening. These teachers then conducted vision screening of children in their schools. Subsequently an ophthalmology team visited these schools for re-evaluation of children identified with low vision. Refraction was performed for all children identified with refractive errors and spectacles were prescribed. Children requiring further evaluation were referred to the base hospital. The project was done in two phases. True positives, false positives, true negatives and false negatives were calculated for evaluation. In phase 1, teachers from 166 schools underwent training in vision screening. The teachers screened 30,205 children and reported eye problems in 4523 (14.97%) children. Subsequently, the ophthalmology team examined 4150 children and confirmed eye problems in 2137 children. Thus, the teachers were able to correctly identify eye problems (true positives) in 47.25% children. Also, only 13.69% children had to be examined by the ophthalmology team, thus reducing their work load. Similarly, in phase 2, 46.22% children were correctly identified to have eye problems (true positives) by the teachers. By random sampling, 95.65% children were correctly identified as normal (true negatives) by the teachers. Considering the high true negative rates and reasonably good true positive rates and the wider coverage provided by the program, vision screening in schools by teachers is an effective method of identifying children with low vision. This strategy is also valuable in reducing the workload of the eye care staff.

School Injury among Ottawa-Area Children: A Population-Based Study

ERIC Educational Resources Information Center

Josse, Jonathan M.; MacKay, Morag; Osmond, Martin H.; MacPherson, Alison K.

2009-01-01

Background: Injuries are the leading cause of death among Canadian children and are responsible for a substantial proportion of hospitalizations and emergency department visits. This investigation sought to identify the factors associated with the likelihood of sustaining an injury at school among Ottawa-area children. Methods: Children presenting…

Children Writing Ethnography: Children's Perspectives and Nomadic Thinking in Researching School Classrooms

ERIC Educational Resources Information Center

Hohti, Riikka

2016-01-01

This article makes a connection between narrative ethnography, childhood studies and new materialist theories in studying children's perspective on school. It presents "children writing ethnography" as an approach based on complexity and involving participatory research. The question of "what is happening in the classroom" is…

Preventing school failure, drug use, and delinquency among low-income children: long-term intervention in elementary schools.

PubMed

O'Donnell, J; Hawkins, J D; Catalano, R F; Abbott, R D; Day, L E

1995-01-01

A six-year, school-based prevention program, which modified classroom teacher practices, offered parent training, and provided child social skills training, was evaluated for its effects on school failure, drug abuse, and delinquency among low-income urban children. Compared to a low-income control group, children in the intervention group showed enhanced school commitment and class participation. The girls in the group also evidenced lower rates of substance use initiation, while the boys exhibited increased social and school work skills.

The Dissonance between Schooling and Learning: Evidence from Rural Bangladesh

ERIC Educational Resources Information Center

Asadullah, M. Niaz; Chaudhury, Nazmul

2015-01-01

Using a basic mathematics competence test based on the primary school curricular standard, we examine the extent to which years spent in school actually increases numeracy achievement in rural Bangladesh. Our sample includes 10-18-year-old children currently enrolled in school as well as those out of school. About half of the children failed to…

What It Takes To Support School Readiness: Building Collaborative Partnerships. Program Services Paper.

ERIC Educational Resources Information Center

Brown, Glyn

This guide is intended to help collaborative groups work together more effectively to promote children's readiness for school and provides useful information on the many factors that affect school readiness. The guide notes North Carolina's definition of school readiness as the condition of children as they enter school, based on five…

An Examination of School Attitude and Self-Esteem among African-American Elementary School Students

ERIC Educational Resources Information Center

Foster, Esau, II

2009-01-01

The focus of this research investigation was to examine school attitudes and self-esteem among 48 African-American elementary school children. Based on achievement data on standardized testing, administered by a school district located within the Mid-Atlantic region of the United States, African-American children were stratified in order to…

34 CFR 200.78 - Allocation of funds to school attendance areas and schools.

Code of Federal Regulations, 2013 CFR

2013-07-01

... of private school children, the LEA may— (A) Use the same poverty data the LEA uses to count public school children; (B)(1) Use comparable poverty data from a survey of families of private school students... based on a representative sample if complete actual data are unavailable; (C) Use comparable poverty...

34 CFR 200.78 - Allocation of funds to school attendance areas and schools.

Code of Federal Regulations, 2012 CFR

2012-07-01

... of private school children, the LEA may— (A) Use the same poverty data the LEA uses to count public school children; (B)(1) Use comparable poverty data from a survey of families of private school students... based on a representative sample if complete actual data are unavailable; (C) Use comparable poverty...

34 CFR 200.78 - Allocation of funds to school attendance areas and schools.

Code of Federal Regulations, 2014 CFR

2014-07-01

... of private school children, the LEA may— (A) Use the same poverty data the LEA uses to count public school children; (B)(1) Use comparable poverty data from a survey of families of private school students... based on a representative sample if complete actual data are unavailable; (C) Use comparable poverty...

34 CFR 200.78 - Allocation of funds to school attendance areas and schools.

Code of Federal Regulations, 2010 CFR

2010-07-01

... of private school children, the LEA may— (A) Use the same poverty data the LEA uses to count public school children; (B)(1) Use comparable poverty data from a survey of families of private school students... based on a representative sample if complete actual data are unavailable; (C) Use comparable poverty...

The Prevention of Childhood Anxiety and Promotion of Resilience among Preschool-Aged Children: A Universal School Based Trial

ERIC Educational Resources Information Center

Anticich, Sarah A. J.; Barrett, Paula M.; Silverman, Wendy; Lacherez, Philippe; Gillies, Robyn

2013-01-01

This study is the first to examine the effectiveness of the "Fun FRIENDS" programme, a school-based, universal preventive intervention for early childhood anxiety and promotion of resilience delivered by classroom teachers. Participants (N = 488) included children aged 4-7 years attending 1 of 14 Catholic Education schools in Brisbane,…

Chronic Childhood Trauma, Mental Health, Academic Achievement, and School-Based Health Center Mental Health Services

ERIC Educational Resources Information Center

Larson, Satu; Chapman, Susan; Spetz, Joanne; Brindis, Claire D.

2017-01-01

Background: Children and adolescents exposed to chronic trauma have a greater risk for mental health disorders and school failure. Children and adolescents of minority racial/ethnic groups and those living in poverty are at greater risk of exposure to trauma and less likely to have access to mental health services. School-based health centers…

The Relationship among State Laws, District Policies, and Elementary School-Based Measurement of Children's Body Mass Index

ERIC Educational Resources Information Center

Sandoval, Anna; Turner, Lindsey; Nicholson, Lisa; Chriqui, Jamie; Tortorelli, Megan; Chaloupka, Frank J.

2012-01-01

Background: School-based measurement of children's body mass index (BMI) is a useful tool for tracking childhood obesity rates, and may be an effective intervention strategy for reducing the increasing trends in obesity. This article examines the relationship between state law, district policy, and school-level BMI measurement practices.…

Developing a Mindfulness-Based Program for Infant Schools: Feasibility, Acceptability, and Initial Effects

ERIC Educational Resources Information Center

Emerson, Lisa-Marie; Rowse, Georgina; Sills, Jennifer

2017-01-01

Growing evidence points to the success of mindfulness for supporting the well-being of older children in schools; less is known about the effects with younger schoolchildren. This study sought to test the feasibility and acceptability of a program of mindfulness-based activities with a nonclinical sample of young children within a school setting.…

Healthy and Ready to Learn: Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children

ERIC Educational Resources Information Center

Jenkins, Jade Marcus

2018-01-01

Background: Rates of child insurance coverage have increased due to expansions in public programs, but many eligible children remain uninsured. Uninsured children are less likely to receive preventative care, which leads to poorer health and achievement in the long term. This study is an evaluation of a school-based health insurance outreach…

A Case Study on Collective Cognition and Operation in Team-Based Computer Game Design by Middle-School Children

ERIC Educational Resources Information Center

Ke, Fengfeng; Im, Tami

2014-01-01

This case study examined team-based computer-game design efforts by children with diverse abilities to explore the nature of their collective design actions and cognitive processes. Ten teams of middle-school children, with a high percentage of minority students, participated in a 6-weeks, computer-assisted math-game-design program. Essential…

Lawrence Children's Health Project. A Demonstration of a Collaborative Brokering Model and School-Based EPSDT. Final Report.

ERIC Educational Resources Information Center

Himes, John H.; And Others

The Lawrence (Massachusetts) Children's Health Project (LCHP) was a demonstration project consisting of an alternative approach to providing health care to children, many of whom were not receiving health services. The project was carried out by the Merrimack Education Center and focused on a school-based model for Early Periodic Screening,…

Preschool Children's Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School

ERIC Educational Resources Information Center

Hannula-Sormunen, Minna M.; Lehtinen, Erno; Räsänen, Pekka

2015-01-01

This seven-year longitudinal study examined how children's spontaneous focusing on numerosity (SFON), subitizing based enumeration, and counting skills assessed at five or six years predict their school mathematics achievement at 12 years. The participants were 36 Finnish children without diagnosed neurological disorders. The results, based on…

The Effect of Village-Based Schools: Evidence from a Randomized Controlled Trial in Afghanistan. NBER Working Paper No. 18039

ERIC Educational Resources Information Center

Burde, Dana; Linden, Leigh L.

2012-01-01

We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, eliminates the 21 percentage point gender disparity in enrollment, and…

School-Based Interventions Targeting Challenging Behaviors Exhibited by Young Children with Autism Spectrum Disorder: A Systematic Literature Review

ERIC Educational Resources Information Center

Martinez, Jose R.; Werch, Brittany L.; Conroy, Maureen A.

2016-01-01

The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to decrease challenging behaviors in young children with Autism Spectrum Disorder (ASD). Reviewed studies employed a single-case experimental design, targeted challenging behaviors, included children 3-8 years old with ASD, and took…

Household Wealth and Neurocognitive Development Disparities among School-aged Children in Nepal

PubMed Central

Patel, Shivani A; Murray-Kolb, Laura E; LeClerq, Steven C; Khatry, Subarna K; Tielsch, James M; Katz, Joanne; Christian, Parul

2013-01-01

Background Wealth disparities in child developmental outcomes are well documented in developed countries. We sought to (1) describe the extent of wealth-based neurocognitive development disparities and (2) examine potential mediating factors of disparities among a population-based cohort of children in rural Nepal. Methods We investigated household wealth-based differences in intellectual, executive and motor function of n = 1692 children aged between 7 and 9 years in Nepal. Using linear mixed models, wealth-based differences were estimated before and after controlling for child and household demographic characteristics. We further examined wealth-based differences adjusted for three sets of mediators: child nutritional status, home environment, and schooling pattern. Results We observed a positive gradient in child neurocognitive performance by household wealth. After adjusting for child and household control factors, disparities between children in the highest and lowest wealth quintiles persisted in intellectual and motor function, but not executive function. No statistically significant wealth-based differentials in outcomes remained after accounting for nutritional status, home environment, and schooling patterns. The largest differences in neurocognitive development were associated with schooling pattern. Conclusions Household wealth patterns child neurocognitive development in rural Nepal, likely through its influence on nutritional status, the home environment, and schooling. In the current context, improving early and regular schooling in this setting is critical to addressing wealth-based disparities in outcomes. PMID:24118003

Household wealth and neurocognitive development disparities among school-aged children in Nepal.

PubMed

Patel, Shivani A; Murray-Kolb, Laura E; LeClerq, Steven C; Khatry, Subarna K; Tielsch, James M; Katz, Joanne; Christian, Parul

2013-11-01

Wealth disparities in child developmental outcomes are well documented in developed countries. We sought to (1) describe the extent of wealth-based neurocognitive development disparities and (2) examine potential mediating factors of disparities among a population-based cohort of children in rural Nepal. We investigated household wealth-based differences in intellectual, executive and motor function of n = 1692 children aged between 7 and 9 years in Nepal. Using linear mixed models, wealth-based differences were estimated before and after controlling for child and household demographic characteristics. We further examined wealth-based differences adjusted for three sets of mediators: child nutritional status, home environment, and schooling pattern. We observed a positive gradient in child neurocognitive performance by household wealth. After adjusting for child and household control factors, disparities between children in the highest and lowest wealth quintiles persisted in intellectual and motor function, but not executive function. No statistically significant wealth-based differentials in outcomes remained after accounting for nutritional status, home environment, and schooling patterns. The largest differences in neurocognitive development were associated with schooling pattern. Household wealth patterns child neurocognitive development in rural Nepal, likely through its influence on nutritional status, the home environment, and schooling. In the current context, improving early and regular schooling in this setting is critical to addressing wealth-based disparities in outcomes. © 2013 The Authors. Paediatric and Perinatal Epidemiology published by John Wiley & Sons Ltd.

School-based mental health intervention for children in war-affected Burundi: a cluster randomized trial.

PubMed

Tol, Wietse A; Komproe, Ivan H; Jordans, Mark J D; Ndayisaba, Aline; Ntamutumba, Prudence; Sipsma, Heather; Smallegange, Eva S; Macy, Robert D; de Jong, Joop T V M

2014-04-01

Armed conflicts are associated with a wide range of impacts on the mental health of children and adolescents. We evaluated the effectiveness of a school-based intervention aimed at reducing symptoms of posttraumatic stress disorder, depression, and anxiety (treatment aim); and improving a sense of hope and functioning (preventive aim). We conducted a cluster randomized trial with 329 children in war-affected Burundi (aged 8 to 17 (mean 12.29 years, standard deviation 1.61); 48% girls). One group of children (n = 153) participated in a 15-session school-based intervention implemented by para-professionals, and the remaining 176 children formed a waitlist control condition. Outcomes were measured before, one week after, and three months after the intervention. No main effects of the intervention were identified. However, longitudinal growth curve analyses showed six favorable and two unfavorable differences in trajectories between study conditions in interaction with several moderators. Children in the intervention condition living in larger households showed decreases on depressive symptoms and function impairment, and those living with both parents showed decreases on posttraumatic stress disorder and depressive symptoms. The groups of children in the waitlist condition showed increases in depressive symptoms. In addition, younger children and those with low levels of exposure to traumatic events in the intervention condition showed improvements on hope. Children in the waitlist condition who lived on their original or newly bought land showed improvements in hope and function impairment, whereas children in the intervention condition showed deterioration on these outcomes. Given inconsistent effects across studies, findings do not support this school-based intervention as a treatment for posttraumatic stress disorder and depressive symptoms in conflict-affected children. The intervention appears to have more consistent preventive benefits, but these effects are contingent upon individual (for example, age, gender) and contextual (for example, family functioning, state of conflict, displacement) variables. Results suggest the potential benefit of school-based preventive interventions particularly in post-conflict settings. The study was registered as ISRCTN42284825.

A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children.

PubMed

McCormack, Gavin R; Giles-Corti, Billie; Timperio, Anna; Wood, Georgina; Villanueva, Karen

2011-04-12

Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. A cross-section of children in grades 5-7 (10-12 years of age) were randomly selected from the most (n = 13) and least (n = 12) 'walkable' public elementary schools (Perth, Western Australia), stratified by socioeconomic status. Children (n = 1480; response rate = 56.6%) and parents (n = 1332; response rate = 88.8%) completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR) using generalized estimating equations. Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p < 0.001) and 25.9% (boys: 19.1 vs. girls: 31.6%; p < 0.001) achieved the pedometer-based cut-points.After adjusting for all other variables and school clustering, meeting the pedometer-based cut-points was negatively associated (p < 0.05) with being male (OR = 0.42), parent self-reported number of different destinations in the neighborhood (OR 0.93), and a friend's (OR 0.62) or relative's (OR 0.44, boys only) house being at least a 10-minute walk from home. Achieving the pedometer-based cut-points was positively associated with participating in screen-time < 2 hours/day (OR 1.88), not being driven to school (OR 1.48), attending a school located in a high SES neighborhood (OR 1.33), the average number of steps among children within the respondent's grade (for each 500 step/day increase: OR 1.29), and living further than a 10-minute walk from a relative's house (OR 1.69, girls only). Comprehensive multi-level interventions that reduce screen-time, encourage active travel to/from school and foster a physically active classroom culture might encourage more physical activity among children.

A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children

PubMed Central

2011-01-01

Background Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. Method A cross-section of children in grades 5-7 (10-12 years of age) were randomly selected from the most (n = 13) and least (n = 12) 'walkable' public elementary schools (Perth, Western Australia), stratified by socioeconomic status. Children (n = 1480; response rate = 56.6%) and parents (n = 1332; response rate = 88.8%) completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR) using generalized estimating equations. Results Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p < 0.001) and 25.9% (boys: 19.1 vs. girls: 31.6%; p < 0.001) achieved the pedometer-based cut-points. After adjusting for all other variables and school clustering, meeting the pedometer-based cut-points was negatively associated (p < 0.05) with being male (OR = 0.42), parent self-reported number of different destinations in the neighborhood (OR 0.93), and a friend's (OR 0.62) or relative's (OR 0.44, boys only) house being at least a 10-minute walk from home. Achieving the pedometer-based cut-points was positively associated with participating in screen-time < 2 hours/day (OR 1.88), not being driven to school (OR 1.48), attending a school located in a high SES neighborhood (OR 1.33), the average number of steps among children within the respondent's grade (for each 500 step/day increase: OR 1.29), and living further than a 10-minute walk from a relative's house (OR 1.69, girls only). Conclusions Comprehensive multi-level interventions that reduce screen-time, encourage active travel to/from school and foster a physically active classroom culture might encourage more physical activity among children. PMID:21486475

The pro children intervention: applying the intervention mapping protocol to develop a school-based fruit and vegetable promotion programme.

PubMed

Pérez-Rodrigo, Carmen; Wind, Marianne; Hildonen, Christina; Bjelland, Mona; Aranceta, Javier; Klepp, Knut-Inge; Brug, Johannes

2005-01-01

The importance of careful theory-based intervention planning is recognized for fruit and vegetable promotion. This paper describes the application of the Intervention Mapping (IM) protocol to develop the Pro Children intervention to promote consumption of fruit and vegetable among 10- to 13-year-old schoolchildren. Based on a needs assessment, promotion of intake of fruit and vegetable was split into performance objectives and related personal, social and environmental determinants. Crossing the performance objectives with related important and changeable determinants resulted in a matrix of learning and change objectives for which appropriate educational strategies were identified. Theoretically similar but culturally relevant interventions were designed, implemented and evaluated in Norway, the Netherlands and Spain during 2 school years. Programme activities included provision of fruits and vegetables in the schools, guided classroom activities, computer-tailored feedback and advice for children, and activities to be completed at home with the family. Additionally, optional intervention components for community reinforcement included incorporation of mass media, school health services or grocery stores. School project committees were supported. The Pro Children intervention was carefully developed based on the IM protocol that resulted in a comprehensive school-based fruit and vegetable promotion programme, but culturally sensible and locally relevant. (c) 2005 S. Karger AG, Basel

A school-based mental health clinic for adolescent mothers.

PubMed

Kendall, J; Peterson, G

1996-01-01

The Department of Mental Health Nursing at Oregon Health Sciences University mental health program at an alternative high school for teenage mothers and their children. To provide direct mental health services to approximately 50% of the student population. Mental health concerns apparent with this population of young mothers and their children include issues of violence and abuse, depression, developmental delay, and conduct disorder. This paper describes the successes and failures of this mental health program in hopes of helping other schools of nursing establish similar school-based mental health programs in their communities. Teenage mothers need a safe haven where they can experience trust and acceptance. In the therapeutic atmosphere of this school-based program, young women were able to explore their feelings regarding past violence, learned to nurture their children, and gained an increased sense of self-efficacy.

Exploring Change Processes in School-Based Mentoring for Bullied Children.

PubMed

Craig, James T; Gregus, Samantha J; Burton, Ally; Hernandez Rodriguez, Juventino; Blue, Mallory; Faith, Melissa A; Cavell, Timothy A

2016-02-01

We examined change processes associated with the school-based, lunchtime mentoring of bullied children. We used data from a one-semester open trial of Lunch Buddy (LB) mentoring (N = 24) to examine changes in bullied children's lunchtime peer relationships. We also tested whether these changes predicted key outcomes (i.e., peer victimization, social preference) post-mentoring. Results provided partial support that bullied children paired with LB mentors experienced improved lunchtime peer relationships and that gains in lunchtime relationships predicted post-mentoring levels of social preference and peer victimization. Neither child nor mentors' ratings of the mentoring relationship predicted post-mentoring outcomes; however, child-rated mentor support and conflict predicted improvements in lunchtime peer relationships. We discuss implications for future research on school-based mentoring as a form of selective intervention for bullied children.

The Relationship of School Absenteeism with Body Mass Index, Academic Achievement, and Socioeconomic Status among Fourth-Grade Children

ERIC Educational Resources Information Center

Baxter, Suzanne D.; Royer, Julie A.; Hardin, James W.; Guinn, Caroline H.; Devlin, Christina M.

2011-01-01

Background: Data from a school-based study concerning fourth-grade children's dietary recall accuracy were linked with data from the South Carolina Department of Education (SCDE) through the South Carolina Budget and Control Board Office of Research and Statistics (ORS) to investigate the relationships of children's school absenteeism with body…

Physical Activity, Physical Fitness, and Health-Related Quality of Life in School-Aged Children

ERIC Educational Resources Information Center

Gu, Xiangli; Chang, Mei; Solmon, Melinda A.

2015-01-01

Purpose: This study examined the association between physical activity (PA), physical fitness, and health-related quality of life (HRQOL) among school-aged children. Methods: Participants were 201 children (91 boys, 110 girls; M[subscript age] = 9.82) enrolled in one school in the southern US. Students' PA (self-reported PA, pedometer-based PA)…

Re-Imagining Otherness: An Exploration of the Global Imaginaries of Children from Immigrant Backgrounds in Primary Schools in France and England

ERIC Educational Resources Information Center

Welply, Oakleigh

2015-01-01

This article examines the role of global representations in immigrant-background children's social imaginaries in primary schools in France and England. Increased globalisation, mobility and migration hold strong implications in terms of identity and belonging for children from immigrant backgrounds in schools in European countries, based on…

A School-Based Therapeutic/Educational Program for Severely Disturbed Latency Aged Children.

ERIC Educational Resources Information Center

Shelby, Madge E.

Through joint efforts of mental health and education professionals, a school-based therapeutic/educational program for seriously emotionally disturbed children, some of whom had additional identified disabilities such as mental retardation, was initiated with 15 students (ages 8-13). The educational component of the program was based on an…

A comparison on inclusive practices for children with special needs in faith-based kindergartens in Hong Kong.

PubMed

Lai, Yue Sum Sharon; Zhang, Kaili Chen

2014-06-01

This qualitative study aimed to examine the inclusive practices implemented in three faith-based kindergartens in Hong Kong. A questionnaire was used to collect information about school backgrounds, students' special needs, teacher training, special education services, curriculum design, school policy, parental involvement, and challenges faced by these schools when implementing their inclusive practices. The primary focus of this study was the influence of faiths on the provision of inclusive services for children with special needs. The results indicated that faiths, along with other factors, have played a significant role in contributing to the inclusive education services provided to children in these schools.

The Same Fish: Creating Space for Therapeutic Relationships, Play, and Development in a School for Children with Special Needs.

PubMed

Alston, Richard; Sosland, Rachel; Tuohy, Anne; Weiler, Nori Anna; Zeitlin, Diane

2015-01-01

This paper represents and attempts to describe psychoanalytically informed work applied in a school setting with children with special needs. While many therapists at the Parkside School are trained in analytic techniques and principles, these ideas have not traditionally been applied to children with language-based learning difficulties. Over the years, we have found that analytic ideas such as transference, countertransference, projective identification, containment, and attachment are especially salient to our understanding of these very complex children. Despite being in a school--a nontraditional setting for psychoanalysis--children are seen in individual and group therapy, often more than once a week. We believe that therapeutic relationships and play (sometimes bringing a child to a place of being able to play) are especially mutative with children with language-based learning challenges. Play and relationship provide a holding environment that, over time, allows for the reorganization of a child's often immature developmental capacities into a sense of agency that captures more clearly a child's innate potential. This article includes case studies of children with complex language-based learning difficulties, including autism spectrum disorders.

School-Based Health Centers Make Sense: Ensuring All Kids Have Access to the Health Care They Need to Be Healthy and Safe, and to Do Their Best in School. Issue Brief

ERIC Educational Resources Information Center

Children Now, 2014

2014-01-01

School-based health centers (SBHCs) are an innovative and effective way to address California's severe health care access problem among children. By providing critical health care services to kids in school, SBHCs ensure children get the medical, mental health, and dental care they need to be healthy and safe, and to support their ability to…

Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research.

PubMed

Jones, Stephanie M; Brown, Joshua L; Lawrence Aber, J

2011-01-01

This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children's social-emotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in 18 elementary schools. Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior. In addition, there were effects of the intervention on children's math and reading achievement for those identified by teachers at baseline at highest behavioral risk. These findings are interpreted in light of developmental cascades theory and lend support to the value of universal, integrated interventions in the elementary school period for promoting children's social-emotional and academic skills. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Impact of dental therapists on productivity and finances: III. FQHC-run, school-based dental care programs in Connecticut.

PubMed

Bailit, Howard L; Beazoglou, Tryfon J; DeVitto, Judy; McGowan, Taegen; Myne-Joslin, Veronica

2012-08-01

In many developed countries, the primary role of dental therapists is to care for children in school clinics. This article describes Federally Qualified Health Center (FQHC)-run, school-based dental programs in Connecticut and explores the theoretical financial impact of substituting dental therapists for dentists in these programs. In schools, dental hygienists screen children and provide preventive services, using portable equipment and temporary space. Children needing dentist services are referred to FQHC clinics or to FQHC-employed dentists who provide care in schools. The primary findings of this study are that school-based programs have considerable potential to reduce access disparities and the estimated reduction in per patient costs approaches 50 percent versus providing care in FQHC dental clinics. In terms of substituting dental therapists for dentists, the estimated additional financial savings was found to be about 5 percent. Nationally, FQHC-operated, school-based dental programs have the potential to increase Medicaid/CHIP utilization from the current 40 percent to 60 percent for a relatively modest increase in total expenditures.

Traumatic Symptoms in Sexually Abused Children: Implications for School Counselors

ERIC Educational Resources Information Center

Brown, Sarah D.; Brack, Greg; Mullis, Frances Y.

2008-01-01

School counselors have a duty to formulate strategies that aid in the detection and prevention of child sexual abuse (American School Counselor Association, 2003). School counselors are charged with helping sexually abused children by recognizing sexual abuse indicators based on a child's symptomatology and/or behavior, and understanding how this…

A Look at the Single Parent Family: Implications for the School Psychologist.

ERIC Educational Resources Information Center

Burns, Christine W.; Brassard, Marla R.

1982-01-01

Reviews the effects on parents and children of living in a single parent family, and suggests ways in which school psychologists can aid schools and single parent families. Presents school-based interventions for children and parents. Suggests changes in administrative policies to meet the needs of single parent families. (Author)

School-Based Health Promotion Initiative Increases Children's Physical Activity

ERIC Educational Resources Information Center

Cluss, Patricia; Lorigan, Devin; Kinsky, Suzanne; Nikolajski, Cara; McDermott, Anne; Bhat, Kiran B.

2016-01-01

Background: Childhood obesity increases health risk, and modest physical activity can impact that risk. Schools have an opportunity to help children become more active. Purpose: This study implemented a program offering extra school-day activity opportunities in a rural school district where 37% of students were obese or overweight in 2005 and…

Out of School Activities during Primary School and KS2 Attainment. Centre for Longitudinal Studies Working Paper 2016/1

ERIC Educational Resources Information Center

Chanfreau, Jenny; Tanner, Emily; Callanan, Meg; Laing, Karen; Skipp, Amy; Todd, Liz

2016-01-01

The aims of this working paper were to investigate whether taking part in out of school activities during primary school is linked with end of primary school attainment and social, emotional and behavioural outcomes, for all children and specifically for children from economically disadvantaged backgrounds. The analysis is based on the Millennium…

Building school health partnerships to improve pediatric asthma care: the School-based Asthma Management Program.

PubMed

Kakumanu, Sujani; Antos, Nicholas; Szefler, Stanley J; Lemanske, Robert F

2017-04-01

Children with asthma require care that is seamlessly coordinated so that asthma symptoms are recognized and managed at home and at school. The purpose of this review is to discuss recent consensus recommendations in school-based asthma care. The School-based Asthma Management Program (SAMPRO) provides a widely endorsed framework to coordinate care with schools and consists of four components: establishing a circle of support around the child with asthma; facilitating bidirectional communication between clinicians and schools; comprehensive asthma education for schools; and assessment and remediation of environmental asthma triggers at school. SAMPRO standardizes recommendations for school-based asthma care coordination and provides a toolkit with websites and resources useful for the care of children with asthma in the school setting. The review will discuss the need for coordinated school asthma partnerships, the inception and development of SAMPRO, and its vision to improve pediatric asthma care coordination within the circle of support, comprising clinicians, school nurses, families, and communities.

Involving children in the development of assistive technology devices.

PubMed

Allsop, M; Gallagher, J; Holt, R; Bhakta, B; Wilkie, R M

2011-01-01

To investigate the implementation of a web-based survey for involving children in the design of assistive technology devices within the primary school environment. Children were recruited within their normal school environment. They completed tasks within the survey that sought to gather their personal preferences about assistive technology devices. From six primary schools, 257 children (mean age = 9 years and 8 months, SD = 1.51; 123 males, 134 females) including children with cerebral palsy (N = 11), varying levels of deafness (N = 7), global developmental delay (N = 2) and Down's syndrome (N = 1) participated. Observations were taken whilst the children completed the survey tasks. All children were able to complete the tasks from the survey, although children with disabilities had higher completion times and most required a form of assistance from support assistants and/or sign language interpreters. The use of the web-based survey provided a novel means with which to involve children with and without disabilities in the design of assistive technology devices within a primary school environment. In order for the survey to be utilised more widely, issues that arose when involving children with disabilities need to be addressed.

Effect of a school-based oral health education programme in Wuhan City, Peoples Republic of China.

PubMed

Petersen, Poul Erik; Peng, Bin; Tai, Baojun; Bian, Zhuan; Fan, Mingwen

2004-02-01

To assess oral health outcomes of a school-based oral health education (OHE) programme on children, mothers and schoolteachers in China, and to evaluate the methods applied and materials used. The WHO Health Promoting Schools Project applied to primary schoolchildren in 3 experimental and 3 control schools in Hongshan District, Wuhan City, Central China, with a 3-year follow-up. Data on dental caries, gingival bleeding and behaviour were collected. 803 children and their mothers, and 369 teachers were included at baseline in 1998. After three years, 666 children and their mothers (response rate 83%), and 347 teachers (response rate 94%) remained. DMFT/DMFS increments were comparable but the f/F components were higher among children in experimental schools than in control schools and the gingival bleeding score was, similarly, significantly lower. More children in experimental schools adopted regular oral health behaviour such as toothbrushing, recent dental visits, use of fluoride toothpaste, with less frequent consumption of cakes/biscuits compared to controls. In experimental schools, mothers showed significant beneficial oral health developments, while teachers showed higher oral health knowledge and more positive attitudes, also being satisfied with training workshops, methods applied, materials used and involvement with children in OHE. The programme had positive effects on gingival bleeding score and oral health behaviour of children, and on oral health knowledge and attitudes of mothers and teachers. No positive effect on dental caries incidence rate was demonstrated by the OHE programme.

Exploring Marine Ecosystems with Elementary School Portuguese Children: Inquiry-Based Project Activities Focused on "Real-Life" Contexts

ERIC Educational Resources Information Center

Guilherme, Elsa; Faria, Cláudia; Boaventura, Diana

2016-01-01

The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total…

Evidence on the Efficacy of School-Based Incentives for Healthy Living. NBER Working Paper No. 17478

ERIC Educational Resources Information Center

Cuffe, Harold E.; Harbaugh, William T.; Lindo, Jason M.; Musto, Giancarlo; Waddell, Glen R.

2011-01-01

We analyze the effects of a school-based incentive program on children's exercise habits. The program offers children an opportunity to win prizes if they walk or bike to school during prize periods. We use daily child-level data and individual fixed effects models to measure the impact of the prizes by comparing behavior during prize periods with…

An Examination of Web-Based Information on the Transition to School for Children Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Curle, Deirdre M.

2015-01-01

Both prior to and during the transition from early intervention (EI) to school, parents of children who are deaf or hard of hearing (d/hh) need crucial information about the transition process and school services. Given the ubiquitous nature of computers and Internet access, it is reasonable to assume that web-based dissemination of information…

The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-School Children

ERIC Educational Resources Information Center

Kimsesiz, Fatma; Dolgunso¨z, Emrah; Konca, M. Yavuz

2017-01-01

English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL). For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey,…

A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools.

PubMed

Locke, Jill; Beidas, Rinad S; Marcus, Steven; Stahmer, Aubyn; Aarons, Gregory A; Lyon, Aaron R; Cannuscio, Carolyn; Barg, Frances; Dorsey, Shannon; Mandell, David S

2016-10-10

The significant lifelong impairments associated with autism spectrum disorder (ASD), combined with the growing number of children diagnosed with ASD, have created urgency in improving school-based quality of care. Although many interventions have shown efficacy in university-based research, few have been effectively implemented and sustained in schools, the primary setting in which children with ASD receive services. Individual- and organizational-level factors have been shown to predict the implementation of evidence-based interventions (EBIs) for the prevention and treatment of other mental disorders in schools, and may be potential targets for implementation strategies in the successful use of autism EBIs in schools. The purpose of this study is to examine the individual- and organizational-level factors associated with the implementation of EBIs for children with ASD in public schools. We will apply the Domitrovich and colleagues (2008) framework that examines the influence of contextual factors (i.e., individual- and organizational-level factors) on intervention implementation in schools. We utilize mixed methods to quantitatively test whether the factors identified in the Domitrovich and colleagues (2008) framework are associated with the implementation of autism EBIs, and use qualitative methods to provide a more comprehensive understanding of the factors associated with successful implementation and sustainment of these interventions with the goal of tailoring implementation strategies. The results of this study will provide an in-depth understanding of individual- and organizational-level factors that influence the successful implementation of EBIs for children with ASD in public schools. These data will inform potential implementation targets and tailoring of strategies that will help schools overcome barriers to implementation and ultimately improve the services and outcomes for children with ASD.

Improving health-related fitness in children: the Fit-4-Fun randomized controlled trial study protocol.

PubMed

Eather, Narelle; Morgan, Philip J; Lubans, David R

2011-12-05

Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987.

Toward a New Model for Promoting Urban Children's Mental Health: Accessible, Effective, and Sustainable School-Based Mental Health Services

ERIC Educational Resources Information Center

Atkins, Marc S.; Graczyk, Patricia A.; Frazier, Stacy L.; Abdul-Adil, Jaleel

2003-01-01

A program of research related to school-based models for urban children's mental health is described, with a particular focus on improving access to services, promoting children's functioning, and providing for program sustainability. The first study in this series responded to the urgent need to engage more families in mental health services, and…

A Transactional Approach to Children's Learning in a Knowledge-Based Society.

ERIC Educational Resources Information Center

Seng, Seok-Hoon

The 21st century promises to make very different demands on our children and schools in a knowledge-based society. A slow but dynamic shift has been occurring in the Singapore educational system toward a learning nation and thinking school ethos. In the midst of this change, children will need to acquire a new set of skills. They will need to be…

Identifying at-risk children at school entry: the usefulness of multibehavioral problem profiles.

PubMed

Flanagan, Kelly S; Bierman, Karen L; Kam, Chi-Ming

2003-09-01

Found that 1st-grade teacher ratings of aggressive, hyperactive-inattentive, and low levels of prosocial behaviors made unique contributions to the prediction of school outcomes (measured 2 years later) for 755 children. Person-oriented analyses compared the predictive utility of 5 screening strategies based on child problem profiles to identify children at risk for school problems. A broad screening strategy, in which children with elevations in any 1 of the 3 behavior problem dimensions were identified as "at-risk," showed lower specificity but superior sensitivity, odds ratios, and overall accuracy in the prediction of school outcomes than the other screening strategies that were more narrowly focused or were based on a total problem score. Results are discussed in terms of implications for the screening and design of preventive interventions.

Children's active commuting to school: current knowledge and future directions.

PubMed

Davison, Kirsten K; Werder, Jessica L; Lawson, Catherine T

2008-07-01

Driven largely by international declines in rates of walking and bicycling to school and the noted health benefits of physical activity for children, research on children's active commuting to school has expanded rapidly during the past 5 years. We summarize research on predictors and health consequences of active commuting to school and outline and evaluate programs specific to children's walking and bicycling to school. Literature on children's active commuting to school published before June 2007 was compiled by searching PubMed, PsycINFO, and the National Transportation Library databases; conducting Internet searches on program-based activities; and reviewing relevant transportation journals published during the last 4 years. Children who walk or bicycle to school have higher daily levels of physical activity and better cardiovascular fitness than do children who do not actively commute to school. A wide range of predictors of children's active commuting behaviors was identified, including demographic factors, individual and family factors, school factors (including the immediate area surrounding schools), and social and physical environmental factors. Safe Routes to School and the Walking School Bus are 2 public health efforts that promote walking and bicycling to school. Although evaluations of these programs are limited, evidence exists that these activities are viewed positively by key stakeholders and have positive effects on children's active commuting to school. Future efforts to promote walking and bicycling to school will be facilitated by building on current research, combining the strengths of scientific rigor with the predesign and postdesign provided by intervention activities, and disseminating results broadly and rapidly.

Is non-linear frequency compression amplification beneficial to adults and children with hearing loss? A systematic review.

PubMed

Akinseye, Gladys Atinuke; Dickinson, Ann-Marie; Munro, Kevin J

2018-04-01

To conduct a systematic review of the benefits of non-linear frequency compression (NLFC) in adults and children. Ten databases were searched for studies comparing the effects of NLFC and conventional processing (CP) for the period January 2008 to September 2017. Twelve articles were included in this review: four adults and school-aged only, one pre-school only and three with both adults and school-aged children. A two-stage process was implemented to grade the evidence. The individual studies were graded based on their study type (from 1 = highest quality of evidence to 5 = the lowest quality) and then sub-graded based on their quality ("a" for "good quality" or "b" for "lesser quality"). All studies were awarded 4a, except the single pre-school study, which was awarded 2a. The overall evidence for each population was graded based on the quality, quantity and consistency of the studies. The body of evidence was rated as very low for both adults and school-aged children, but high for pre-school children. The low number (and quality) of studies means that evidence supporting the benefit from NLFC is inconclusive. Further high-quality RCTs are required to provide a conclusive answer to this question.

Limited access to special education services for school-aged children with developmental delay.

PubMed

Twardzik, Erica; Smit, Ellen; Hatfield, Bridget; Odden, Michelle C; Dixon-Ibarra, Alicia; MacDonald, Megan

2018-01-01

Current policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services. Examine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis. Logistic regression models were fit for children who enrolled in early intervention/early childhood special education services with a primary disability diagnosis of developmental delay and changed primary disability diagnosis before third grade (n=5076). Odds of enrollment in future special education were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (adjusted odds ratio: 2.37, 95% CI 1.92, 2.92). Results suggest that children who are diagnosed with a developmental delay and exit early childhood special education due to maximum age of eligibility are more likely to enroll in special education compared to children without a gap in service access. Gaps in service access during early development are associated with the need for supportive services later on in life. Copyright © 2017 Elsevier Ltd. All rights reserved.

Community perceptions on the community-directed treatment and school-based approaches for the control of schistosomiasis and soil-transmitted helminthiasis among school-age children in Lushoto District, Tanzania.

PubMed

Massa, K; Magnussen, P; Sheshe, A; Ntakamulenga, R; Ndawi, B; Olsen, A

2009-01-01

The success of the Community-Directed Treatment (ComDT) approach in the control of onchocerciasis and filariasis has caught the attention of other disease control programmes. In this study the ComDT approach was implemented and compared with the school-based approach for control of schistosomiasis and soil-transmitted helminthiasis among school-age children in Lushoto District, Tanzania. This was a qualitative study, consisting of in-depth interviews with village leaders, community drug distributors (CDDs) and schoolteachers, as well as focus group discussions with separate groups of mothers and fathers to assess the perceptions and experiences of the villagers on the implementation of the two approaches. It was found that the villagers accepted the ComDT approach and took the responsibility of selecting the CDDs, organizing and implementing their own method of distributing drugs to the school-age children in their villages. The ComDT approach was well received and was successfully implemented in the villages. Although the villagers pointed out the limitation in reaching the non-enrolled children in the school-based approach, they also expressed satisfaction with this approach. This study suggests that the ComDT approach is well accepted and can be implemented effectively to ensure better coverage of especially non-enrolled school-age children.

The Strathclyde Evaluation of Children's Active Travel (SE-CAT): study rationale and methods.

PubMed

McMinn, David; Rowe, David A; Murtagh, Shemane; Nelson, Norah M

2011-12-30

The school commute is a prime opportunity to increase children's physical activity levels. However, active commuting has decreased over the past 40 years. Strategies that increase walking to school are therefore needed. Travelling Green (TG) is a school-based active travel resource aimed at increasing children's walking to school. The resource consists of a curriculum-based program of lessons and goal setting activities. A previous study found that children who received the TG intervention increased self-reported distance travelled to school by active modes and reduced the distance travelled by inactive modes. This study was limited by self-reported outcome measures, a small sample, and no follow-up measures. A more robust evaluation of TG is required to address these limitations. This paper describes the rationale and methods for such an evaluation of Travelling Green, and describes the piloting of various active commuting measures in primary school children. Measures of active commuting were piloted in a sample of 26 children (aged 8-9 years) over one school week. These measures were subsequently used in an 18-month quasi-experimental design to evaluate the effect of TG on commuting behaviour. Participants were 166 children (60% male) aged 8-9 years from 5 primary schools. Two schools (n = 79 children) received TG in September/October 2009. Three schools (n = 87 children) acted as a comparison group, and subsequently received TG at a later date. Physical activity was measured using Actigraph GT1M accelerometers. Personal and environmental determinants of active commuting were measured via parent and child questionnaires, as were factors related to the Theory of Planned Behaviour and the construct of habit. Measures were taken pre- and post-intervention and at 5 and 12 months follow-up. The piloted protocol was practical and feasible and piloted measures were reliable and valid. All study data, including 5 and 12 month follow-up, have been collected and processed. Data analysis is ongoing. Results will indicate whether TG successfully increases active commuting in a sample of Scottish school children and will inform future efforts in school active travel promotion.

The Strathclyde Evaluation of Children's Active Travel (SE-CAT): study rationale and methods

PubMed Central

2011-01-01

Background The school commute is a prime opportunity to increase children's physical activity levels. However, active commuting has decreased over the past 40 years. Strategies that increase walking to school are therefore needed. Travelling Green (TG) is a school-based active travel resource aimed at increasing children's walking to school. The resource consists of a curriculum-based program of lessons and goal setting activities. A previous study found that children who received the TG intervention increased self-reported distance travelled to school by active modes and reduced the distance travelled by inactive modes. This study was limited by self-reported outcome measures, a small sample, and no follow-up measures. A more robust evaluation of TG is required to address these limitations. This paper describes the rationale and methods for such an evaluation of Travelling Green, and describes the piloting of various active commuting measures in primary school children. Methods/Design Measures of active commuting were piloted in a sample of 26 children (aged 8-9 years) over one school week. These measures were subsequently used in an 18-month quasi-experimental design to evaluate the effect of TG on commuting behaviour. Participants were 166 children (60% male) aged 8-9 years from 5 primary schools. Two schools (n = 79 children) received TG in September/October 2009. Three schools (n = 87 children) acted as a comparison group, and subsequently received TG at a later date. Physical activity was measured using Actigraph GT1M accelerometers. Personal and environmental determinants of active commuting were measured via parent and child questionnaires, as were factors related to the Theory of Planned Behaviour and the construct of habit. Measures were taken pre- and post-intervention and at 5 and 12 months follow-up. Discussion The piloted protocol was practical and feasible and piloted measures were reliable and valid. All study data, including 5 and 12 month follow-up, have been collected and processed. Data analysis is ongoing. Results will indicate whether TG successfully increases active commuting in a sample of Scottish school children and will inform future efforts in school active travel promotion. PMID:22208498

Association of children's eating behaviors with parental education, and teachers' health awareness, attitudes and behaviors: a national school-based survey in China.

PubMed

He, Liu; Zhai, Yi; Engelgau, Michael; Li, Weirong; Qian, Hanzhu; Si, Xiang; Gao, Xin; Sereny, Melanie; Liang, Jing; Zhu, Xiaolei; Shi, Xiaoming

2014-12-01

In China, childhood obesity is a growing health issue. Eating behaviors among children can be influenced by both the family and school environment. We examine the association between these environments and eating habits among children. A total of 11 270 fourth to sixth grade school children, 11 270 of their fathers or mothers, and 1348 teachers from 48 schools were sampled using a multistage cluster random sampling method. Questionnaires collected information on eating behaviors among children, non-communicable chronic disease (NCD)-related health knowledge and behaviors among teachers, and education levels among parents. Mixed effect logistic regression models were used to describe the key associations between eating behaviors among children and teacher and parental characteristics. Health awareness, positive health attitudes, never-smoking and regular-exercise among teachers was positively associated with healthy eating behaviors among their students (having breakfast, vegetables and dairy products every day; P < 0.05), and negatively associated with the unhealthy behaviors (daily intake of fried foods and desserts and sugary beverages; P < 0.05). More than one parent having a high school level or above was positively related to healthy eating behaviors among their children (P < 0.05), but its associations with high-calorie eating habits were negative in urban and positive in rural areas (P < 0.05). School-based interventions which target health-related awareness, attitude and behaviors among school teachers may help improve school-aged children's eating behaviors. Parental education levels may help guide efforts to target children at higher risk of unhealthy eating habits. © The Author 2013. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Promising outcomes in teen mothers enrolled in a school-based parent support program and child care center.

PubMed

Sadler, Lois S; Swartz, Martha K; Ryan-Krause, Patricia; Seitz, Victoria; Meadows-Oliver, Mikki; Grey, Margaret; Clemmens, Donna A

2007-03-01

This study described a cohort of teen mothers and their children attending an urban high school with a parent support program and school-based child care center. Specific aims of the study were to describe maternal characteristics and outcomes, and child developmental and health outcomes. A volunteer sample of 65 adolescent mothers enrolled in the parent support program and their children were interviewed, surveyed, and assessed. Fifty-three mothers had children enrolled in the school-based child care center and 12 mothers had their children cared for by family members. Maternal characteristics assessed included self-esteem and depressive symptoms, social stressors and support, self-perceived parental competence, parent-child teaching interactions, and subsequent childbearing and maternal educational outcomes. Child outcomes included child developmental assessments and health outcomes. About 33% of teen mothers were mildly to moderately depressed and 39% of the sample had experienced transitional homelessness. Social support networks were small; in the past 12 months, mothers experienced a mean number of 13.2 +/- 11.9 negative life events. Maternal self-report measures and mother-child observation measures indicated positive levels of parental competence. Maternal educational outcomes were positive, and only 6% of mothers had subsequent childbirths within 2 years. The mean scores on developmental assessments of children fell within the normal range, although there were 7 children identified with developmental delays. For at-risk teen mothers, this parent support program and school-based child care setting appears to offer promising opportunities to help young mothers with parenting, avoid rapid subsequent pregnancies, and stay engaged with school, while their children are cared for in a close and safe environment.

A randomized controlled trial of a public health nurse-delivered asthma program to elementary schools.

PubMed

Cicutto, Lisa; To, Teresa; Murphy, Suzanne

2013-12-01

Childhood asthma is a serious and common chronic disease that requires the attention of nurses and other school personnel. Schools are often the first setting that children take the lead in managing their asthma. Often, children are ill prepared for this role. Our study evaluated a school-based, multifaceted asthma program that targeted students with asthma and the broader school community. A randomized trial involving 130 schools with grades 1-5 and 1316 children with asthma and their families was conducted. Outcomes of interest for the child, at 1 year, were urgent care use and school absenteeism for asthma, inhaler technique, and quality of life, and for the school, at 14 months, were indicators of a supportive school environment. Improvements were observed at the child and school level for the intervention group. Fewer children in the intervention group had a school absence (50% vs 60%; p < .01), required urgent care for asthma (41% vs 51%; p < .0001), or reported a day of interrupted activity (51% vs 63%; p < .01), and had improved quality of life (5.8 ± 1.2 vs 5.4 ± 1.4; p < .0001). Schools in the intervention group were more likely to have practices supporting an asthma-friendly environment. Implementation of a multifaceted school-based asthma program can lead to asthma-friendly schools that support children with asthma to be successful managers of their asthma and experience improved quality of life and decreased disease associated burden. © 2013, American School Health Association.

What Are New Zealand Children Eating at School? A Content Analysis of "Consumed versus Unconsumed" Food Groups in a Lunch-Box Survey

ERIC Educational Resources Information Center

Dresler-Hawke, Emma; Whitehead, Dean; Coad, Jane

2009-01-01

Eating patterns among school-aged children continue to be highly reliant on frequent consumption of food items that are perceived to have low or poor nutritional value. This has become a serious public health concern. In this New Zealand-based study, primary school children's food consumption behaviour was investigated via two sources: a…

How Are Schools in England Addressing the Needs of Mathematically Gifted Children in Primary Classrooms? A Review of Practice

ERIC Educational Resources Information Center

Dimitriadis, Christos

2012-01-01

There is a paucity of research investigating aspects of provision for gifted children within primary schools, particularly in mathematics. This study aimed to address this topic by illuminating issues arising from classroom practice and the experience of both teachers and children. Based on in-depth case studies in four primary schools in which…

Do Schools Reinforce or Reduce Learning Gaps between Advantaged and Disadvantaged Students? Evidence from Vietnam and Peru

PubMed Central

Glewwe, Paul; Krutikova, Sofya; Rolleston, Caine

2018-01-01

This paper examines – for two developing countries, Vietnam and Peru – whether disadvantaged children learn less than advantaged children when both types of children are enrolled in the same school. This is done by estimating education production functions that contain two school fixed effects for each school, one for advantaged children and one for disadvantaged children. The paper examines six different definitions of advantage, based on household wealth, cognitive skills at age 5, gender, ethnicity (Peru only), maternal education, and nutritional status. The results show no sign that schools are less effective for disadvantaged groups in Vietnam; indeed if anything one traditionally advantaged group, males, seems to do worse in school than the corresponding disadvantaged group, females. In contrast, in Peru ethnic minority students and students who enter primary school with low cognitive skills appear to learn less in school than ethnic majority students and students with relatively high cognitive skills, respectively, who are enrolled in the same school.

Impact of a school-based intervention program on obesity risk factors in Mexican children.

PubMed

Safdie, Margarita; Jennings-Aburto, Nancy; Lévesque, Lucie; Janssen, Ian; Campirano-Núñez, Fabricio; López-Olmedo, Nancy; Aburto, Tania; Rivera, Juan A

2013-01-01

To evaluate the impact of an 18-month school obesity prevention intervention on the health behaviors of 4th and 5th grade students based on ecological principles and formative research conducted in Mexico. A Randomized Control Trial (RCT), design was used to assign 27 schools to one of three conditions: basic or plus interventions and control. School environment measures, children's eating and physical activity behaviors, and body mass index were assessed four times over a 2-year period in a sample of 830 students. In the intervention schools, the availability of healthy foods increased with a concomitant decrease in unhealthy food availability. Food intake showed the same trend. In the intervention schools, children did not engage in more moderate to vigorous physical activity (MVPA) in physical education (PE) class or recess but increased steps taken. Obesity prevalence did not change. The intervention improved the school food environment and child healthy behaviors.

Barriers to children walking and biking to school--United States, 1999.

PubMed

2002-08-16

Physical activity is an important part of a healthy lifestyle; however, many children in the United States do not meet recommended levels of physical activity. Although walking and biking to school can increase physical activity among children, motor-vehicle traffic and other factors can make these activities difficult. The majority of U.S. children do not walk or bike to school, approximately one third ride a school bus, and half are driven in a private vehicle. Less than one trip in seven is made by walking or biking. To examine why the majority of children do not walk or bike to school, CDC analyzed data from the national HealthStyles Survey. This report summarizes the results of that analysis, which indicate that long distances and dangerous motor-vehicle traffic pose the most common barriers to children walking and biking to school. Public health and community-based efforts that encourage walking and biking to school should address these barriers.

Study protocol: can a school gardening intervention improve children's diets?

PubMed

Christian, Meaghan S; El Evans, Charlotte; Conner, Mark; Ransley, Joan K; Cade, Janet E

2012-04-26

The current academic literature suggests there is a potential for using gardening as a tool to improve children's fruit and vegetable intake. This study is two parallel randomised controlled trials (RCT) devised to evaluate the school gardening programme of the Royal Horticultural Society (RHS) Campaign for School Gardening, to determine if it has an effect on children's fruit and vegetable intake. Trial One will consist of 26 schools; these schools will be randomised into two groups, one to receive the intensive intervention as "Partner Schools" and the other to receive the less intensive intervention as "Associate Schools". Trial Two will consist of 32 schools; these schools will be randomised into either the less intensive intervention "Associate Schools" or a comparison group with delayed intervention. Baseline data collection will be collected using a 24-hour food diary (CADET) to collect data on dietary intake and a questionnaire exploring children's knowledge and attitudes towards fruit and vegetables. A process measures questionnaire will be used to assess each school's gardening activities. The results from these trials will provide information on the impact of the RHS Campaign for School Gardening on children's fruit and vegetable intake. The evaluation will provide valuable information for designing future research in primary school children's diets and school based interventions. ISRCTN11396528.

Middle-school children's understanding of physical activity: "if you're moving, you're doing physical activity".

PubMed

Pearce, Patricia F; Harrell, Joanne S; McMurray, Robert G

2008-06-01

This qualitative descriptive study explored the understanding of physical activity from the perspectives of middle-school children (n = 12; ages 11-15 years) who participated in 15 collaborative exploratory meetings (approximately 1.5 hours/meeting) that were audiorecorded. Content analysis was completed; a pediatric nurse specialist and the participating children validated the findings. The children understood physical activity concretely, considering everything they did as physical activity based on their primary criterion of body movement. The children adeptly recalled activities and activity time duration, but struggled with categorizing the intensity of their activities. Domains of activity included home and school; social activities crossed both arenas. The study contributes to our knowledge of children's understanding of physical activity, highlighting the concreteness of the children's thinking, including their perspectives on evidence and conclusions based on their notions of evidence. Implications for nursing are discussed.

Segregation and Immigration: An Examination of School Composition for Children of Immigrants

ERIC Educational Resources Information Center

Wells, Ryan

2009-01-01

Immigration in the U.S. continues to increase and to become increasingly diverse. About 20% of U.S. students are children of immigrants. This phenomenon is occurring as schools are racially and ethnically resegregating even as race-based decision making for K-12 schooling has been severely limited. This study examines school segregation for…

Peer Victimization Trajectories from Kindergarten through High School: Differential Pathways for Children's School Engagement and Achievement?

ERIC Educational Resources Information Center

Ladd, Gary W.; Ettekal, Idean; Kochenderfer-Ladd, Becky

2017-01-01

This investigation's aims were to map prevalence, normative trends, and patterns of continuity or change in school-based peer victimization throughout formal schooling (i.e., Grades K-12), and determine whether specific victimization patterns (i.e., differential trajectories) were associated with children's academic performance. A sample of 383…

The Coordinated School Health Program: Implementation in a Rural Elementary School District

ERIC Educational Resources Information Center

Miller, Kim H.; Bice, Matthew R.

2014-01-01

Child health is a complex issue that requires a comprehensive approach to address the many factors that influence it and are influenced by it. In light of the complexity of children's health, the Coordinated School Health Program (CSHP) was developed as a framework for a systems approach to planning and implementing school-based children's health…

School Gardens as a Strategy for Increasing Fruit and Vegetable Consumption

ERIC Educational Resources Information Center

Oxenham, Erin; King, Amber D.

2010-01-01

School gardens as a form of nutrition education have become widespread. It is well known that children fall short of the daily recommended intake of fruit and vegetables. School-garden based programs show promise as a method of hands-on learning that promotes and increases fruit and vegetable consumption among school-aged children. There is little…

Welcoming Children from Sexual-Minority Families into Our Schools. Fastback.

ERIC Educational Resources Information Center

Lamme, Linda Leonard; Lamme, Laurel A.

Based on the view that schools are responsible for providing a safe and supportive setting for all students and that with education the school climate will improve for sexual-minority parents and their children, this booklet provides information on how schools can become more welcoming to all students. Following introductory comments, the book is…

School performance in children with type 1 diabetes: a contemporary population-based study.

PubMed

Cooper, Matthew N; McNamara, Kaitrin A R; de Klerk, Nicholas H; Davis, Elizabeth A; Jones, Timothy W

2016-03-01

Our aim was to examine the school performance of children with type 1 diabetes in comparison to their peers, exploring changes over time, and the impact of clinical factors on school performance. The study included data on 666 children with type 1 diabetes from the Western Australia Children's Diabetes Database. (WACDD), a population-based registry, and 3260 school and school year matched non-diabetic children. Records from the National Assessment Program - Literacy and Numeracy (NAPLAN) (2008-2011), which examines four educational outcome domains and is administered annually to all years 3, 5, 7, and 9 children in Australia, were sourced for both groups. Clinical data were obtained for the children with diabetes from the WACDD. No significant difference was observed between those with type 1 diabetes and their peers, across any of the tested domains and school years analysed. No decline over time was observed, and no decline following diagnosis was observed. Type 1 diabetes was associated with decreased school attendance, 3% fewer days attended per year. Poorer glycaemic control [higher haemoglobin A1c (HbA1c)] was associated with a lower test score [0.2-0.3 SD per 1% (10.9 mmol/mol) increase in HbA1c], and with poorer attendance [1.8% decrease per 1% (10.9 mmol/mol) increase in HbA1c]. No association was observed with history of severe hypoglycaemia, diabetic ketoacidosis or age of onset and school test scores. These results suggest that type 1 diabetes is not associated with a significant decrement in school performance, as assessed by NAPLAN. The association of poorer glycaemic control with poorer school performance serves as further evidence for clinicians to focus on improving glycaemic control. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Taking Evidence-Based Practices to School: Using Expert Opinion to Develop a Brief, Evidence-Informed School-Based Mental Health Intervention

ERIC Educational Resources Information Center

Lyon, Aaron R.; Bruns, Eric J.; Weathers, Ericka S.; Canavas, Nick; Ludwig, Kristy; Vander Stoep, Ann; Cheney, Douglas; McCauley, Elizabeth

2014-01-01

School-based mental health services offer unparalleled opportunities for providing accessible care to children and adolescents. Research indicates that services available in schools are rarely based on evidence of effectiveness and are typically disconnected from the larger school context. To address these issues, the current paper presents…

Something to Talk about: Does the Language Use of Pre-School Teachers Invite Children to Participate in Democratic Conversation?

ERIC Educational Resources Information Center

Tholin, Kristin Rydjord; Jansen, Turid Thorsby

2012-01-01

This article focuses on how kindergarten can encourage children's participation based on the idea of democratic community. The Norwegian Kindergartens Act emphasises children's right to participate and kindergarten is seen as an arena for learning. We discuss planned conversations between pre-school teachers and children during ongoing…

Ecological School Counseling in High-Poverty Elementary Schools: Counselors' Backgrounds and Perceptions Regarding the Effects of Poverty, Importance of Advocacy and School-Based Mental Health Programs

ERIC Educational Resources Information Center

Brown, La Vera C.

2016-01-01

Elementary school counselors working in high-poverty schools experience several challenges due to the multiple barriers associated with serving children from low-SES families. Research shows that children from low-SES families are at risk of adverse consequences to their developmental and psychological progress due to negative environmental…

Implementing school malaria surveys in Kenya: towards a national surveillance system

PubMed Central

2010-01-01

Objective To design and implement surveys of malaria infection and coverage of malaria control interventions among school children in Kenya in order to contribute towards a nationwide assessment of malaria. Methods The country was stratified into distinct malaria transmission zones based on a malaria risk map and 480 schools were visited between October 2008 and March 2010. Surveys were conducted in two phases: an initial opportunistic phase whereby schools were selected for other research purposes; and a second phase whereby schools were purposively selected to provide adequate spatial representation across the country. Consent for participation was based on passive, opt-out consent rather than written, opt-in consent because of the routine, low-risk nature of the survey. All children were diagnosed for Plasmodium infection using rapid diagnostic tests, assessed for anaemia and were interviewed about mosquito net usage, recent history of illness, and socio-economic and household indicators. Children's responses were entered electronically in the school and data transmitted nightly to Nairobi using a mobile phone modem connection. RDT positive results were corrected by microscopy and all results were adjusted for clustering using random effect regression modelling. Results 49,975 children in 480 schools were sampled, at an estimated cost of US$ 1,116 per school. The overall prevalence of malaria and anaemia was 4.3% and 14.1%, respectively, and 19.0% of children reported using an insecticide-treated net (ITN). The prevalence of infection showed marked variation across the country, with prevalence being highest in Western and Nyanza provinces, and lowest in Central, North Eastern and Eastern provinces. Nationally, 2.3% of schools had reported ITN use >60%, and low reported ITN use was a particular problem in Western and Nyanza provinces. Few schools reported having malaria health education materials or ongoing malaria control activities. Conclusion School malaria surveys provide a rapid, cheap and sustainable approach to malaria surveillance which can complement household surveys, and in Kenya, show that large areas of the country do not merit any direct school-based control, but school-based interventions, coupled with strengthened community-based strategies, are warranted in western and coastal Kenya. The results also provide detailed baseline data to inform evaluation of school-based malaria control in Kenya. PMID:21034492

"I Am Not Clever, They Are Cleverer than Us": Children Reading in the Primary School

ERIC Educational Resources Information Center

Scherer, Lexie

2016-01-01

This paper examines the experiences of children learning to read in a multi-ethnic London primary school. The data are drawn from doctoral research, based on ethnographic fieldwork, with children aged six to seven years and ten to eleven years. Reading is revealed as a strongly emotional realm for children. The children are weak to resist teacher…

An Innovative School-Based Intervention to Promote Healthy Lifestyles

ERIC Educational Resources Information Center

Piana, Natalia; Ranucci, Claudia; Buratta, Livia; Foglia, Elena; Fabi, Marta; Novelli, Francesca; Casucci, Simone; Reginato, Elisa; Pippi, Roberto; Aiello, Cristina; Leonardi, Alessia; Romani, Giannermete; De Feo, Pierpaolo; Mazzeschi, Claudia

2017-01-01

Objective: To describe an innovative school-based intervention to promote healthy lifestyles. To evaluate its effects on children's food habits and to highlight the key components which contribute most to the beneficial effects obtained from children's, teachers' and parents' perspectives. Design: An educational tool to improve personal awareness,…

Theory-Based Interventions for School Children Cared for by Their Grandparents

ERIC Educational Resources Information Center

Edwards, Oliver W.; Sweeney, Aldrin E.

2007-01-01

The growing social phenomenon of grandparents caring for their grandchildren has implications for educational psychology practice, since children who are wards of their grandparents frequently experience problematic school functioning. In this paper, the literature regarding children cared for by grandparents is reviewed. Issues concerning…

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

ERIC Educational Resources Information Center

Whalon, Kelly J.; Conroy, Maureen A.; Martinez, Jose R.; Werch, Brittany L.

2015-01-01

The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old…

Development of a School-Based Intervention to Promote Fruit and Vegetable Consumption: Exploring Perceptions among 4-to-12-Year Old Children and Their Parents

ERIC Educational Resources Information Center

Reinaerts, Evelien; de Nooijer, Jascha; van de Kar, Angelique; de Vries, Nanne

2006-01-01

Purpose: The purpose of this research is to explore individual and social factors that are associated with children's F&V (fruit and vegetable) intake in order to develop a school-based intervention to increase their F&V consumption. Design/methodology/approach: Group interviews were conducted with ten groups of Dutch children (n=104),…

Lunchbox contents of Australian school children: room for improvement.

PubMed

Sanigorski, A M; Bell, A C; Kremer, P J; Swinburn, B A

2005-11-01

In light of the increasing prevalence of obesity in children and the potential of schools as a setting for intervention, we aimed to identify the main foods and beverages consumed at primary school and to determine differences in consumption patterns between children who used the school canteen and those who did not. Cross-sectional survey of school foods in 1681 5-12 y old children, 2003-2004. Barwon South-Western region of Victoria, Australia. The school food provided an average (+/-s.e.m.) of 3087+/-26 kJ. Bread was the most frequently consumed food and contributed 20% of total energy at school, biscuits 13%, fruit 10%, muesli/fruit bars 8%, packaged snacks 7%, and fruit juice/cordial 6%. About 10% of children used the school canteen and these children obtained more total energy and more energy from cakes, fast foods and soft drink than noncanteen users (P<0.001). In all, 68% of children had fruit in their lunchboxes, however, over 90% of children had energy-dense, micronutrient-poor snacks ('junk food'). Fruit intake in primary schools seems reasonably high but could be targeted for further increase as part of promoting a healthy diet. Of concern, however, are the excessive amounts of energy-dense foods in school lunchboxes. These should be considered a priority for health promotion efforts along with reducing the consumption of sweetened drinks. These measures are urgently needed to improve the school-based diets of Australian children and attempt to curb the increasing prevalence of childhood obesity.

Mental Health Problems in a School Setting in Children and Adolescents.

PubMed

Schulte-Körne, Gerd

2016-03-18

10-20% of children and adolescents have a mental health problem of some type. Manifestations such as attention deficits, cognitive disturbances, lack of motivation, and negative mood all adversely affect scholastic development. It is often unclear what factors associated with school affect children's mental development and what preventive measures and interventions at school might be effective. This review is based on systematic reviews, meta-analyses, and randomized and non-randomized controlled trials that were retrieved by a selective search in the PubMed, PsycInfo, and Google Scholar databases. The prevalence of hyperkinetic disorder is 1-6%. Its main manifestations are motor hyperactivity, an attention deficit, and impulsive behavior. Learning disorders such as dyscalculia and dyslexia affect 4-6% of children each, while 4-5% of children and adolescents suffer from depression, which is twice as prevalent in girls as in boys. Mental health problems increase the risk of repeating a grade, truancy, and dropping out of school. The risk of developing an internalizing or externalizing mental health problem can be lessened by changes in the school environment and by the implementation of evidencebased school programs. Physicians, in collaboration with school social workers and psychologists, should help teachers recognize and contend with mental health problems among the children and adolescents whom they teach, to enable the timely detection of stress factors at school and the initiation of the necessary measures and aids. In particular, the school-entrance examination and screening for risk factors at school can make a positive contribution. Evidence-based preventive programs should be implemented in schools, and beneficial changes of the school environment should be a further goal.

Redesigning community mental health services for urban children: Supporting schooling to promote mental health.

PubMed

Atkins, Marc S; Shernoff, Elisa S; Frazier, Stacy L; Schoenwald, Sonja K; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-10-01

This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children's learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 teachers, 171 children) in a 2 (Links to Learning vs. services as usual) × 6 (pre- and posttests for 3 years) longitudinal design with random assignment of schools to conditions. Services as usual consisted of supported referral to a nearby social service agency. Mixed effects regression models indicated significant positive effects of Links to Learning on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-groups effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum-based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high-poverty urban communities. (c) 2015 APA, all rights reserved).

Computer-based attention training in the schools for children with attention deficit/hyperactivity disorder: a preliminary trial.

PubMed

Steiner, Naomi J; Sheldrick, Radley Christopher; Gotthelf, David; Perrin, Ellen C

2011-07-01

Objective. This study examined the efficacy of 2 computer-based training systems to teach children with attention deficit/hyperactivity disorder (ADHD) to attend more effectively. Design/methods. A total of 41 children with ADHD from 2 middle schools were randomly assigned to receive 2 sessions a week at school of either neurofeedback (NF) or attention training through a standard computer format (SCF), either immediately or after a 6-month wait (waitlist control group). Parents, children, and teachers completed questionnaires pre- and postintervention. Results. Primary parents in the NF condition reported significant (P < .05) change on Conners's Rating Scales-Revised (CRS-R) and Behavior Assessment Scales for Children (BASC) subscales; and in the SCF condition, they reported significant (P < .05) change on the CRS-R Inattention scale and ADHD index, the BASC Attention Problems Scale, and on the Behavioral Rating Inventory of Executive Functioning (BRIEF). Conclusion. This randomized control trial provides preliminary evidence of the effectiveness of computer-based interventions for ADHD and supports the feasibility of offering them in a school setting.

Perception Accuracy of Affiliative Relationships in Elementary School Children and Young Adolescents

PubMed Central

Daniel, João R.; Silva, Rita R.; Santos, António J.; Cardoso, Jordana; Coelho, Leandra; Freitas, Miguel; Ribeiro, Olívia

2017-01-01

There has been a rapid growth of studies focused on selection and socialization processes of peer groups, mostly due to the development of stochastic actor-based models to analyze longitudinal social network data. One of the core assumptions of these models is that individuals have an accurate knowledge of the dyadic relationships within their network (i.e., who is and is not connected to whom). Recent cross-sectional findings suggest that elementary school children are very inaccurate in perceiving their classmates’ dyadic relationships. These findings question the validity of stochastic actor-based models to study the developmental dynamics of children and carry implications for future research as well as for the interpretation of past findings. The goal of the present study was thus to further explore the adequacy of the accuracy assumption, analysing data from three longitudinal samples of different age groups (elementary school children and adolescents). Our results support the validity of stochastic actor-based models to study the network of adolescents and suggest that the violation of the accuracy assumption for elementary school children is not as severe as previously thought. PMID:29163310

The age of permanent tooth emergence in children of different ethnic origin in the Auckland region: a cross-sectional study.

PubMed

Kanagaratnam, Sathananthan; Schluter, Philip J

2012-06-01

To report robust and contemporary estimates of permanent teeth emergence ages in children of Māori, Pasifika, Chinese, Indian and European ethnic origin in the Auckland region. A stratified, two-stage cross-sectional study. Strata were defined by school decile status. Schools defined the first-stage sampling unit, and students the second stage. Invitations and consent forms were distributed to eligible participants at school for completion at home. Participants were examined at school-based clinics or in a mobile clinic. PARTICIPANTS/MATERIALS, AND METHODS: Children aged between 5 and 13 years enrolled within the Auckland Regional Dental Service. Schools were randomly selected and then all students within selected schools were invited to participate. Eligible participants completing a consent form had an additional tooth assessment that complemented their routine dental examination. A generalised gamma failure-time model was employed to estimate permanent tooth eruption ages. Visually based assessment of permanent tooth emergence. Overall, 3,466 children participated. Differences in median permanent tooth emergence ages were seen among ethnic groups and sexes (P < or = 0.01). Pasifika children had earlier median eruption time than sex-matched Māori children, who (in turn) were more advanced than sex-matched European children. Median eruption age occurred earlier in girls than boys for all permanent teeth. Despite known demographic, geographic and ethnic differences, estimates of permanent teeth emergence timing widely used in New Zealand are based on historical overseas populations. The presented estimates provide new standards and may be more appropriate for dental therapists and dentists when assessing permanent teeth emergence in New Zealand children.

Enhancing academic achievement for children with Attention-Deficit Hyperactivity Disorder: evidence from school-based intervention research.

PubMed

Jitendra, Asha K; Dupaul, George J; Someki, Fumio; Tresco, Katy E

2008-01-01

Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions for children with ADHD. Specific evidence-based academic interventions are described under the categories of reading and mathematics, with examples that illustrate teacher-mediated interventions focusing on basic skills (e.g., phonological awareness in reading, mathematics computation) and higher-level cognitive skills (e.g., collaborative strategic reading, CSR; schema-based instruction, SBI). Finally, implications for educational practice and directions for future research on school-based academic interventions for students with ADHD are discussed.

Study protocol: the Fueling Learning through Exercise (FLEX) study - a randomized controlled trial of the impact of school-based physical activity programs on children's physical activity, cognitive function, and academic achievement.

PubMed

Wright, Catherine M; Duquesnay, Paula J; Anzman-Frasca, Stephanie; Chomitz, Virginia R; Chui, Kenneth; Economos, Christina D; Langevin, Elizabeth G; Nelson, Miriam E; Sacheck, Jennifer M

2016-10-13

Physical activity (PA) is critical to preventing childhood obesity and contributes to children's overall physical and cognitive health, yet fewer than half of all children achieve the recommended 60 min per day of moderate-to-vigorous physical activity (MVPA). Schools are an ideal setting to meeting PA guidelines, but competing demands and limited resources have impacted PA opportunities. The Fueling Learning through Exercise (FLEX) Study is a randomized controlled trial that will evaluate the impact of two innovative school-based PA programs on children's MVPA, cognitive function, and academic outcomes. Twenty-four public elementary schools from low-income, ethnically diverse communities around Massachusetts were recruited and randomized to receive either 100 Mile Club® (walking/running program) or Just Move™ (classroom-based PA program) intervention, or control. Schoolchildren (grades 3-4, approximately 50 per school) were recruited to participate in evaluation. Primary outcome measures include PA via 7-day accelerometry (Actigraph GT3X+ and wGT3X-BT), cognitive assessments, and academic achievement via state standardized test scores. Additional measures include height and weight, surveys assessing psycho-social factors related to PA, and dietary intake. School-level surveys assess PA infrastructure and resources and intervention implementation. Data are collected at baseline, mid-point (5-6 months post-baseline), and post-intervention (approximately 1.5 years post-baseline). Demographic data were collected by parents/caregivers at baseline. Mixed-effect models will test the short- and long-term effects of both programs on minutes spent in MVPA, as well as secondary outcomes including cognitive and academic outcomes. The FLEX study will evaluate strategies for increasing children's MVPA through two innovative, low-cost, school-based PA programs as well as their impact on children's cognitive functioning and academic success. Demonstration of a relationship between school-based MVPA with neutral or improved, rather than diminished, academic outcomes in a naturalistic environment has the potential to positively influence investment in school PA programs and initiatives. ClinicalTrials.gov Identifier: NCT02810834 . Registered May 11, 2015. (Retrospectively registered).

Culture and the school: The degree of educational integration of Roma and Gypsies in the Peloponnese region of Greece

NASA Astrophysics Data System (ADS)

Kiprianos, Pandelis; Daskalaki, Ivi; Stamelos, Georgios B.

2012-10-01

This article examines the degree of integration of Roma and Gypsy children in formal education in the Peloponnese region of Greece. It is based on field research conducted by the University of Patras during the school year 2006/07 within the framework of the Greek Ministry of Education's "Integration of Roma children in school" programme, funded by the European Union. Despite governmental incentives for poor families to enrol their school-aged children, school attendance of Roma and Gypsy children was found to decline from primary year one to primary year six, with hardly any of them entering secondary school at all. Besides looking at school attendance figures and Roma and Gypsy children's proficiency in reading, writing and numeracy, this paper also considers gender, family composition, living conditions and economic situation, as well as culturally constructed perceptions of childhood and a person's life cycle. The aim of this article is to highlight the contradictions and ambiguities involved in the process of incorporating Roma and Gypsy children in formal education, and to evaluate their school performance and assess their academic choices.

School Breakfast Receipt and Obesity among American Fifth- and Eighth-Graders.

PubMed

Sudharsanan, Nikkil; Romano, Sebastian; Cunningham, Solveig A

2016-04-01

School breakfast consumption can improve children's nutrition, but the implications of breakfast at school for children's weight remains unclear. The aim of this study was to determine whether receiving breakfast at school is related to changes in children's weight between the fifth and eighth grades, and whether the relationship between school breakfasts and obesity varies for children of different socioeconomic backgrounds. This was a longitudinal study of children observed in the fifth and eighth grades. Data are from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, a nationally representative prospective cohort of children in the United States. The analytic sample consisted of 6,495 children interviewed in the fifth and eighth grades. Standard thresholds from the Centers for Disease Control and Prevention were used to classify children as not obese or obese based on direct-measured height and weight. Difference-in-difference propensity score matching and fixed-effect logistic regression models were used to estimate the relationship between receipt of school breakfast and change in obesity between the fifth and eighth grades, adjusting for child, household, and school characteristics. School breakfast receipt was not associated with a change in obesity status between the fifth and eighth grades for children overall (odds ratio=1.31; P=0.129). In the propensity score model, receiving school breakfasts more than doubled the odds of becoming obese (odds ratio=2.31; P=0.0108) for children from families below the federal poverty line compared with children of similar socioeconomic backgrounds who did not regularly receive school breakfasts. School breakfast receipt was not independently related to obesity for most children. Receiving school breakfasts in the fifth grade may be associated with weight gain between the fifth and eighth grades for children from families below the federal poverty line compared with children of similar socioeconomic status who did not receive breakfasts. Copyright © 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences.

PubMed

Hammer, Carol Scheffner; Morgan, Paul; Farkas, George; Hillemeier, Marianne; Bitetti, Dana; Maczuga, Steve

2017-03-01

This study was designed to (a) identify sociodemographic, pregnancy and birth, family health, and parenting and child care risk factors for being a late talker at 24 months of age; (b) determine whether late talkers continue to have low vocabulary at 48 months; and (c) investigate whether being a late talker plays a unique role in children's school readiness at 60 months. We analyzed data from the Early Childhood Longitudinal Study, a population-based sample of 9,600 children. Data were gathered when the children were 9, 24, 48, and 60 months old. The risk of being a late talker at 24 months was significantly associated with being a boy, lower socioeconomic status, being a nonsingleton, older maternal age at birth, moderately low birth weight, lower quality parenting, receipt of day care for less than 10 hr/week, and attention problems. Being a late talker increased children's risk of having low vocabulary at 48 months and low school readiness at 60 months. Family socioeconomic status had the largest and most profound effect on children's school readiness. Limited vocabulary knowledge at 24 and 48 months is uniquely predictive of later school readiness. Young children with low vocabularies require additional supports prior to school entry.

[Pilot study about the effectivity of an intervention based on games in nutritional status and muscle strength on children].

PubMed

Soto-Sánchez, Johana Patricia; Pavez Saldiviar, Nicolás Fernando; Bravo-Gatica, Javier Ignacio; White Ortiz, Alan Rigoberto; Jaque Fernández, Francisco Ignacio; Vargas-Gyllen, Cristian Ignacio; Arriagada Cárdenas, Sandra; Carrasco Naranjo, Fernando; Cano-Cappellacci, Marcelo Antonio

2014-07-01

The overnutrition is a constant on developing countries; Chile is not an exception because it has a marked tendency to overweight and obesity in schoolchildren. The muscular strength has been associated with cardiovascular and metabolic health status in scholars. Effective interventions using games are needed to improve the nutritional status and physical fitness in school children. To assess the intervention effectiveness based on games played at school time to improve the nutritional status and physical fitness in schoolchildren. 156 students aged between 7 to 15 years, attending to two public schools with full school day, to which a pilot program was applied. This pilot program was based on dynamic recreational games during 45 minutes from monday to friday for 3 months in the largest playtime of the school day. At the end of the intervention, we observed a significant modification on children nutritional status, which highlights an increase in the number of children that reached the normal nutritional status (p < 0.001). We also observed a significant number of obese children who reached overweight nutritional status (p < 0.001). We also observed a decrease of leg muscular strength at the end of the study. We found a positive effect of a program based on dynamic recreational games in the largest school playtime, improving nutritional status. However, we didn't observed modifications in the muscular strength. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Reward Allocation and Academic versus Social Orientation toward School.

ERIC Educational Resources Information Center

Peterson, Candida C.; Peterson, James L.

1978-01-01

Correlates 138 elementary school children's views about the purposes of school to their styles of reward allocation: academically motivated students allocated rewards equally to two hypothetical performers who had unequally helped a teacher perform a manual chore, while socially motivated children allocated rewards in an equity (performance-based)…

Bullying in Elementary School: An American Perspective

ERIC Educational Resources Information Center

Conn, Kathleen

2013-01-01

Bullying in elementary schools is a recognized and widespread occurrence that threatens to rob children of their childhood. Part I of this commentary describes existing scientifically-based research on the nature, extent and effects of the phenomenon on children in United States schools. Part II analyzes the effectiveness of bullying prevention…

Sleep Disorders in Children: Collaboration for School-Based Intervention

ERIC Educational Resources Information Center

Everhart, D. Erik

2011-01-01

The effects of sleep disturbance on children are wide ranging and include alterations in behavior, mood, cognition, and academic performance. Screening and intervention for pediatric sleep disorders within the schools are not widely implemented, and the concept of integrating school personnel into the multidisciplinary sleep team has yet to be…

Investigating How to Align Schools' Marketing Environments with Federal Standards for Competitive Foods

ERIC Educational Resources Information Center

Polacsek, Michele; O'Brien, Liam M.; Pratt, Elizabeth; Whatley-Blum, Janet; Adler, Sabrina

2017-01-01

Background: Limiting food and beverage marketing to children is a promising approach to influence children's nutrition behavior. School-based marketing influences nutrition behavior and studies have consistently found marketing for nonnutritious foods and beverages in schools. No studies have examined the resources necessary to align school…

The School, Family, and Community Partnership Program: Initial Findings.

ERIC Educational Resources Information Center

Treder, David; Kutash, Krista; Duchnowski, Albert J.; Rudo, Zena; Sumi, W. Carl; Harris, Karen M.; Nelson, Steven L.

The School, Family, and Community Partnership Program is an integrated, school-based intervention for improving the outcomes of students served in classrooms for children who have emotional and behavioral disabilities. This report briefly describes the intervention, the characteristics of the children, and initial results of measuring fidelity to…

The Validation of a Food Label Literacy Questionnaire for Elementary School Children

ERIC Educational Resources Information Center

Reynolds, Jesse S.; Treu, Judith A.; Njike, Valentine; Walker, Jennifer; Smith, Erica; Katz, Catherine S.; Katz, David L.

2012-01-01

Objective: To determine the reliability and validity of a 10-item questionnaire, the Food Label Literacy for Applied Nutrition Knowledge questionnaire. Methods: Participants were elementary school children exposed to a 90-minute school-based nutrition program. Reliability was assessed via Cronbach alpha and intraclass correlation coefficient…

Developing Primary School Children's Understanding of Energy Waste.

ERIC Educational Resources Information Center

Kruger, Colin; Summers, Mike

2000-01-01

Studies 34 elementary school children's understanding of five aspects of energy waste and the ways in which these conceptions develop following teaching. Concludes that the children had good prior awareness of some behaviors that save energy, but their reasons for thinking this were based largely on everyday intuitive ideas that involved…

Dissemination of an effective weight management program for Mexican American children in schools

USDA-ARS?s Scientific Manuscript database

The rates of child obesity are epidemic in the United States, and Mexican American children are at particular risk. We have found an intensive, multi-component, school-based, weight management intervention to be efficacious at reducing standardized body mass index (zBMI) in overweight children. Our ...

Changing How and What Children Learn in School with Computer-based Technologies.

ERIC Educational Resources Information Center

Roschelle, Jeremy M.; Pea, Roy D.; Hoadley, Christopher M.; Gordin, Douglas N.; Means, Barbara

2000-01-01

Explores how computer technology can help improve how and what children learn in school. Highlights several ways technology can enhance how children learn by supporting four fundamental characteristics of learning (active engagement, group participation, frequent interaction and feedback, and connections to real-world contexts). Additional…

Transitions in the Swedish school system and the impact on student's positive self-reported-health.

PubMed

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-10-07

To explore three school based transitions and their impact on positive self-reported-health (SRH), pre-school to elementary school (6-10 y), elementary school to junior high school (10-13 y), and junior high school to upper secondary school/high school (13-16 y), in a long-term longitudinal population based study. The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007-2012 with school children age 6-16 years old. Several significant factors were identified with an impact for a positive self-reported-health among children age 6-16 y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age. The study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

Reducing Sugar-Sweetened Beverage Intake Among Students: School-Based Programs and Policies That Work.

PubMed

Tipton, Julia A

2016-03-01

The amount of sugar-sweetened beverages (SSBs) consumed by U.S. youth has nearly doubled since the 1970s. The majority of children between 2 and 19 years drink SSBs on any given day. Many serious health problems such as childhood overweight and obesity, type 2 diabetes, kidney disease, and cardiovascular problems have been linked to SSBs. This article provides an overview of school-based interventions and policies that have successfully contributed to a reduction in sugar-sweetened intake among children. School nurses and nurses in other community-based settings are well positioned to promote intake of more healthful beverages among children using strategies recommended in this article. © 2015 The Author(s).

School-Based Mental Health Programming for Children with Inattentive and Disruptive Behavior Problems: First-Year Treatment Outcome

ERIC Educational Resources Information Center

Owens, Julie Sarno; Richerson, Lauren; Beilstein, Elizabeth A.; Crane, Anna; Murphy, Caroline E.; Vancouver, Jeffrey B.

2005-01-01

This article examines the effectiveness of an evidence-based behavioral treatment package for children with inattentive and disruptive behavior problems when delivered in the context of a school-based mental health program. Child symptomatology and functioning are assessed in a treatment group (n = 30) and a waitlist control group (n = 12) across…

Essential health care package for children--the 'Fit for School' program in the Philippines.

PubMed

Monse, Bella; Naliponguit, Ella; Belizario, Vincente; Benzian, Habib; van Helderman, Wim Palenstein

2010-04-01

High prevalence of poverty diseases such as diarrhoea, respiratory tract infection, parasitic infections and dental caries among children in the developing world calls for a return to primary health care principles with a focus on prevention. The 'Fit for School' program in the Philippines is based on international recommendations and offers a feasible, low-cost and realistic strategy using the principles of health promotion outlined in the Ottawa Charter. The cornerstone of the programme is the use of school structures for the implementation of preventive health strategies. 'Fit for School' consists of simple, evidence-based interventions like hand washing with soap, tooth brushing with fluoride toothpaste and other high impact interventions such as bi-annual de-worming as a routine school activity for all children visiting public elementary schools. The programme has been successfully rolled-out in the Philippines covering 630,000 children in 22 provinces and it is planned to reach 6 million children in the next three years. The programme is a partnership project between the Philippine Department of Education and the Local Government Units with support for capacity development activities from the German Development Cooperation and GlaxoSmithKline.

Expanding the recommendations for annual influenza vaccination to school-age children in the United States.

PubMed

Fiore, Anthony E; Epperson, Scott; Perrotta, Dennis; Bernstein, Henry; Neuzil, Kathleen

2012-03-01

Despite long-standing recommendations to vaccinate children who have underlying chronic medical conditions or who are contacts of high-risk persons, vaccination coverage among school-age children remains low. Community studies have indicated that school-age children have the highest incidence of influenza and are an important source of amplifying and sustaining community transmission that affects all age groups. A consultation to discuss the advantages and disadvantages of a universal recommendation for annual influenza vaccination of all children age ≥6 months was held in Atlanta, Georgia, in September 2007. Consultants provided summaries of current data on vaccine effectiveness, safety, supply, successful program implementation, and economics studies and discussed challenges associated with continuing a risk- and contact-based vaccination strategy compared with a universal vaccination recommendation. Consultants noted that school-age children had a substantial illness burden caused by influenza, that vaccine was safe and effective for children aged 6 months through 18 years, and that evidence suggested that vaccinating school-age children would provide benefits to both the vaccinated children and their unvaccinated household and community contacts. However, implementation of an annual recommendation for all school-age children would pose major challenges to parents, medical providers and health care systems. Alternative vaccination venues were needed, and of these school-located vaccination programs might offer the most promise as an alternative vaccination site for school-age children. Expansion of recommendations to include all school-age children will require additional development of an infrastructure to support implementation and methods to adequately evaluate impact.

Perceptions of Stigma and Self-Reported School Engagement In Same-Sex Couples with Young Children.

PubMed

Goldberg, Abbie E; Smith, JuliAnna Z

2014-09-01

Little research has explored same-sex parents' school engagement, although there is some evidence that same-sex parents' perceptions of openness versus exclusion in the school setting -as well as other interrelated contexts - may have implications for their relationships with and perceptions of their children's schools. The current cross-sectional study used multilevel modeling to examine the relationship between same-sex parents' perceptions of stigma in various contexts and their self-reported school involvement, relationships with teachers, and school satisfaction, using a sample of 68 same-sex adoptive couples (132 parents) of kindergarten-age children. Parents who perceived their communities as more homophobic reported higher levels of school-based involvement. Parents who perceived lower levels of sexual orientation-related stigma at their children's schools reported higher levels of school satisfaction. Parents who perceived lower levels of exclusion by other parents reported higher levels of school-based involvement and better relationships with teachers. However, perceived exclusion interacted with parents' level of outness with other parents, such that parents who were very out and reported high levels of exclusion reported the lowest quality relationships with teachers. Our findings have implications for scholars who study same-sex parent families at various stages of the life cycle, as well as for teachers and other professionals who work with diverse families.

Adding a Social Marketing Campaign to a School-Based Nutrition Education Program Improves Children's Dietary Intake: A Quasi-Experimental Study.

PubMed

Blitstein, Jonathan L; Cates, Sheryl C; Hersey, James; Montgomery, Doris; Shelley, Mack; Hradek, Christine; Kosa, Katherine; Bell, Loren; Long, Valerie; Williams, Pamela A; Olson, Sara; Singh, Anita

2016-08-01

Evidence supports the use of social marketing campaigns to improve nutrition knowledge and reinforce the effects of nutrition education programs. However, the additional effects of parent-focused social marketing with nutrition education have received little attention. Our aim was to assess the impact of the Iowa Nutrition Network's school-based nutrition education program (Building and Strengthening Iowa Community Support for Nutrition and Physical Activity [BASICS]) and the benefits of adding a multichannel social marketing intervention (BASICS Plus) to increase parent-directed communication. A quasi-experimental design with three study conditions compared a school-based nutrition education program (BASICS) with a school-based and social marketing intervention (BASICS Plus) and a no-treatment comparison group. The study included 1,037 third-grade students attending 33 elementary schools and their parents. Measures included parents' reports of their children's in-home consumption of fruits and vegetables (F/V) and use of low-fat/fat-free milk. Data on F/V were collected using a modified version of the University of California Cooperative Extension Food Behavior Checklist; and data on milk use were collected using two questions from the National Health and Nutrition Examination Survey. Multilevel, mixed-effect regression models that account for correlation within repeated measures and children within school were used to compare the mean change over time in the outcome variable for one study group with the mean change over time for another study group. Children in BASICS increased mean consumption of fruit by 0.16 cups (P=0.04) compared with children in the comparison group. Children in BASICS Plus increased mean consumption of fruit by 0.17 cups (P=0.03) and mean consumption of vegetables by 0.13 cups (P=0.02). Children in BASICS Plus were 1.3 times (P=0.05) more likely to use low-fat/fat-free milk than children in either the BASICS group or the comparison group. Gaining parents' attention and engaging them in healthy eating practices for their children can be a useful way to increase the effectiveness of school-based nutrition education programs. This study demonstrates the benefits of incorporating a parent-focused social marketing campaign in nutrition education interventions. Copyright © 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

A Randomized Controlled Trial of a Public Health Nurse-Delivered Asthma Program to Elementary Schools

ERIC Educational Resources Information Center

Cicutto, Lisa; To, Teresa; Murphy, Suzanne

2013-01-01

Background: Childhood asthma is a serious and common chronic disease that requires the attention of nurses and other school personnel. Schools are often the first setting that children take the lead in managing their asthma. Often, children are ill prepared for this role. Our study evaluated a school-based, multifaceted asthma program that…

A Controlled Evaluation of a School-Based Obesity Prevention in Turkish School Children

ERIC Educational Resources Information Center

Toruner, Ebru Kilicarslan; Savaser, Sevim

2010-01-01

This research was conducted to assess the effect of a weight management program in Turkish school children with overweight and obesity. Forty one students formed the intervention group while 40 students formed the control group in two elementary schools. Students in intervention group were given seven training sessions in a period of 2.5 months.…

Food Group Preferences of Elementary School Children Participating in the National School Lunch Program

ERIC Educational Resources Information Center

Cashman, Linda; Tripurana, Madhuri; Englund, Tim; Bergman, Ethan A.

2010-01-01

Purpose/Objectives: The purpose of the study was to assess the food group preferences of second through fifth grade children based on ethnic background, gender, and grade. Food group preferences were determined by the amount of various food groups consumed in meals served as part of the National School Lunch Program at selected schools. Research…

How Do Children Spend Their Time? Children's Activities, School Achievement, and Well-Being. Research on Today's Issues, Issue No. 11.

ERIC Educational Resources Information Center

Population Reference Bureau, Inc., Washington, DC.

This briefing paper describes research findings on factors linked to children's school achievement and emotional adjustment. The findings are based on the Child Development Supplement of the Panel Study of Income Dynamics, a nationally representative, longitudinal study of children and families conducted at the University of Michigan and supported…

Quality of Educational Support for Children with Autism Spectrum Disorder in Bosnia and Herzegovina--Perception of Parents and Professionals

ERIC Educational Resources Information Center

Mujkanovic, Elvira; Mujkanovic, Edin; Pasalic, Arnela; Biscevic, Inga; Memisevic, Haris

2017-01-01

Children with autism spectrum disorder (ASD) attend regular education schools and special education schools in Bosnia and Herzegovina. Regardless of the setting, it is important to provide early, high quality, programs to children with ASD. High quality educational support must encompass evidence-based programs for these children. The goal of the…

The Importance of Psychological Needs for the Post Traumatic Stress Disorder (PTSD) and Displaced Children in Schools

ERIC Educational Resources Information Center

Uguak, Uget Apayo

2011-01-01

The study targets children in especially difficult circumstances from 8-14 years; and explores the importance of psychosocial needs for the PTSD and displaced children in schools. Out of 235 participants, descriptive statistics indicated that 63 children are traumatized. Based on ANOVA findings, the result revealed that there is significant effect…

A Balanced Protocol for Return to School for Children and Youth Following Concussive Injury.

PubMed

DeMatteo, Carol; Stazyk, Kathy; Giglia, Lucy; Mahoney, William; Singh, Sheila K; Hollenberg, Robert; Harper, Jessica A; Missiuna, Cheryl; Law, Mary; McCauley, Dayle; Randall, Sarah

2015-07-01

Few protocols exist for returning children/youth to school after concussion. Childhood concussion can significantly affect school performance, which is vital to social development, academic learning, and preparation for future roles. The goal of this knowledge translation research was to develop evidence based materials to inform physicians about pediatric concussion. The Return to School (RTS) concussion protocol was developed following the National Institute for Health and Care Excellence procedures. Based on a scoping review, and stakeholder opinions, an RTS protocol was developed for children/youth. This unique protocol focuses on school adaptation in 4 main areas: (a) timetable/attendance, (b) curriculum, (c) environmental modifications, and (d) activity modifications. A balance of cognitive rest and timely return to school need to be considered for returning any student to school after a concussion. Implementation of these new recommendations may be an important tool in prevention of prolonged absence from school and academic failure while supporting brain recovery. © The Author(s) 2015.

An Investigation of the Views of Parents in Otago on Dental Care for Primary School-Aged Children by the Community Oral Health Service Prior to the Introduction of the Hub-Based Clinic System.

PubMed

Drummond, B K; Gaffney, M; Marshall, K

2016-12-01

Prior to the introduction of the Southern District Health Board's reconfigured Community Oral Health Service in Otago, a project was undertaken with parents to investigate their knowledge, understanding and views of the historical School Dental Service and of the Community Oral Health Service that was being introduced. Focus groups were run during 2011 in ten selected schools (parents with children in years 1-8) across two areas in Otago to represent ur ban and rural settings and to represent parents who were already travelling to dental services. Parents valued the traditional School Dental Service in Otago highly, generally agreeing that the service based in schools was accessible and convenient for parents and children. Rural parents who had always taken their children to dental appointments viewed it as a normal process, accepting that there could not be a service located in every school. Parents were aware that facilities were out-of-date. They highlighted the challenges of locating therapists since they started moving from school to school in the later 1990s and felt it was difficult for children seeing different therapists at each recall. There were diverse views on the proposed new system. Some parents felt that school-aged children should go to dental clinics on their own or with peers, while other parents welcomed the opportunity to attend when their child was having health care. It appears that the Community Oral Health Services should have an ongoing process to seek the views of parents and children about the service.

A school-based public health model to reduce oral health disparities.

PubMed

Dudovitz, Rebecca N; Valiente, Jonathan E; Espinosa, Gloria; Yepes, Claudia; Padilla, Cesar; Puffer, Maryjane; Slavkin, Harold C; Chung, Paul J

2018-12-01

Although dental decay is preventable, it remains the most common pediatric chronic disease. We describe a public health approach to implementing a scalable and sustainable school-based oral health program for low-income urban children. The Los Angeles Trust for Children's Health, a nonprofit affiliated with the Los Angeles Unified School District, applied a public health model and developed a broad-based community-coalition to a) establish a District Oral Health Nurse position to coordinate oral health services, and b) implement a universal school-based oral health screening and fluoride varnishing program, with referral to a dental home. Key informant interviews and focus groups informed program development. Parent surveys assessed preventative oral health behaviors and access to oral health services. Results from screening exams, program costs and rates of reimbursement were recorded. From 2012 to 2015, six elementary schools and three dental provider groups participated. Four hundred ninety-one parents received oral health education and 89 served as community oral health volunteers; 3,399 screenings and fluoride applications were performed on 2,776 children. Sixty-six percent of children had active dental disease, 27 percent had visible tooth decay, and 6 percent required emergent care. Of the 623 students who participated for two consecutive years, 56 percent had fewer or no visible caries at follow-up, while only 17 percent had additional disease. Annual program cost was $69.57 per child. Using a broad based, oral health coalition, a school-based universal screening and fluoride varnishing program can improve the oral health of children with a high burden of untreated dental diseases. © 2017 American Association of Public Health Dentistry.

Contributions of After School Programs to the Development of Fundamental Movement Skills in Children.

PubMed

Burrows, E Jean; Keats, Melanie R; Kolen, Angela M

Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today's youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6-10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study ( p =0.91, eta 2 =0.00) and the games-based program participants significantly improved their proficiency ( p =0.00, eta 2 =0.30). No significant ( p =0.13, eta 2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS.

Contributions of After School Programs to the Development of Fundamental Movement Skills in Children

PubMed Central

BURROWS, E. JEAN; KEATS, MELANIE R.; KOLEN, ANGELA M.

2014-01-01

Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today’s youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6–10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study (p=0.91, eta2=0.00) and the games-based program participants significantly improved their proficiency (p=0.00, eta2=0.30). No significant (p=0.13, eta2 = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS. PMID:27293501

Effect of the School-Based Telemedicine Enhanced Asthma Management (SB-TEAM) Program on Asthma Morbidity: A Randomized Clinical Trial.

PubMed

Halterman, Jill S; Fagnano, Maria; Tajon, Reynaldo S; Tremblay, Paul; Wang, Hongyue; Butz, Arlene; Perry, Tamara T; McConnochie, Kenneth M

2018-03-05

Poor adherence to recommended preventive asthma medications is common, leading to preventable morbidity. We developed the School-Based Telemedicine Enhanced Asthma Management (SB-TEAM) program to build on school-based supervised therapy programs by incorporating telemedicine at school to overcome barriers to preventive asthma care. To evaluate the effect of the SB-TEAM program on asthma morbidity among urban children with persistent asthma. In this randomized clinical trial, children with persistent asthma aged 3 to 10 years in the Rochester City School District in Rochester, New York, were stratified by preventive medication use at baseline and randomly assigned to the SB-TEAM program or enhanced usual care for 1 school year. Participants were enrolled at the beginning of the school year (2012-2016), and outcomes were assessed through the end of the school year. Data were analyzed between May 2017 and November 2017 using multivariable modified intention-to-treat analyses. Supervised administration of preventive asthma medication at school as well as 3 school-based telemedicine visits to ensure appropriate assessment, preventive medication prescription, and follow-up care. The school site component of the telemedicine visit was completed by telemedicine assistants, who obtained history and examination data. These data were stored in a secure virtual waiting room and then viewed by the primary care clinician, who completed the assessment and communicated with caregivers via videoconference or telephone. Preventive medication prescriptions were sent to pharmacies that deliver to schools for supervised daily administration. The primary outcome was the mean number of symptom-free days per 2 weeks, assessed by bimonthly blinded interviews. Of the 400 enrolled children, 247 (61.8%) were male and 230 (57.5%) were African American, and the mean (SD) age was 7.8 (1.7) years. Demographic characteristics and asthma severity in the 2 groups were similar at baseline. Among children in the SB-TEAM group, 196 (98.0%) had 1 or more telemedicine visits, and 165 (82.5%) received supervised therapy through school. We found that children in the SB-TEAM group had more symptom-free days per 2 weeks postintervention compared with children in the enhanced usual care group (11.6 vs 10.97; difference, 0.69; 95% CI, 0.15-1.22; P = .01), with the largest difference observed at the final follow-up (difference, 0.85; 95% CI, 0.10-1.59). In addition, children in the SB-TEAM group were less likely to have an emergency department visit or hospitalization for asthma (7% vs 15%; odds ratio, 0.52; 95% CI, 0.32-0.84). The SB-TEAM intervention significantly improved symptoms and reduced health care utilization among urban children with persistent asthma. This program could serve as a model for sustainable asthma care among school-aged children. clinicaltrials.gov Identifier: NCT01650844.

Virtual rehabilitation in a school setting: is it feasible for children with cerebral palsy?

PubMed

Rosie, Juliet A; Ruhen, Shelley; Hing, Wayne A; Lewis, Gwyn N

2015-01-01

To determine the feasibility of a school-based virtual rehabilitation intervention for children with cerebral palsy. A feasibility study was conducted using a mixed method approach. Participants were five children with cerebral palsy who were currently attending a rural school. Each child received an 8-week rehabilitation programme involving an Interactive Virtual Reality Exercise (IREX) system. The IREX was placed in the child's school for the duration of the intervention. Each child's programme was designed by a physiotherapist but supervised by a teacher aide at the school. Feasibility of the intervention was assessed through a questionnaire completed by the child and an interview conducted with the teacher supervisor. The children all rated the IREX intervention as fun, easy to use, and beneficial for their arm. Categories from the supervisor interviews centred on resolving technical issues, the enjoyment of taking part due to the child's progress, and the central role of interacting with the child. Input from the research physiotherapist was critical to the success of the intervention. The IREX is feasible to implement in a school-based setting supervised by teachers. This provides an option for delivering physiotherapy to children in isolated areas who do not receive on-going therapy. Implication for Rehabilitation Virtual rehabilitation programmes using the IREX are feasible in a school-based setting. The negative impact of technical difficulties is likely to be overcome by the user's enjoyment and rehabilitation benefits gained. Input from a therapist in designing and monitoring the programme is critical.

Developing Partnerships in the Provision of Youth Mental Health Services and Clinical Education: A School-Based Cognitive Behavioral Intervention Targeting Anxiety Symptoms in Children.

PubMed

Waters, Allison M; Groth, Trisha A; Sanders, Mary; O'Brien, Rosanne; Zimmer-Gembeck, Melanie J

2015-11-01

Clinical scientists are calling for strong partnerships in the provision of evidence-based treatments for child mental health problems in real-world contexts. In the present study, we describe the implementation of a cognitive-behavioral intervention (CBI) to address grade 5 children's anxiety symptoms. The CBI arose from a long-standing partnership between University and Education Department stakeholders. The partnership integrates school-based, evidence-informed treatment delivery with clinical education, and also supports a school-based psychology clinic to provide assessment and treatment services to children attending schools within the catchment area and clinical training for university graduate students. Children in the active condition (N=74) completed the CBI during regular class time, while children in the control condition (N=77) received the standard classroom curriculum. Children's anxiety and depressive symptoms, threat interpretation biases (perceived danger and coping ability), and perceptions of their social skills were assessed before and after condition. Children in the active condition reported significant improvements in self-reported anxiety symptoms, and perceptions of their social skills and coping ability, whereas no significant differences were observed for children in the control condition from pre- to post-assessment. For a subset of children assessed 12 months after the CBI (n=76), symptom improvement remained stable over time and estimates of danger and coping ability showed even greater improvement. Results demonstrate the value of strong stakeholder partnerships in innovative youth mental health services, positive child outcomes, and clinical education. Copyright © 2015. Published by Elsevier Ltd.

Using public policy to improve outcomes for asthmatic children in schools.

PubMed

Lynn, Jewlya; Oppenheimer, Sophie; Zimmer, Lorena

2014-12-01

School-based services to improve asthma management need to be accompanied by public policies that can help sustain services, scale effective interventions, create greater equity across schools, and improve outcomes for children. Several national organizations, including the Centers for Disease Control and Prevention, have recommended specific public policies the adoption of which in school settings can improve asthma outcomes for children. Although many states and school districts have adopted some of these policies, adoption is not universal, and implementation is not always successful, leaving inequities in children's access to asthma services and supports. These issues can be addressed by changing public policy. Policy change is a complex process, but it is one that will benefit from greater involvement by asthma experts, including the researchers who generate the knowledge base on what services, supports, and policies have the best outcomes for children. Asthma experts can participate in the policy process by helping to build awareness of the need for school-based asthma policy, estimating the costs associated with policy options and with inaction, advocating for the selection of specific policies, assisting in implementation (including providing feedback), conducting the research that can evaluate the effectiveness of implementation, and ultimately providing information back into the policy process to allow for improvements to the policies. Copyright © 2014 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

Mapping area variability in social and behavioural difficulties among Glasgow pre-schoolers: linkage of a survey of pre-school staff with routine monitoring data.

PubMed

Barry, S J E; Marryat, L; Thompson, L; Ellaway, A; White, J; McClung, M; Wilson, P

2015-11-01

Social, emotional and behavioural development in early to middle childhood impact upon many outcomes in future life and are influenced by home, neighbourhood and school environments. We used linked data to investigate differences between areas in Glasgow City in level of difficulties in pre-school age children, after consideration of demographics, including area-level deprivation. Pre-school education staff completed Strengths and Difficulties Questionnaires (SDQ) on all children progressing to school from a local authority or partnership (local authority-funded private) pre-school in Glasgow City between 2010 and 2012. These data were linked to individual (age, gender) and area-level (deprivation) demographics from the City Council Education Services Department. Statistical models were fitted to the SDQ scores, adjusting for age, gender, area deprivation, year of school entry, pre-school establishment attended and electoral ward of residence. Correlation between neighbouring wards was incorporated to allow for clustering of scores. Boys and those living in more deprived areas had higher levels of difficulties. Children aged 5.0-5.5 years had fewest difficulties, while the oldest and youngest children had similar levels of difficulties. There were no significant secular trends by year of school entry. There remained differences among areas after adjusting for these variables, with children living in some areas having fewer difficulties than would be expected based on their socio-demographic characteristics. There remained differences in children's levels of difficulties between areas after adjusting for age, gender, area deprivation and year of school entry. Children in some very deprived areas had fewer difficulties than might be expected, while those in relatively affluent areas had more difficulties than expected based on their deprivation level. There may be other, unmeasured, individual- and area-level reasons for children's level of difficulties, and these require further exploration. © 2015 John Wiley & Sons Ltd.

Assessing the Costs of School-based Mental Health Services.

ERIC Educational Resources Information Center

Nabors, Laura A.; Leff, Stephen S.; Mettrick, Jennifer E.

2001-01-01

Evaluated the costs of a school-based mental health program in Baltimore, Maryland, calculating the costs for care of adolescents who had participated in treatment. Results indicated that costs were relatively low compared to costs from the private sector and other community programs. Children with depressive disorders and children with more…

Functional Seating for School-Age Children with Cerebral Palsy: An Evidence-Based Tutorial

ERIC Educational Resources Information Center

Costigan, F. Aileen; Light, Janice

2011-01-01

Purpose: This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of…

African American Fathers' Involvement in Their Children's School-Based Lives

ERIC Educational Resources Information Center

Abel, Yolanda

2012-01-01

This research investigated African American fathers' involvement in the school-based lives of their elementary-aged children using the Hoover-Dempsey and Sandler model of parent involvement and Epstein's framework of involvement. Questionnaires were administered to 101 African American males in the mid-Atlantic region of the United States.…

Prevention Work with Children Disaffected from School: Findings from the Evaluation of Two Innovative Community-Based Projects

ERIC Educational Resources Information Center

Gray, Paul; Seddon, Toby

2005-01-01

Purpose: To report on findings from the evaluation of two innovative community-based prevention projects in the UK targeted at children disaffected from school, one involving football the other horticulture. Design/methodology/approach: Qualitative inquiry focusing on three areas: "theories of change" underpinning the projects; referral…

A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders

ERIC Educational Resources Information Center

Bellini, Scott; Peters, Jessica K.; Benner, Lauren; Hopf, Andrea

2007-01-01

Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of…

Improving Access to Health Care: School-Based Health Centers.

ERIC Educational Resources Information Center

Dowden, Shauna L.; Calvert, Richard D.; Davis, Lisa; Gullotta, Thomas P.

This article explores an approach for better serving the complete health care needs of children, specifically, the efficacy of school-based health centers (SBHCs) to provide a service delivery mechanism capable of functioning as a medical home for children, providing primary care for both their physical and behavioral health care needs. The…

School-based Screening to Identify Children At Risk for Attention-Deficit/Hyperactivity Disorder: Barriers and Implications

PubMed Central

Barry, Tammy D.; Sturner, Raymond A.; Seymour, Karen; Howard, Barbara H.; McGoron, Lucy; Bergmann, Paul; Kent, Ronald; Sullivan, Casey; Tomeny, Theodore S.; Pierce, Jessica S.; Coin, Kristen L.; Goodlad, James K.; Werle, Nichole

2014-01-01

This report describes a school-based screening project to improve early identification of children at risk for attention-deficit/hyperactivity disorder (ADHD) and communicate these concerns to parents, recommending that they contact their child’s primary care provider (PCP). Of 17,440 eligible children in first through fifth grades in five school districts, 47.0% of parents provided required written consent, and teachers completed 70.4% of the online screeners (using the Vanderbilt AD/HD Diagnostic Teacher Rating Scale). Of 5,772 screeners completed, 18.1% of children (n = 1,044) were identified as at risk. Parents of at-risk children were contacted to explain risk status and recommended to visit their child’s PCP for further evaluation. It was not possible to contact 39.1% of parents of at-risk children. Of the 636 parents of at-risk children who could be contacted, 53.1% (n = 338) verbally accepted the recommendation to follow-up with their PCP, which was not related to ADHD symptom severity. Parents of children with IEPs or related services were more likely to accept the recommendation to visit the PCP. Our exploration of the potential for school-based screening for ADHD identified a number of barriers to successful execution, but the data also indicated that this is an important problem to address. PMID:27642209

Performance-Based Assessment: An Alternative Assessment Process for Young Gifted Children.

ERIC Educational Resources Information Center

Hafenstein, Norma Lu; Tucker, Brooke

Performance-based assessment provides an alternative identification method for young gifted children. A performance-based identification process was developed and implemented to select three-, four-, and five-year-old children for inclusion in a school for gifted children. Literature regarding child development, characteristics of young gifted…

School-based mental health intervention for children in war-affected Burundi: a cluster randomized trial

PubMed Central

2014-01-01

Background Armed conflicts are associated with a wide range of impacts on the mental health of children and adolescents. We evaluated the effectiveness of a school-based intervention aimed at reducing symptoms of posttraumatic stress disorder, depression, and anxiety (treatment aim); and improving a sense of hope and functioning (preventive aim). Methods We conducted a cluster randomized trial with 329 children in war-affected Burundi (aged 8 to 17 (mean 12.29 years, standard deviation 1.61); 48% girls). One group of children (n = 153) participated in a 15-session school-based intervention implemented by para-professionals, and the remaining 176 children formed a waitlist control condition. Outcomes were measured before, one week after, and three months after the intervention. Results No main effects of the intervention were identified. However, longitudinal growth curve analyses showed six favorable and two unfavorable differences in trajectories between study conditions in interaction with several moderators. Children in the intervention condition living in larger households showed decreases on depressive symptoms and function impairment, and those living with both parents showed decreases on posttraumatic stress disorder and depressive symptoms. The groups of children in the waitlist condition showed increases in depressive symptoms. In addition, younger children and those with low levels of exposure to traumatic events in the intervention condition showed improvements on hope. Children in the waitlist condition who lived on their original or newly bought land showed improvements in hope and function impairment, whereas children in the intervention condition showed deterioration on these outcomes. Conclusions Given inconsistent effects across studies, findings do not support this school-based intervention as a treatment for posttraumatic stress disorder and depressive symptoms in conflict-affected children. The intervention appears to have more consistent preventive benefits, but these effects are contingent upon individual (for example, age, gender) and contextual (for example, family functioning, state of conflict, displacement) variables. Results suggest the potential benefit of school-based preventive interventions particularly in post-conflict settings. Trial registration The study was registered as ISRCTN42284825 PMID:24690470

Improving access to school based education for South African children in rural areas who have a tracheostomy: A case series and recommendations.

PubMed

Mahomva, Chengetai; Harris, Sue; Seebran, Narvanie; Mudge, Bridget; Catlin, Brian; Davies, Louise

2017-01-01

Currently few children with tracheostomies attend rural mainstreams schools in South Africa limiting their ability to gain an education. We sought to document the current school experience for the few children attending school who have tracheostomies and devise educational tools for teachers and administrators that will facilitate greater acceptance and safety in classrooms for this population. The four patients that are currently attending school with a tracheostomy were identified from the patient records of a tertiary hospital with a pediatric tracheostomy home based care service. With the aid of a Zulu language translator, the mothers and classroom teachers completed a semi structured interview and closed item questionnaire in their home and school, respectively. Schools were visited to understand and describe the settings in which the children and their teachers were being asked to function. Tools for education were developed in conjunction with key stakeholders at schools already hosting such children. The key teacher-identified barriers to enrollment were: teacher unfamiliarity with tracheostomies, uncertainty about the school's liability, and concerns about the response of other children. The safety barriers identified were: greater than 60 children per classroom - limiting teacher's ability to attend to the child with a tracheostomy, lack of running water, pit latrines separate from school threatening hygiene and isolating the child when they leave to use the latrines & sandy classrooms which can result in sand entering the airway. Identified needs for successful school placement include providing tracheostomy supplies and suctioning equipment, hand hygiene materials and training teachers in: identification of respiratory distress, performance of emergency tracheostomy changes, CPR. Children with tracheostomies could likely successfully attend South African rural mainstream public schools with a training program for teachers. As a first step, an introductory booklet for teachers that explains tracheostomies and provides educational and safety suggestions was created. A list of recommendations for successful inclusion of students in the school system was developed together with and delivered to key stakeholders. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Sleep, school performance, and a school-based intervention among school-aged children: a sleep series study in China.

PubMed

Li, Shenghui; Arguelles, Lester; Jiang, Fan; Chen, Wenjuan; Jin, Xingming; Yan, Chonghuai; Tian, Ying; Hong, Xiumei; Qian, Ceng; Zhang, Jun; Wang, Xiaobin; Shen, Xiaoming

2013-01-01

Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children. A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33) was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children's sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%). Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness. Insufficient sleep and daytime sleepiness commonly existed and positively associated with the impairment of school performance, especially academic achievement, among Chinese school-aged children. The effectiveness of delaying school staring time emphasized the benefits of optimal school schedule regulation to children's sleep health.

Improving educational achievement and anaemia of school children: design of a cluster randomised trial of school-based malaria prevention and enhanced literacy instruction in Kenya

PubMed Central

2010-01-01

Background Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence on the benefits of school-based malaria prevention or how health interventions interact with other efforts to improve education quality. This study aims to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya. Design A factorial, cluster randomised trial is being implemented in 101 government primary schools on the coast of Kenya. The interventions are (i) intermittent screening and treatment of malaria in schools by public health workers and (ii) training workshops and support for teachers to promote explicit and systematic literacy instruction. Schools are randomised to one of four groups: receiving either (i) the malaria intervention alone; (ii) the literacy intervention alone; (iii) both interventions combined; or (iv) control group where neither intervention is implemented. Children from classes 1 and 5 are randomly selected and followed up for 24 months. The primary outcomes are educational achievement and anaemia, the hypothesised mediating variables through which education is affected. Secondary outcomes include malaria parasitaemia, school attendance and school performance. A nested process evaluation, using semi-structured interviews, focus group discussion and a stakeholder analysis will investigate the community acceptability, feasibility and cost-effectiveness of the interventions. Discussion Across Africa, governments are committed to improve health and education of school-aged children, but seek clear policy and technical guidance as to the optimal approach to address malaria and improved literacy. This evaluation will be one of the first to simultaneously evaluate the impact of health and education interventions in the improvement of educational achievement. Reflection is made on the practical issues encountered in conducting research in schools in Africa. Trial Registration National Institutes of Health NCT00878007 PMID:20929566

Improving educational achievement and anaemia of school children: design of a cluster randomised trial of school-based malaria prevention and enhanced literacy instruction in Kenya.

PubMed

Brooker, Simon; Okello, George; Njagi, Kiambo; Dubeck, Margaret M; Halliday, Katherine E; Inyega, Hellen; Jukes, Matthew C H

2010-10-07

Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence on the benefits of school-based malaria prevention or how health interventions interact with other efforts to improve education quality. This study aims to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya. A factorial, cluster randomised trial is being implemented in 101 government primary schools on the coast of Kenya. The interventions are (i) intermittent screening and treatment of malaria in schools by public health workers and (ii) training workshops and support for teachers to promote explicit and systematic literacy instruction. Schools are randomised to one of four groups: receiving either (i) the malaria intervention alone; (ii) the literacy intervention alone; (iii) both interventions combined; or (iv) control group where neither intervention is implemented. Children from classes 1 and 5 are randomly selected and followed up for 24 months. The primary outcomes are educational achievement and anaemia, the hypothesised mediating variables through which education is affected. Secondary outcomes include malaria parasitaemia, school attendance and school performance. A nested process evaluation, using semi-structured interviews, focus group discussion and a stakeholder analysis will investigate the community acceptability, feasibility and cost-effectiveness of the interventions. Across Africa, governments are committed to improve health and education of school-aged children, but seek clear policy and technical guidance as to the optimal approach to address malaria and improved literacy. This evaluation will be one of the first to simultaneously evaluate the impact of health and education interventions in the improvement of educational achievement. Reflection is made on the practical issues encountered in conducting research in schools in Africa. National Institutes of Health NCT00878007.

Parents of elementary school students weigh in on height, weight, and body mass index screening at school.

PubMed

Kubik, Martha Y; Fulkerson, Jayne A; Story, Mary; Rieland, Gayle

2006-12-01

School-based body mass index (BMI) screening and parent notification programs have been recommended as a childhood overweight prevention strategy. However, there are little empirical data available to guide decision making about the acceptability and safety of programs. A pilot study was conducted using a quasiexperimental research design. In fall 2004, children in 4 suburban elementary schools (kindergarten to sixth grade) in the St Paul/Minneapolis, MN, metropolitan area completed height/weight screening. The following spring, parents in 2 schools received letters containing height/weight and BMI results. A self-administered post-only survey examined parents' opinions and beliefs regarding school-based BMI screening and parent notification programs (response rate: 790/1133 = 70%). The chi2 test of significance was used to examine differences in program support by treatment condition, child's weight status, and sociodemographic characteristics. Among all parents, 78% believed it was important for schools to assess student's height/weight annually and wanted to receive height, weight, and BMI information yearly. Among parents receiving the letter, 95% read most/all of the letter. Most parents (80%) and children (83%) reported comfort with the information in the letter. Parents of overweight children were more likely to report parental discomfort as well as child discomfort with letter content. There was considerable parental support for school-based BMI screening and parent notification programs. Programs may be a useful overweight prevention tool for children. However, continued attention to how best to support parents and children affected by overweight is required.

[School meals: state of the art and recommendations].

PubMed

Aranceta Bartrina, J; Pérez Rodrigo, C; Dalmau Serra, J; Gil Hernández, A; Lama More, R; Martín Mateos, M A; Martínez Suárez, V; Pavón Belinchón, P; Suárez Cortina, L

2008-07-01

School meals contribute substantially to overall energy and nutrient intake adequacy of children, but also play an important role in the development of child food habits and the socialisation process. Evidence shows that school based environmental actions, which include changes in school meals and school food policies related to increased availability and access to healthy foods and drinks while in the school are effective to foster healthy eating practices among children. A growing number of children engage in school meals. Available information to date shows that the quality of the food on offer is not always consistent with dietary guidelines. Vegetables and fish are served less often than desirable and excess added fats are used in food preparations. Norms and regulations are very detailed regarding food safety issues and administrative management of the service, including subcontracting of catering providers and care staff. Nutrition and health promotion issues should also be included in regulations by means of nutrition recommendations for school meals along with information on food based dietary guidelines and portion sizes. School meals should be part of the educational project using a whole school approach.

School-based peer-related social competence interventions for children with autism spectrum disorder: a meta-analysis and descriptive review of single case research design studies.

PubMed

Whalon, Kelly J; Conroy, Maureen A; Martinez, Jose R; Werch, Brittany L

2015-06-01

The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings.

Family- and Neighborhood-Level Factors as Predictors of Conduct Problems in School among Young, Urban, Minority Children

PubMed Central

Palamar, Joseph J.; Calzada, Esther J.; Theise, Rachelle; Huang, Keng-Yen; Petkova, Eva; Brotman, Laurie Miller

2017-01-01

Minority children attending schools in urban socioeconomically disadvantaged neighborhoods are at high risk for conduct problems. Although a number of family and neighborhood characteristics have been implicated in the onset and progression of conduct problems, there remains incomplete understanding of the unique contributions of poverty-related factors early in development. This prospective study of 298 black public school children considered family- and neighborhood-level predictors of teacher-reported conduct problems from pre-kindergarten through first grade. Results from multi-level analyses indicate that percentage of poor residents in a student’s neighborhood made a robust independent contribution to the prediction of development of conduct problems, over and above family- and other neighborhood-level demographic factors. For children of single parents, the percentage of black residents in the neighborhood also predicted the development of conduct problems. School-based interventions to prevent conduct problems should consider impact for children at highest risk based on neighborhood poverty. PMID:24673380

Family- and Neighborhood-Level Factors as Predictors of Conduct Problems in School among Young, Urban, Minority Children.

PubMed

Palamar, Joseph J; Calzada, Esther J; Theise, Rachelle; Huang, Keng-Yen; Petkova, Eva; Brotman, Laurie Miller

2015-01-01

Minority children attending schools in urban socioeconomically disadvantaged neighborhoods are at high risk for conduct problems. Although a number of family and neighborhood characteristics have been implicated in the onset and progression of conduct problems, there remains incomplete understanding of the unique contributions of poverty-related factors early in development. This prospective study of 298 black public school children considered family- and neighborhood-level predictors of teacher-reported conduct problems from pre-kindergarten through first grade. Results from multi-level analyses indicate that percentage of poor residents in a student's neighborhood made a robust independent contribution to the prediction of development of conduct problems, over and above family- and other neighborhood-level demographic factors. For children of single parents, the percentage of black residents in the neighborhood also predicted the development of conduct problems. School-based interventions to prevent conduct problems should consider impact for children at highest risk based on neighborhood poverty.

Children's school performance: impact of general and oral health.

PubMed

Blumenshine, Stephanie L; Vann, William F; Gizlice, Ziya; Lee, Jessica Y

2008-01-01

The purpose of this study was to examine: a) the sociodemographic and health factors associated with poor school performance among North Carolina children; and b) the impact of poor oral health status on school performance while controlling for other health and sociodemographic factors. We used data from the 2005 Child Health Assessment and Monitoring Program, a follow-back telephone survey to the Behavioral Risk Factor Surveillance System involving parents/guardians of children 0 to 17. This project includes sections on oral health and school performance. Our principal outcome variable was school performance and our major explanatory variable was children's oral health status, based upon parental report. Our sample consisted of 2,871 school children, weighted to reflect the North Carolina census. Bivariate analysis revealed that sex, race, parental education, low socioeconomic status, poor general health, poor oral health, and the interaction of poor oral health and general health were significantly related to school performance (P < 0.05). Logistic regression analysis demonstrates the effects of poor oral health and general health on school performance. Children with both poor oral health and general health were 2.3 times more likely to report poor school performance. Children with either poor oral health or general health were only 1.4 times more likely to report poor school performance. Our results show that children who have both poor oral health and general health are more likely to have poor school performance. Our findings suggest that the improvement of children's oral health may be a vehicle to improve their educational experience.

The Impact of Food and Nutrient-Based Standards on Primary School Children’s Lunch and Total Dietary Intake: A Natural Experimental Evaluation of Government Policy in England

PubMed Central

Spence, Suzanne; Delve, Jennifer; Stamp, Elaine; Matthews, John N. S.; White, Martin; Adamson, Ashley J.

2013-01-01

In 2005, the nutritional content of children’s school lunches in England was widely criticised, leading to a major policy change in 2006. Food and nutrient-based standards were reintroduced requiring primary schools to comply by September 2008. We aimed to determine the effect of the policy on the nutritional content at lunchtime and in children’s total diet. We undertook a natural experimental evaluation, analysing data from cross-sectional surveys in 12 primary schools in North East England, pre and post policy. Dietary data were collected on four consecutive days from children aged 4–7 years (n = 385 in 2003–4; n = 632 in 2008–9). We used linear mixed effect models to analyse the effects of gender, year, and lunch type on children’s mean total daily intake. Both pre- and post-implementation, children who ate a school lunch consumed less sodium (mean change −128 mg, 95% CI: −183 to −73 mg) in their total diet than children eating home-packed lunches. Post-implementation, children eating school lunches consumed a lower % energy from fat (−1.8%, −2.8 to −0.9) and saturated fat (−1.0%; −1.6 to −0.5) than children eating packed lunches. Children eating school lunches post implementation consumed significantly more carbohydrate (16.4 g, 5.3 to 27.6), protein (3.6 g, 1.1 to 6.0), non-starch polysaccharides (1.5 g, 0.5 to 1.9), vitamin C (0.7 mg, 0.6 to 0.8), and folate (12.3 µg, 9.7 to 20.4) in their total diet than children eating packed lunches. Implementation of school food policy standards was associated with significant improvements in the nutritional content of school lunches; this was reflected in children’s total diet. School food- and nutrient-based standards can play an important role in promoting dietary health and may contribute to tackling childhood obesity. Similar policy measures should be considered for other environments influencing children’s diet. PMID:24205190

Local perceptions of intermittent screening and treatment for malaria in school children on the south coast of Kenya

PubMed Central

2012-01-01

Background The intermittent screening and treatment (IST) of school children for malaria is one possible intervention strategy that could help reduce the burden of malaria among school children. Future implementation of IST will not only depend on its efficacy and cost-effectiveness but also on its acceptability to parents of the children who receive IST, as well as those responsible for its delivery. This study was conducted alongside a cluster-randomized trial to investigate local perceptions of school-based IST among parents and other stakeholders on the Kenyan south coast. Methods Six out of the 51 schools receiving the IST intervention were purposively sampled, based on the prevalence of Plasmodium infection, to participate in the qualitative study. Twenty-two focus group discussions and 17 in-depth interviews were conducted with parents and other key stakeholders involved in the implementation of school health programmes in the district. Data analysis was guided by the framework analysis method. Results High knowledge of the burden of clinical malaria on school children, the perceived benefits of preventing clinical disease through IST and previous positive experiences and interactions with other school health programmes facilitated the acceptability of IST. However, lack of understanding of the consequences of asymptomatic parasitaemia for apparently healthy school children could potentially contribute to non-adherence to treatment, and use of alternative anti-malarial drugs with simpler regimens was generally preferred. The general consensus of stakeholders was that health workers were best placed to undertake the screening and provide treatment, and although teachers’ involvement in the programme is critical, most participants were opposed to teachers taking finger-prick blood samples from children. There was also a strong demand for the distribution of mosquito nets to augment IST. Conclusion School-based malaria control through IST was acceptable to most parents and other stakeholders, but careful consideration of the various roles of teachers, community health workers, and health workers, and the use of anti-malarial drugs with simpler regimens are critical to its future implementation. PMID:22681850

School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions.

PubMed

Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

2018-05-01

This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age.

Child abuse and performance task assessments of executive functions in boys.

PubMed

Mezzacappa, E; Kindlon, D; Earls, F

2001-11-01

We examined executive functions using performance tasks in 126 boys aged 6 to 16 years. who attended public schools and therapeutic schools for children with emotional and behavioral problems. Children were further grouped based on the presence or absence of substantiated abuse histories. Based on their abuse histories and schools of origin, children were classified as Therapeutic, Abused (TA, N = 25). Therapeutic, Nonabused (TN, N = 52), and Public School (PS, N = 48). Controlling IQ and medication status, we compared children in the three groups on teacher ratings of behavior, on experimenter observations of behavior during testing, and on performance tasks challenging the capacities to inhibit an act in progress, and to passively avoid responses associated with adverse consequences. We examined mean group differences in symptoms, behaviors, and task performance, as well as differential age-dependent changes in these dimensions. Independent of abuse history, therapeutic school children demonstrated comparable levels of internalizing and externalizing symptoms, and comparable levels of redirections to task during testing-sessions, that were significantly higher than those of the public school children. Both groups of therapeutic school children also showed comparable overall performance on the capacities to inhibit an act in progress, and to passively avoid responses associated with adverse consequences that were poorer than the performance of children from the public school. Children with histories of substantiated abuse showed diminished improvement with increasing age in the capacity to passively avoid responses associated with adverse consequences when compared not only to the public school children, but also to the children from the therapeutic schools without histories of abuse. Our findings complement reports of behavioral observations of abused children, and reports associating child abuse with altered cognitive development in other areas of competence. They suggest that child abuse may negatively influence the expected developmental progression of competence in certain executive functions. This in turn could have implications for the nature and the persistence of certain forms of psychopathology associated with abuse and poor self-control. Given the cross-sectional nature of our data, however, longitudinal developmental studies of the relations between child abuse and executive functions are needed to elucidate the influence of abuse on the growth and development of such organizing principles of behavioral self-regulation.

The Attraction of International Schools for Japanese Parents Living in Japan

ERIC Educational Resources Information Center

MacKenzie, Peter

2009-01-01

Though many international schools were founded in order to educate the children of expatriates, they have often come to offer an educational alternative for local parents. This article attempts to understand why Japanese parents enrol their children in international schools in Japan. Based on interviews and responses to questionnaires returned by…

Overcoming Barriers to Inclusion of Children with Disabilities in the Local Schools--A Blueprint for Change.

ERIC Educational Resources Information Center

Cohen, Matthew D.

Results of studying inclusion of Illinois students with disabilities in regular education are presented. The moral, educational, and legal bases for inclusion in public school general education were reviewed. Differences regarding planning and decision making for children with disabilities were investigated in three schools that were relatively…

Toddlers' Scientific Explorations: Encounters with Insects

ERIC Educational Resources Information Center

Shaffer, Lauren Foster; Hall, Ellen; Lynch, Mary

2009-01-01

This article features Boulder Journey School, located in Boulder, Colorado, a full-day, year-round school that welcomes over 200 young children, ages 6 weeks to 6 years, and their families. The school community is committed to a culture based on children as curious and competent individuals capable of coconstructing knowledge. In Boulder Journey…

"What's Best for My Child?" Searching for the Good School

ERIC Educational Resources Information Center

Langlois, Christine

2004-01-01

This article discusses the factors that motivate parents to choose different school trajectories for their children based on their determination to find schools that fit their children's individual needs and/or interests. Research indicates that parents who focus on finding the educational experience to match their child's needs are usually…

Daily Report Cards as a School-Based Intervention for Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Moore, Darren A.; Whittaker, Sarah; Ford, Tamsin J.

2016-01-01

This paper describes daily report cards and the evidence relating to their use in schools for children with attention-deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre-determined targets and parents subsequently providing reinforcement at home for positive…

Integrating children with psychiatric disorders in the classroom: a systematic review.

PubMed

Cossu, Giulia; Cantone, Elisa; Pintus, Mirra; Cadoni, Michela; Pisano, Anna; Otten, Roy; Kuijpers, Rowella; Pintus, Elisa; Sancassiani, Federica; Moro, Maria Francesca; Holzinger, Anita; Mereu, Alessandra; Preti, Antonio; Carta, Mauro Giovanni

2015-01-01

The school setting may be the optimal context for early screening of and intervention on child mental health problems, because of its large reach and intertwinement with various participants (child, teacher, parent, other community services). But this setting also exposes children to the risk of stigma, peer rejection and social exclusion. This systematic literature review investigates the efficacy of mental health interventions addressed to children and adolescents in school settings, and it evaluates which programs explicitly take into account social inclusion indicators. Only randomized controlled trials conducted on clinical populations of students and carried out in school settings were selected: 27 studies overall. Most studies applied group Cognitive Behavioural Therapy or Interpersonal Psychotherapy. Findings were suggestive of the effectiveness of school-based intervention programs in reducing symptoms of most mental disorders. Some evidence was found about the idea that effective studies on clinical populations may promote the social inclusion of children with an ongoing mental disorder and avoid the risk of being highly stigmatized. School programs are still needed that implement standardized models with verifiable and evidence-based practices involving the whole school community.

Going Back and Beyond: Children's Learning through Places

ERIC Educational Resources Information Center

Díaz-Díaz, Claudia

2017-01-01

In 1919, the Canadian province of British Columbia (BC) established the Elementary Correspondence (EC) School to provide formal education for children living in rural areas with difficult access to a school. Through children's letters, this paper interrogates the concept of place, a key one for placed-based approaches to environmental education.…

Working with Children to Protect Our Future

ERIC Educational Resources Information Center

Williams, Nick

2011-01-01

The author has been teaching primary school children for 20 years, and has always been passionate about teaching young people about the environment. In this article, he describes his work with Tetra Pak and WWF-UK to develop a national, school-based competition and teaching programme to help children understand the importance of using renewable…

The Role of a Temperament Intervention in Kindergarten Children's Standardized Academic Achievement

ERIC Educational Resources Information Center

Collings, Ashleigh; O'Connor, Erin; McClowry, Sandee

2017-01-01

Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, & Naimark, 2010; Zill, 1999). Such challenges vary by children's gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child…

Emotion Regulation Strategies in European American and Hong Kong Chinese Middle School Children

ERIC Educational Resources Information Center

Wan, Kayan Phoebe; Savina, Elena

2016-01-01

This study explored emotion regulation strategies in middle school European American (N = 54) and Hong Kong Chinese (N = 89) children. Children were presented with scenarios describing a fictitious girl/boy who encountered situations eliciting sadness, anger, and fear. Based on Gross' theory (1998), the survey of emotion regulation strategies was…

The Implications of Cognitive-Developmental Theory for Law Related Curriculum in the Elementary School.

ERIC Educational Resources Information Center

Cole, Peggy

Law-related education programs for elementary school should be based on children's perceptions of reality. Psychologist Jean Piaget's studies of cognitive development indicate that children constantly reconstruct reality as they undergo new experiences. Children at early developmental stages may not be capable of understanding the origin and…

Beginning Literacy with Language: Young Children Learning at Home and School.

ERIC Educational Resources Information Center

Dickinson, David K., Ed.; Tabors, Patton O., Ed.

Based on findings of the Home-School Study of Language and Literacy Development, this book examines the relationship between early parent-child and teacher-child interactions and children's kindergarten language and literacy skills. Participating in the study were more than 70 young children from diverse backgrounds whose home and school…

Impact of a school-based pediatric obesity prevention program faciliated by health professionals

USDA-ARS?s Scientific Manuscript database

This study evaluated a school-based obesity intervention for elementary school children (N=835) where health professionals assisted teachers with the integration of healthy messages into the school curriculum. Schools were randomized into a professional-facilitated intervention (PFI; N=4) or a self-...

Selective mutism. A school-based cross-sectional study from Turkey.

PubMed

Karakaya, I; Sişmanlar, S G; Oç, O Y; Memik, N C; Coşkun, A; Ağaoğlu, B; Yavuz, C I

2008-03-01

The aim of this study is to examine the prevalence of selective mutism (SM) in Kocaeli, Turkey. Kindergarten, first, second and third grade students of all public/private schools within the city were included in the study. "SM screening forms" prepared on basis of DSM-IV were submitted to classroom teachers in all these schools asking whether they had any students meeting such symptoms. About 84.51% of the schools returned forms covering 64,103 children. Five hundred and twenty six of these children were thought to have symptoms of SM by their teachers. After their DSM-IV based clinical evaluation by a child and adolescent psychiatrist, only 21 children were diagnosed as SM. Among the SM group, three were in the kindergarten, 15 were in the first grade and three were in the second grade. Twelve of the children were male and nine were female (male: female ratio is 1.3:1). In this cross-sectional study, 0.83% of children were reported to have SM symptoms by their teachers. After the clinical evaluation of these children, the prevalence rate of SM was found to be 0.033%.

Sanitation behavior among schoolchildren in a multi-ethnic area of Northern rural Vietnam

PubMed Central

2012-01-01

Background In Vietnam, efforts are underway to improve latrine use in rural and remote areas with particular focus on increasing coverage of sanitation in schools. However, there is a lack of information on how the school program affects latrine use by schoolchildren and at community level. This paper analyzes sanitation use among schoolchildren in a multi-ethnic area to inform future school-based sanitation promotion programmes. Methods A combination of quantitative and qualitative methods was applied during a 5 months period in six primary and secondary schools and in the homes of schoolchildren in four different ethnic villages in Northern rural Vietnam. Using a structured questionnaire, 319 children were interviewed face-to-face to collect quantitative data. Qualitative methods included extensive observations at schools and in the homes of 20 children, a single day's diary writings of 234 children, in-depth interviews with children (20), their parents (20) and school staff (10), and focus group discussions with parents (4) and teachers (6), and picture drawing with children (12). Results All surveyed schools had student latrines. However, the observed schoolchildren most commonly urinated and defecated in the open. Main barriers for latrine use included inadequate number of latrines, limited accessibility to latrines, lack of constant water supply in latrines and lack of latrine maintenance by school management. Programs promoting latrine use for children were not conducted in either schools or communities and were not established as a preferred social norm in such settings. Children perceived existing school latrines as unappealing and expressed a wish to have basic, functional, clean, and colorful school latrines with privacy. Conclusions The paper shows that the current school based sanitation promotion is insufficient to change sanitation behavior of school children irrespective of their ethnicity. It is important that schools, households and communities work more closely together to increase use and uptake of latrine use among schoolchildren. Also, the contractors of latrine facilities must work more closely with local school management when constructing latrines, including identifying location, design and appropriate systems of water supply. A separate budget needs to be allocated to allow the school to maintain the sanitation infrastructure and keep it hygienic and appealing for users. PMID:22353490

Definition of sizes for the design of school furniture for Bogotá schools based on anthropometric criteria.

PubMed

García-Acosta, G; Lange-Morales, K

2007-10-01

The current paper deals with the definition of sizes for the design of school furniture for schools in Bogotá, Colombia, based on an analysis of available anthropometric data on Latin American children. State-of-the-art anthropometric, national and international standards were considered, in order to define the anthropometric variables that were to be used for defining the furniture. Matrices relating age and specific anthropometric dimensions were constructed, as a visualization method for establishing the dimensional differences between children of the same age and the ranges that should be covered by the items of furniture. Dimensional data were grouped by establishing the minimum sizes and general dimensions of furniture needed to cover the 5-95th percentile of school children between the ages of 5 and 18 years. The distribution of the furniture in the different school grades was also indicated. Apart from the need for an adequate match between child anthropometry and school furniture dimensions, this study shows the importance of a proper distribution of furniture sizes in the different school grades, as a complementary and decisive aspect to be considered in order to meet the heterogenic, anthropometrical requirements of children of the same age and school grade.

Black-white achievement gap and family wealth.

PubMed

Yeung, W Jean; Conley, Dalton

2008-01-01

This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a stronger association with school-aged children's math than on their reading scores. Liquid assets, particularly holdings in stocks or mutual funds, were positively associated with school-aged children's test scores. Family wealth was associated with a higher quality home environment, better parenting behavior, and children's private school attendance.

Teaching children with attention deficit hyperactivity disorder in remedial classes.

PubMed

Brodin, Jane; Ljusberg, Anna-Lena

2008-12-01

This article is based on data collected in the interdisciplinary project 'basic skills, social interaction and training of the working memory'. The trend in today's schools is to work for inclusion of all children based on the Convention on the Rights of the Child. The focus of this study is teachers' and parents' views on the education of children with attention deficit hyperactivity disorder and similar symptoms. The aim is to increase teachers' and parents' knowledge of the school context for this group of children. A questionnaire was developed and distributed to all teachers and parents involved in the project and data were compiled and reported in running text. Twenty-one teachers and school staff, and 41 parents (one dropped out) were involved. The results showed that problems in the classroom sometimes exceeded the genuine tasks of the school, and too much time was spent on reproving pupils' unacceptable behaviours.

Ascertaining educational outcomes after assessment in children with learning disorders.

PubMed

Waber, Deborah P; Boiselle, Ellen C; Girard, Jonathan M; Amaral, Joseph L; Forbes, Peter W

2017-01-01

To survey educational outcomes after an interdisciplinary, neuropsychologically based team assessment for learning disorders. Parents of 137 children who underwent a comprehensive interdisciplinary neuropsychologically based assessment for learning problems completed an online survey one to four years later. Questions pertained broadly to school outcomes: positive or negative school responses, changes in special education services, and parental perceptions about the helpfulness of those services. These outcomes were examined in relation to demographic characteristics and parent satisfaction with the evaluation. We also obtained recent performance on state-based academic testing for descriptive purposes. Parents reported that schools generally responded positively (78%), and 70% reported that their children had access to more or different special education services after the evaluation. Parents nearly uniformly (98%) viewed these services as helpful. Positive changes in education services were related to income (lower income received more services, p < .05) and parent satisfaction with the evaluation (p < .05). The intensity of special education services was strongly related to performance on state-based testing (p < .0001-p < .01). School response is a relatively objective and meaningful metric of educational outcome after neuropsychologically based evaluation for children with learning problems.

Baseline Results of the First Healthy Schools Evaluation among a Community of Young, Irish, Urban Disadvantaged Children and a Comparison of Outcomes with International Norms

ERIC Educational Resources Information Center

Comiskey, Catherine M.; O'Sullivan, Karin; Quirke, Mary B.; Wynne, Ciara; Hollywood, Eleanor; MGillloway, Sinead

2012-01-01

Background: In 2008, the Irish Government initiated a pilot Healthy Schools Programme based on the World Health Organization Health Promoting Schools Model among children attending schools officially designated as urban and disadvantaged. We present here the first results on physical and emotional health and the relationship between childhood…

An Exploratory Study Investigating the Viability of a Communication and Feedback Intervention for School Children at Risk of Exclusion: Analysis of Staff Perspectives

ERIC Educational Resources Information Center

Rechten, Frances; Tweed, Alison E.

2014-01-01

Every day nearly 900 children will be excluded from UK schools for disruptive behaviour and almost one-third of this population has a diagnosed mental health disorder. Exclusion from school is the endpoint of most schools' sanction-based behaviour management policies. This exploratory study investigated staff opinions for using a communication and…

The Effectiveness of a Universal School-Based Programme on Coping and Mental Health: A Randomised, Controlled Study of Zippy' Friends

ERIC Educational Resources Information Center

Holen, Solveig; Waaktaar, Trine; Lervag, Arne; Ystgaard, Mette

2012-01-01

The purpose of this study was to evaluate Zippy's Friends, a universal school programme that aims at strengthening children's coping skills. The sample consisted of 1483 children (aged 7-8 years) from 91 second-grade classes in 35 schools. The schools were matched and randomly assigned to intervention or control conditions. Coping was assessed by…

The Effects of a Family Fitness Program on the Physical Activity and Nutrition Behaviors of Third-Grade Children

ERIC Educational Resources Information Center

Hopper, Chris A.; Munoz, Kathy D.; Gruber, Mary B.; Nguyen, Kim P.

2005-01-01

This study examined the efficacy of a school-based exercise and nutrition program with a parent component. Third-grade children (N = 238) from six elementary schools participated in the study, with three schools randomly assigned to a program group and the other three schools to a control group. The program group received a health-related fitness…

Exploring the Viability of School-Based Support for Vulnerable Children: A Case Study of Two Township Schools in Johannesburg. CREATE Pathways to Access. Research Monograph No. 46

ERIC Educational Resources Information Center

Williams, Samantha E.

2010-01-01

The South African Department of Education is working with multiple non-governmental organisations (NGOs) to transform schools into "caring schools" that emphasise: health promotion, safety, care for orphans and vulnerable children, quality education, community engagement and respect for rights and equality. Using a qualitative case study…

Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?

ERIC Educational Resources Information Center

Dearing, Eric; Walsh, Mary E.; Sibley, Erin; Lee-St.John, Terry; Foley, Claire; Raczek, Anastacia E.

2016-01-01

Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers…

Approaches to Standard School Education Balanced with Psychological Care for Children during Disaster Recovery: From the Point of View of Class Management

ERIC Educational Resources Information Center

Kawamura, Shigeo

2013-01-01

Schools in the areas afflicted by an earthquake disaster of unprecedented scale, already faced with the challenge of simply carrying out regular school education, also struggled with the problem of how to ensure the necessary psychological care for the damaged children. With regard to this, I undertook school support based on the following…

Improving School Readiness through Parent Education Programming: Understanding the Role of Community-Based Organizations in a Large Urban City Center

ERIC Educational Resources Information Center

Albarran, Alejandra S.

2014-01-01

Disparities in academic achievement begin in early childhood, before children step foot into a classroom. These early gaps, often along racial and economic lines, widen throughout children's academic careers because children who are well-prepared at entry are able to take full advantage of school, while children who enter less prepared spend more…

Improving health-related fitness in children: the fit-4-Fun randomized controlled trial study protocol

PubMed Central

2011-01-01

Background Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Methods/Design Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. Discussion The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Trial Registration No Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987 PMID:22142435

A Randomized-Controlled Trial of School-Based Active Videogame Intervention on Chinese Children's Aerobic Fitness, Physical Activity Level, and Psychological Correlates.

PubMed

Lau, Patrick Wing Chung; Wang, Jing Jing; Maddison, Ralph

2016-12-01

Active videogames (AVGs) that require body movements to play offer a novel opportunity to turn a traditionally sedentary behavior into a physically active one. We sought to determine the effect of a school-based AVG intervention on Chinese children's aerobic fitness, physical activity (PA) level, and PA-related psychological correlates. Eighty 8-11-year-old Chinese children (55 males) were recruited from one Hong Kong primary school and were allocated at random to either an AVG intervention or control group. Children in the intervention group played an AVG, Xbox 360, twice per week during after-school hours, each for 60 minutes over 12 weeks in duration. The control group received no intervention. Children's body-mass index (BMI), objective PA, aerobic fitness (maximum oxygen consumption [VO 2max ]), PA task efficacy, barrier efficacy, and enjoyment were assessed. Compared with the control group, significant increases were found in the intervention group in VO 2max [mean and 95% confidence interval (CI): 1.58 (0.74, 2.42) mL/(kg·min)], objective moderate-to-vigorous PA [6.73 (1.70, 11.76) min/day], and total PA [27.19 (9.33, 45.04) min/day], but not for BMI. No significant differences in PA task efficacy, barrier efficacy, and enjoyment were observed. A 12-week (60 minutes × twice per week) school-based AVG intervention can improve Chinese children's aerobic fitness and PA level. These findings indicated that AVGs could be used as an alternative means to engage Chinese children in PA in school setting. However, the treatment effects of AVGs on PA-related psychological correlates and body composition need more investigation.

The promotional role of school and community contexts for military students.

PubMed

Astor, Ron Avi; De Pedro, Kris Tunac; Gilreath, Tamika D; Esqueda, Monica C; Benbenishty, Rami

2013-09-01

This article examines how supportive public school environments can serve as a promotional context for the development of children and adolescents from military families. The authors integrate theory and research from multiple research strands (e.g., human development, studies of at-risk youth, educational reform, goodness of fit theory, and school climate) to outline how public schools can support the development of all children and adolescents. This article provides further support for the supposition that school climates and the social-ecological contexts surrounding a school (e.g., universities, communities, school districts) have the potential to protect at-risk children and adolescents from an array of negative social, emotional, and psychological outcomes. The authors draw linkages between these research domains and the development of military children and adolescents. Promotional civilian school environments embedded within supportive and inclusive contexts can create a social infrastructure that supports the development of military children and adolescents. The authors argue that this conceptual approach can create a foundation for interventions and research that focuses on schools as normative supportive developmental settings for military children and youth during challenging times of war (e.g., deployments and multiple school transitions). This article concludes with a discussion of future directions in research on the development of military children and adolescents. Based on a heuristic conceptual model that outlines areas needing further research, the authors call for a deeper theoretical and empirical integration of school climate and external contextual factors surrounding the school. Investigating the social and organizational dynamics within these contexts can result in a more comprehensive picture of the development of military children and adolescents.

Effectiveness of a 5-year school-based intervention programme to reduce adiposity and improve fitness and lifestyle in Indian children; the SYM-KEM study.

PubMed

Bhave, Sheila; Pandit, Anand; Yeravdekar, Rajiv; Madkaikar, Vaishali; Chinchwade, Trushna; Shaikh, Nasreen; Shaikh, Tasneem; Naik, Shraddha; Marley-Zagar, Ella; Fall, Caroline H D

2016-01-01

Non-randomised non-blinded school-based intervention study. Two schools in the cities of Pune and Nasik, India. The intervention group comprised children attending a Pune school from 7-10 years until 12-15 years of age. Two control groups comprised children of the same age attending a similar school in Nasik, and children in the Pune intervention school but aged 12-15 years at the start of the study. A 5-year multi-intervention programme, covering three domains: physical activity, diet and general health, and including increased extracurricular and intracurricular physical activity sessions; daily yoga-based breathing exercises; making physical activity a 'scoring' subject; nutrition education; healthier school meals; removal of fast-food hawkers from the school environs; and health and nutrition education for teachers, pupils and families. Body mass index (BMI), waist circumference, physical fitness according to simple tests of strength, flexibility and endurance; diet; and lifestyle indicators (time watching TV, studying and actively playing). After 5 years the intervention children were fitter than controls in running, long jump, sit-up and push-up tests (p<0.05 for all). They reported spending less time sedentary (watching TV and studying), more time actively playing and eating fruit more often (p<0.05). The intervention did not reduce BMI or the prevalence of overweight/obesity, but waist circumference was lower than in the Pune controls (p=0.004). It was possible to achieve multiple health-promoting changes in an academically competitive Indian school. These changes resulted in improved physical fitness, but had no impact on the children's BMI or on the prevalence of overweight/obesity. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Prevalence and risk factors for Taenia solium cysticercosis in school-aged children: A school based study in western Sichuan, People's Republic of China.

PubMed

Openshaw, John J; Medina, Alexis; Felt, Stephen A; Li, Tiaoying; Huan, Zhou; Rozelle, Scott; Luby, Stephen P

2018-05-08

Taenia solium cysticercosis affects millions of impoverished people worldwide and can cause neurocysticercosis, an infection of the central nervous system which is potentially fatal. Children may represent an especially vulnerable population to neurocysticercosis, due to the risk of cognitive impairment during formative school years. While previous epidemiologic studies have suggested high prevalence in rural China, the prevalence in children as well as risk factors and impact of disease in low-resource areas remain poorly characterized. Utilizing school based sampling, we conducted a cross-sectional study, administering a questionnaire and collecting blood for T. solium cysticercosis antibodies in 2867 fifth and sixth grade students across 27 schools in west Sichuan. We used mixed-effects logistic regression models controlling for school-level clustering to study associations between risk factors and to characterize factors influencing the administration of deworming medication. Overall prevalence of cysticercosis antibodies was 6%, but prevalence was significantly higher in three schools which all had prevalences of 15% or higher. Students from households owning pigs (adjusted odds ratio [OR] 1.81, 95% CI 1.08-3.03), from households reporting feeding their pigs human feces (adjusted OR 1.49, 95% CI 1.03-2.16), and self-reporting worms in their feces (adjusted OR 1.85, 95% CI 1.18-2.91) were more likely to have cysticercosis IgG antibodies. Students attending high prevalence schools were more likely to come from households allowing pigs to freely forage for food (OR 2.26, 95% CI 1.72-2.98) and lacking a toilet (OR 1.84, 95% CI 1.38-2.46). Children who were boarding at school were less likely to have received treatment for gastrointestinal worms (adjusted OR 0.58, 95% CI 0.42-0.80). Our study indicates high prevalences of cysticercosis antibodies in young school aged children in rural China. While further studies to assess potential for school-based transmission are needed, school-based disease control may be an important intervention to ensure the health of vulnerable pediatric populations in T. solium endemic areas.

Parent Perspectives of Applying Mindfulness-Based Stress Reduction Strategies to Special Education.

PubMed

Burke, Meghan M; Chan, Neilson; Neece, Cameron L

2017-06-01

Parents of children with (versus without) intellectual and developmental disabilities report greater stress; such stress may be exacerbated by dissatisfaction with school services, poor parent-school partnerships, and the need for parent advocacy. Increasingly, mindfulness interventions have been used to reduce parent stress. However, it is unclear whether parents apply mindfulness strategies during the special education process to reduce school-related stress. To investigate whether mindfulness may reduce school-related stress, interviews were conducted with 26 parents of children with intellectual and developmental disabilities who completed a mindfulness-based stress reduction intervention. Participants were asked about their stress during meetings with the school, use of mindfulness strategies in communicating with the school, and the impact of such strategies. The majority of parent participants reported: special education meetings were stressful; they used mindfulness strategies during IEP meetings; and such strategies affected parents' perceptions of improvements in personal well-being, advocacy, family-school relationships, and access to services for their children. Implications for future research, policy, and practice are discussed.

What Do Primary Students Say about School-Based Social Work Programmes?

ERIC Educational Resources Information Center

Testa, Doris

2014-01-01

This article focuses on primary school children's experiences of school-based social work programmes. These students, aged between 6 and 11, and drawn from a student population comprising 28 different cultural backgrounds and from low socio-economic backgrounds, participated in a case study that researched a school-based social work programme, the…

Effect of Training School Teachers on Oral Hygiene Status of 8-10 Years Old Government School Children of Udaipur City, India

PubMed Central

Bhat, Nagesh; Asawa, Kailash; Tak, Mridula; Singh, Anukriti; Shinde, Kushal; Gandhi, Neha; Doshi, Astha

2016-01-01

Introduction Provision of oral health knowledge to the children by their teachers at the school level can prove to be more fruitful because it is the time period during which the children begin to learn the basic oral hygiene practices and are most prone to dental caries. Aim This study was carried out to assess the effect of training school teachers on oral hygiene status of 8-10 years old government school children of Udaipur city, India. Materials and Methods A total of nine school teachers and 279, 8-10 year old school children from two government schools were included in the study. The questionnaire on oral health knowledge and practice contained 17 questions to evaluate the knowledge and practice of children towards oral hygiene before and after the teachers training program. Baseline and six months post training data on oral health knowledge and practice was obtained by the questionnaire method. Baseline and six months post training data on oral hygiene status was obtained by OHI-S Index. Statistical analysis was done using software SPSS 22, the test used were McNemar’s test, paired t-test. Results Pre and post training data were compared and it was found that there was a significant improvement in oral health knowledge and practices of school teachers and children. Also oral hygiene status of school children was significantly improved after the program. Conclusion Results of the present study suggest that experiential learning is an effective school based oral health education method for improvement of oral hygiene in primary school children. PMID:27656573

[The CHILT I project (Children's Health Interventional Trial). A multicomponent intervention to prevent physical inactivity and overweight in primary schools].

PubMed

Graf, C; Dordel, S

2011-03-01

Child and juvenile obesity is increasing worldwide; therefore, effective preventive strategies are warranted. The stepwise project CHILT (Children's Health Interventional Trial) was initiated in 2000 and combines in its multicomponent school-based arm CHILT I health education and physical activity for primary school children to prevent physical inactivity and overweight. The effect on obesity and physical performance was studied in 12 primary schools (intervention schools, IS) compared with 5 control schools (CS). Anthropometric data were recorded. Physical performance was measured by a coordination test for children (the "Körperkoordinationstest für Kinder", KTK) and the 6-minute run. Anthropometric and motoric data of 436 children in IS (55.0% of the population) and 179 children in CS (62.8%) were available at baseline and at follow-up. No difference in the incidence of overweight was found between the IS and CS after 4 years of intervention. Remission of overweight was higher in IS (23.2% versus 19.2%), but not significant. The increase in BMI was significantly lower in IS, in which the program was regularly performed. There was an improvement in selected items of the KTK in IS. In particular, endurance performance tended to be higher at final examination. School-based preventive intervention seems to have a positive influence on physical motor skills and the remission of overweight. To optimize the effects, a consistent and quality assured implementation and the integration of the children's whole environment are warranted.

Association of tic disorders with poor academic performance in central Spain: a population-based study.

PubMed

Cubo, Esther; Trejo, José; Ausín, Vanesa; Sáez, Sara; Delgado, Vanesa; Macarrón, Jesus; Cordero, José; Louis, Elan D; Kompoliti, Katie; Benito-León, Julián

2013-07-01

To analyze the association between tic disorders and poor academic performance in school-aged children. This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P < .0001), television viewing (OR, 5.33; P = .04), attention deficit hyperactivity disorder (OR, 1.38; P < .0001), and family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P < .0001) and tic disorders (OR, 0.29; P = .01). After adjusting for other covariates, the presence of tic disorders was not associated with poor academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. Copyright © 2013 Mosby, Inc. All rights reserved.

Family-based hip-hop to health: outcome results.

PubMed

Fitzgibbon, Marian L; Stolley, Melinda R; Schiffer, Linda; Kong, Angela; Braunschweig, Carol L; Gomez-Perez, Sandra L; Odoms-Young, Angela; Van Horn, Linda; Christoffel, Katherine Kaufer; Dyer, Alan R

2013-02-01

This pilot study tested the feasibility of Family-Based Hip-Hop to Health, a school-based obesity prevention intervention for 3-5-year-old Latino children and their parents, and estimated its effectiveness in producing smaller average changes in BMI at 1-year follow-up. Four Head Start preschools administered through the Chicago Public Schools were randomly assigned to receive a Family-Based Intervention (FBI) or a General Health Intervention (GHI). Parents signed consent forms for 147 of the 157 children enrolled. Both the school-based and family-based components of the intervention were feasible, but attendance for the parent intervention sessions was low. Contrary to expectations, a downtrend in BMI Z-score was observed in both the intervention and control groups. While the data reflect a downward trend in obesity among these young Hispanic children, obesity rates remained higher at 1-year follow-up (15%) than those reported by the National Health and Nutrition Examination Survey (2009-2010) for 2-5-year-old children (12.1%). Developing evidence-based strategies for obesity prevention among Hispanic families remains a challenge. Copyright © 2012 The Obesity Society.

Family-Based Hip-Hop to Health: Outcome Results

PubMed Central

Fitzgibbon, M. L.; Stolley, M. R.; Schiffer, L.; Kong, A.; Braunschweig, C. L.; Gomez-Perez, S. L.; Odoms-Young, A.; Van Horn, L.; Christoffel, K. Kaufer; Dyer, A. R.

2012-01-01

This pilot study tested the feasibility of Family-Based Hip-Hop to Health, a school-based obesity prevention intervention for 3–5 year old Latino children and their parents, and estimated its effectiveness in producing smaller average changes in body mass index at one year follow-up. Four Head Start preschools administered through the Chicago Public Schools were randomly assigned to receive a Family-Based Intervention (FBI) or a General Health intervention (GHI). Parents signed consent forms for 147 of the 157 children enrolled. Both the school-based and family-based components of the intervention were feasible, but attendance for the parent intervention sessions was low. Contrary to expectations, a downtrend in BMI Z score was observed in both the intervention and control groups. While the data reflect a downward trend in obesity among these young Hispanic children, obesity rates remained higher at one-year follow-up (15%) than those reported by the National Health and Nutrition Examination Survey (2009–2010) for 2–5 year old children (12.1%). Developing evidence-based strategies for obesity prevention among Hispanic families remains a challenge. PMID:23532990

The Effectiveness of A School-Based Nutrition Intervention on Children's Fruit, Vegetables, and Dairy Product Intake.

PubMed

Drapeau, Vicky; Savard, Mathieu; Gallant, Annette; Nadeau, Luc; Gagnon, Jocelyn

2016-05-01

Most Canadian children do not meet daily recommendations for consumption of vegetables and fruits (V/F) and dairy products (DP). The aim of this study was to evaluate the impact of Team Nutriathlon on V/F and DP consumption of children. Participants were 404 children from grades 5 and 6 (intervention group [IG] N = 242, control group [CG] N = 162). Teams of children were guided to increase their consumption and variety of V/F and DP over an 8-week period. Daily servings of V/F and DP were compared between groups at 4 time points: baseline (week 0), during (week 6), immediately after (week 9 or 10), and a follow-up 10 weeks after (week 20) the intervention. During and after the program and at follow-up, children in the IG consumed more servings of V/F and DP compared to the CG (group × time, p < .0001). Sex, baseline consumption levels, and school socioeconomic status did not influence the results (p > .05). Team Nutriathlon is an innovative school-based nutrition program that can help to increase the V/F and DP consumption of children. © 2016, American School Health Association.

Health-Promoting Changes with Children as Agents: Findings from a Multiple Case Study Research

ERIC Educational Resources Information Center

Simovska, Venka; Carlsson, Monica

2012-01-01

Purpose: With the aim of contributing to the evidence base on school-based health promotion, the authors discuss the outcomes and processes of a European intervention project aiming to prevent obesity among children (4-16 years) and promote their health and well-being, titled "Shape Up: a school-community approach to influencing determinants…

Use of Health and School-Based Services in Australia by Young People with Attention-Deficit/hyperactivity Disorder.

ERIC Educational Resources Information Center

Sawyer, Michael Gifford; Rey, Joseph M.; Arney, Fiona Marie; Whitham, Justine Nikola; Clark, Jennifer Joy; Baghurst, Peter Adrian

2004-01-01

Objective: To examine use of health (including psychiatric) and school-based services by children and adolescents who met symptom criteria for attention-deficit/hyperactivity disorder (ADHD), the factors associated with service use, and barriers to service access. Method: The relationship between parents' perceptions of children's need for…

The Influence of Gender-Based Relationship Efficacy on Attitudes toward School

ERIC Educational Resources Information Center

Field, Ryan D.; Martin, Carol Lynn; Andrews, Naomi C. Z.; England, Dawn E.; Zosuls, Kristina M.

2017-01-01

The goal was to assess the role of children's social cognitions about peers in attitudes toward school. Because of gender segregation, we differentiated children's cognitions about same-gender and other-gender peers. We examined the influence of gender-based relationship efficacy for both own-gender and other-gender peers (GBRE-Own and GBRE-Other)…

Developing a Nutrition and Health Education Program for Primary Schools in Zambia

ERIC Educational Resources Information Center

Sherman, Jane; Muehlhoff, Ellen

2007-01-01

School-based health and nutrition interventions in developing countries aim at improving children's nutrition and learning ability. In addition to the food and health inputs, children need access to education that is relevant to their lives, of good quality, and effective in its approach. Based on evidence from the Zambia Nutrition Education in…

Access to Comprehensive School-Based Health Services for Children and Youth, 1999.

ERIC Educational Resources Information Center

Access, 1999

1999-01-01

This document is comprised of the three 1999 issues of the newsletter "Access," presenting information on public policy and research of interest to school-based health programs (SBHC) for children and youth. The Winter 1999 issue focuses on how SBHCs can help teachers do their jobs better by allowing them to concentrate their energies on…

Understanding the Importance of Parent Learning in a School-Based Family Literacy Programme

ERIC Educational Resources Information Center

Timmons, Kristy; Pelletier, Janette

2015-01-01

This study examined how parents' own learning affected their support for their children in a school-based Family Literacy Programme. Seventy-two children in junior kindergarten (4-year-olds) and senior kindergarten (5-year-olds) and their parents participated in the programme; complete data were available for 52 parents. Comparisons of pre- and…

Technology-Based Participatory Learning for Indigenous Children in Chiapas Schools, Mexico

ERIC Educational Resources Information Center

Heredia, Yolanda; Icaza, Jose I.

2012-01-01

This research created a technology-based learning environment at two schools belonging to the National Council of Educational Development (CONAFE) for indigenous children in the state of Chiapas, Mexico. The purpose of the study was to describe the educational impact of using the Classmate PC netbooks and the Sugar Educational Platform in the…

Family Perceptions of Facilitators and Inhibitors of Effective School-Based Dysphagia Management

ERIC Educational Resources Information Center

Angell, Maureen E.; Bailey, Rita L.; Stoner, Julia B.

2008-01-01

Purpose: This qualitative study focused on the perceptions of family members of children with dysphagia by asking what the family-identified factors are that facilitate or inhibit effective school-based management of pediatric dysphagia. Method: Semistructured interviews of 7 family members of 6 children with dysphagia, ages 2 through 11 years,…

A Phonologically Based Intervention for School-Age Children with Language Impairment: Implications for Reading Achievement

ERIC Educational Resources Information Center

Ritter, Michaela J.; Park, Jungjun; Saxon, Terrill F.; Colson, Karen A.

2013-01-01

This study was conducted utilizing a quasi-experimental pre- and postgroup design to examine the effects of a phonologically based intervention aimed to improve phonological awareness (PA) and reading abilities in school-age children with language impairment (LI) in Grades 1 through 3. The intervention included instruction in PA and sound-symbol…

Camp NERF: methods of a theory-based nutrition education recreation and fitness program aimed at preventing unhealthy weight gain in underserved elementary children during summer months.

PubMed

Hopkins, Laura C; Fristad, Mary; Goodway, Jacqueline D; Eneli, Ihuoma; Holloman, Chris; Kennel, Julie A; Melnyk, Bernadette; Gunther, Carolyn

2016-10-26

The number of obese children in the US remains high, which is problematic due to the mental, physical, and academic effects of obesity on child health. Data indicate that school-age children, particularly underserved children, experience unhealthy gains in BMI at a rate nearly twice as fast during the summer months. Few efforts have been directed at implementing evidence-based programming to prevent excess weight gain during the summer recess. Camp NERF is an 8-week, multi-component (nutrition, physical activity, and mental health), theory-based program for underserved school-age children in grades Kindergarten - 5th coupled with the USDA Summer Food Service Program. Twelve eligible elementary school sites will be randomized to one of the three programming groups: 1) Active Control (non-nutrition, physical activity, or mental health); 2) Standard Care (nutrition and physical activity); or 3) Enhanced Care (nutrition, physical activity, and mental health) programming. Anthropometric, behavioral, and psychosocial data will be collected from child-caregiver dyads pre- and post-intervention. Site-specific characteristics and process evaluation measures will also be collected. This is the first, evidence-based intervention to address the issue of weight gain during the summer months among underserved, school-aged children. Results from this study will provide researchers, practitioners, and public health professionals with insight on evidence-based programming to aid in childhood obesity prevention during this particular window of risk. NCT02908230/09-19-2016.

Evidence, theory and context - using intervention mapping to develop a school-based intervention to prevent obesity in children

PubMed Central

2011-01-01

Background Only limited data are available on the development and feasibility piloting of school-based interventions to prevent and reduce obesity in children. Clear documentation of the rationale, process of development and content of such interventions is essential to enable other researchers to understand why interventions succeed or fail. Methods This paper describes the development of the Healthy Lifestyles Programme (HeLP), a school-based intervention to prevent obesity in children, through the first 4 steps of the Intervention Mapping protocol (IM). The intervention focuses on the following health behaviours, i) reduction of the consumption of sweetened fizzy drinks, ii) increase in the proportion of healthy snacks consumed and iii) reduction of TV viewing and other screen-based activities, within the context of a wider attempt to improve diet and increase physical activity. Results Two phases of pilot work demonstrated that the intervention was acceptable and feasible for schools, children and their families and suggested areas for further refinement. Feedback from the first pilot phase suggested that the 9-10 year olds were both receptive to the messages and more able and willing to translate them into possible behaviour changes than older or younger children and engaged their families to the greatest extent. Performance objectives were mapped onto 3 three broad domains of behaviour change objectives - establish motivation, take action and stay motivated - in order to create an intervention that supports and enables behaviour change. Activities include whole school assemblies, parents evenings, sport/dance workshops, classroom based education lessons, interactive drama workshops and goal setting and runs over three school terms. Conclusion The Intervention Mapping protocol was a useful tool in developing a feasible, theory based intervention aimed at motivating children and their families to make small sustainable changes to their eating and activity behaviours. Although the process was time consuming, this systematic approach ensures that the behaviour change techniques and delivery methods link directly to the Programme's performance objectives and their associated determinants. This in turn provides a clear framework for process analysis and increases the potential of the intervention to realise the desired outcome of preventing and reducing obesity in children. PMID:21752261

Evidence, theory and context--using intervention mapping to develop a school-based intervention to prevent obesity in children.

PubMed

Lloyd, Jennifer J; Logan, Stuart; Greaves, Colin J; Wyatt, Katrina M

2011-07-13

Only limited data are available on the development and feasibility piloting of school-based interventions to prevent and reduce obesity in children. Clear documentation of the rationale, process of development and content of such interventions is essential to enable other researchers to understand why interventions succeed or fail. This paper describes the development of the Healthy Lifestyles Programme (HeLP), a school-based intervention to prevent obesity in children, through the first 4 steps of the Intervention Mapping protocol (IM). The intervention focuses on the following health behaviours, i) reduction of the consumption of sweetened fizzy drinks, ii) increase in the proportion of healthy snacks consumed and iii) reduction of TV viewing and other screen-based activities, within the context of a wider attempt to improve diet and increase physical activity. Two phases of pilot work demonstrated that the intervention was acceptable and feasible for schools, children and their families and suggested areas for further refinement. Feedback from the first pilot phase suggested that the 9-10 year olds were both receptive to the messages and more able and willing to translate them into possible behaviour changes than older or younger children and engaged their families to the greatest extent. Performance objectives were mapped onto 3 three broad domains of behaviour change objectives--establish motivation, take action and stay motivated--in order to create an intervention that supports and enables behaviour change. Activities include whole school assemblies, parents evenings, sport/dance workshops, classroom based education lessons, interactive drama workshops and goal setting and runs over three school terms. The Intervention Mapping protocol was a useful tool in developing a feasible, theory based intervention aimed at motivating children and their families to make small sustainable changes to their eating and activity behaviours. Although the process was time consuming, this systematic approach ensures that the behaviour change techniques and delivery methods link directly to the Programme's performance objectives and their associated determinants. This in turn provides a clear framework for process analysis and increases the potential of the intervention to realise the desired outcome of preventing and reducing obesity in children.

Effective multi-level, multi-sector, school-based obesity prevention programming improves weight, blood pressure, and academic performance, especially among low-income, minority children.

PubMed

Hollar, Danielle; Lombardo, Michelle; Lopez-Mitnik, Gabriella; Hollar, Theodore L; Almon, Marie; Agatston, Arthur S; Messiah, Sarah E

2010-05-01

Successfully addressing childhood onset obesity requires multilevel (individual, community, and governmental), multi-agency collaboration. The Healthier Options for Public Schoolchildren (HOPS)/OrganWise Guys (OWG) quasi-experimental controlled pilot study (four intervention schools, one control school, total N=3,769; 50.2% Hispanic) was an elementary school-based obesity prevention intervention designed to keep children at a normal, healthy weight, and improve health status and academic achievement. The HOPS/OWG included the following replicable, holistic components: (1) modified dietary offerings, (2) nutrition/lifestyle educational curricula; (3) physical activity component; and (4) wellness projects. Demographic, anthropometric (body mass index [BMI]), blood pressure, and academic data were collected during the two-year study period (2004-6). Statistically significant improvements in BMI, blood pressure, and academic scores, among low-income Hispanic and White children in particular, were seen in the intervention versus controls. Holistic school-based obesity prevention interventions can improve health outcomes and academic performance, in particular among high-risk populations.

Can Community and School-Based Supports Improve the Achievement of First-Generation Immigrant Children Attending High-Poverty Schools?

PubMed

Dearing, Eric; Walsh, Mary E; Sibley, Erin; Lee-St John, Terry; Foley, Claire; Raczek, Anastacia E

2016-05-01

Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school. In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Dental erosion among 12-14 year old school children in Khartoum: a pilot study.

PubMed

El Karim, I A; Sanhouri, N M; Hashim, N T; Ziada, H M

2007-09-01

To investigate dental erosion among 12-14 year old Sudanese school children and evaluate the associated risk factors. Cross sectional survey in secondary schools in Khartoum city, Sudan. A sample of 157 school children was obtained from both private and public schools. Erosion on the labial and palatal surfaces of maxillary incisors was measured by criterion based on the Smith and Knight Tooth Wear Index. Dietary intake and other related factors were assessed using a questionnaire. The overall erosion prevalence in this group was 66.9%, of which 45.2% was mild and 21.7% was moderate erosion. A strong association was found between erosion and private schooling (higher socioeconomic groups), carbonated drinks, herbal hibiscus drink and traditional acidic food consumption. There was a high prevalence of dental erosion among Sudanese school children which was mild to moderate in severity and was strongly associated with acidic dietary intake

Re-Designing Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

PubMed Central

Atkins, Marc S.; Shernoff, Elisa S.; Frazier, Stacy L.; Schoenwald, Sonja K.; Cappella, Elise; Marinez-Lora, Ane; Mehta, Tara G.; Lakind, Davielle; Cua, Grace; Bhaumik, Runa; Bhaumik, Dulal

2015-01-01

Objective This study examined a school- and home-based mental health service model, Links to Learning (L2L), focused on empirical predictors of learning as primary goals for services in high poverty urban communities. Method Teacher key opinion leaders (KOLs) were identified through sociometric surveys and trained, with mental health providers (MHPs) and parent advocates (PAs), on evidence-based practices to enhance children’s learning. KOLs and MHPs co-facilitated professional development sessions for classroom teachers to disseminate two universal (Good Behavior Game, Peer Assisted Learning) and two targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by MHPs and PAs for K-4th grade children diagnosed with one or more disruptive behavior disorder. Services were Medicaid-funded through four social service agencies (N = 17 providers) in seven schools (N = 136 teachers, 171 children) in a two (L2L vs. services-as-usual SAU]) by six (pre- and post-tests for three years) longitudinal design with random assignment of schools to conditions. SAU consisted of supported referral to a nearby social service agency. Results Mixed effects regression models indicated significant positive effects of L2L on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-group effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusions Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high poverty urban communities. PMID:26302252

Lessons Learned From a Randomized Controlled Trial of a Family-Based Intervention to Promote School Functioning for School-Age Children With Sickle Cell Disease.

PubMed

Daniel, Lauren C; Li, Yimei; Smith, Kelsey; Tarazi, Reem; Robinson, M Renee; Patterson, Chavis A; Smith-Whitley, Kim; Stuart, Marie; Barakat, Lamia P

2015-01-01

Tested a family-based group problem-solving intervention, "Families Taking Control," (FTC) to improve school functioning and health-related quality of life (HRQL) for children with sickle cell disease. Children and caregivers completed questionnaires assessing HRQL and school functioning and children completed performance-based measures of IQ and achievement at baseline and 6 months later. Families were randomized to the intervention (FTC, n = 42) or delayed intervention control (DIC, n = 41) group. FTC involved a full-day workshop followed by 3 booster calls. There were no differences between FTC completers (n = 24) and noncompleters (n = 18). FTC group (n = 24) and DIC group (n = 38) did not differ significantly on primary outcomes at follow-up: number of formal academic and disease-related accommodations, individualized education plan/504 service plan, school absences, school HRQL, or academic skills. Although families found FTC to be acceptable, there were no intervention effects. Challenges of the trial and implications for future research are discussed. © The Author 2015. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Association of caries experience and dental plaque with sociodemographic characteristics in elementary school-aged children: a cross-sectional study.

PubMed

Bashirian, Saeed; Shirahmadi, Samaneh; Seyedzadeh-Sabounchi, Shabnam; Soltanian, Ali Reza; Karimi-Shahanjarini, Akram; Vahdatinia, Farshid

2018-01-10

Dental caries among Iranian elementary school children aged 6-12 years continue to rise. To estimate treatment needs and guide health initiatives, current epidemiologic data are required. Such data are currently unavailable for dental health. The purpose of this study was to assess caries experience, dental plaque, and associated factors in elementary school-aged children from Iran. In this cross-sectional study, 988 elementary school children aged 7-12 years were selected by multistage cluster sampling. Dental caries was studied using the WHO criteria, dental plaque was examined according to O'Leary index. Data on parental education and occupation, living district, dental pain within the past year, and tooth brushing habits under parental supervision were collected through interviews based on questionnaire. The data were analyzed with descriptive statistics and logistic and linear regression. The mean (SD) age of the elementary school children was 9.64 (1.73) years. The highest dmft was seen in elementary school children aged 7-8 years 6.53 (4.37) and the highest DMFT and dental plaque was in 12 year olds recorded as 1.17 (1.77) and 51.97 (25.86), respectively. The proportion of decayed teeth in 7 years old elementary school based on dmft index was 80.36%, moreover, the proportion in 12 years old elementary school was 40.17% based on the DMFT index. Age, gender, and dental pain within the past year were significantly associated with DMFT and dmft. The odds of developing dental caries (DMFT) was 1.70 times higher in girls than in boys (p < 0.001) and 1.72 times higher in the students that reported dental pain frequently than in those who did not (p = 0.005). The chance of developing dental caries (dmft) was 0.47 times lower in girls than boys (p < 0.001). Age was significantly correlated with dental plaque such that Plaque Index increased by 2.44 times per one year increase in age (p < 0.001). Results indicated that dental caries experience and plaque formation among elementary school children in Hamadan were high and they were influenced by their sociodemographic factors. The associations found can be used as a helpful guide for planning accurate preventive programs for elementary school children in this region.

Identifying symptoms of depression and anxiety in students in the school setting.

PubMed

Allison, Virginia L; Nativio, Donna G; Mitchell, Ann M; Ren, Dianxu; Yuhasz, Janet

2014-06-01

Early detection of mental health problems in school-age children offers the opportunity for prompt referral to treatment which is critical to their success in school. School nurses are in a key position to screen for mental health issues in the school setting. This article discusses how school nurses began a new initiative to use two validated screening tools, the Patient Health Questionnaire-9 item for detecting depression and the 5-item Screen for Child Anxiety Related Emotional Disorders for detecting anxiety in middle school/high school-aged children in selected urban schools. Students having positive screens were referred to the multidisciplinary school-based Student Assistance Program team for further evaluation and referral. These screens improved the identification and referral for treatment of children suffering from anxiety and/or depression by expediting the connection to services.

Methodological framework for the ergonomic design of children's playground equipment: a Serbian experience.

PubMed

Grozdanovic, Miroljub; Jekic, Savko; Stojiljkovic, Evica

2014-01-01

Adequate application of the static and dynamic anthropometric measures of pre-school children in ergonometric design of children's playground equipment should eliminate all dangers and difficulties in their use. Possibilities of injuries, insecure movements, discomfort able positions and some other dangerous actions may be minimized; and safety and health protection of pre-school children will be increased. Children's playground represents a significant space of activity for pre-school children. Therefore, it is necessary to apply ergonomic principles which contribute to the adjustment of the playground elements to children's anatomic features. Based on the results presented in this paper, new constructions were designed and new playgrounds were installed in Serbia. Participants were children from three pre-school age groups: Junior age group (3-4 years of age, 17 children), Medium age group (4-5 years of age, 22 children), and Senior age group (5-6 years of age, 26 children). Thirty-one static anthropometric measures (12 in standing position, 11 in sitting position, 7 related to dimensions of hand, foot an head, with body weight and shoe size) and 15 dynamic anthropometric measures (7 in standing position, 6 in sitting position and 2 dimension of foot and hand) were defined for the study. Measurements were taken using an anthrop-meter, a flexible measuring tape. Equations for ergonomic design of children's playground elements were also defined. Basic statistical data of static and dynamic anthropometric measurements of the pre-school children are presented in this paper, as well as the statistical calculation of the corrective anthropometric measurements. Measurements were performed in "Poletarac" kindergarten, part of the pre-school institution "Radost" in Cacak. Elements of playground equipment in "Bambi" kindergarten in Kragujevac (the Indian tent "wigwam", gate-house, swing and carousel) were designed and built using these parameters. Based on the obtained results, several playgrounds were designed, manufactured and equipped with the appropriate items.

Baseline results of the first healthy schools evaluation among a community of young, Irish, urban disadvantaged children and a comparison of outcomes with international norms.

PubMed

Comiskey, Catherine M; O'Sullivan, Karin; Quirke, Mary B; Wynne, Ciara; Hollywood, Eleanor; MGillloway, Sinead

2012-11-01

In 2008, the Irish Government initiated a pilot Healthy Schools Programme based on the World Health Organization Health Promoting Schools Model among children attending schools officially designated as urban and disadvantaged. We present here the first results on physical and emotional health and the relationship between childhood depression and demographic and socioeconomic factors. The Healthy Schools Programme evaluation was a 3-year longitudinal outcome study among urban disadvantaged children aged 4 to 12 years. Physical and psychological health outcomes were measured using validated, international instruments at baseline. Outcomes at baseline were compared with international norms and where differences were found, results were statistically modeled to determine factors predicting poor outcomes. A total of 552 children responded at baseline, representing over 50% of all eligible children available to participate from 7 schools. Findings at baseline revealed that in general, children did not differ significantly from international norms. However, detailed analysis of the childhood depression scores revealed that in order of importance, psychological well-being, the school environment, social support, and peer relations and age were statistically significant predictors of increased childhood depression in children under 12 years of age. Future health and well-being studies in schools among urban disadvantaged children need to broaden their scope to include measures of depression in children under 12 years of age and be cognisant of the impact of the school environment on the mental and emotional health of the very young. © 2012, American School Health Association.

Refractive Errors and Academic Achievements of Primary School Children.

PubMed

Joseph, Lucyamma

2014-01-01

The current study was conducted among school children of selected schools of Thiruvananthapuram district of Kerala. It was designed to investigate the effect of refractive errors on academic achievement of primary school children. Experimental method was used in the study and the study used a sample of 185 children. An equated sample without myopia were selected as control group. Academic achievement tests based on the study syllabus were prepared and administered to both groups. The children with myopia were given corrective devices such as glasses prescribed by the ophthalmologist. After five months academic achievement tests were again given to both groups and the results of the scores between two groups as well as the scores before and after correction of errors were compared, which showed a significant influence of myopia on academic achievement and examination anxiety of children.

Mindfulness for Children in Public Schools: Current Research and Developmental Issues to Consider

ERIC Educational Resources Information Center

Chadwick, Jeanne; Gelbar, Nicholas W.

2016-01-01

Mindfulness-based interventions have increased in popularity over the past decade and interest continues to increase in the potential to use mindfulness-based interventions in schools. The current research concerning school-based mindfulness-based interventions is reviewed in this article. This research base is fragmented, as most of the studies…

How Effective Is School-Based Deworming for the Community-Wide Control of Soil-Transmitted Helminths?

PubMed Central

Anderson, Roy M.; Truscott, James E.; Pullan, Rachel L.; Brooker, Simon J.; Hollingsworth, T. Deirdre

2013-01-01

Background The London Declaration on neglected tropical diseases was based in part on a new World Health Organization roadmap to “sustain, expand and extend drug access programmes to ensure the necessary supply of drugs and other interventions to help control by 2020”. Large drug donations from the pharmaceutical industry form the backbone to this aim, especially for soil-transmitted helminths (STHs) raising the question of how best to use these resources. Deworming for STHs is often targeted at school children because they are at greatest risk of morbidity and because it is remarkably cost-effective. However, the impact of school-based deworming on transmission in the wider community remains unclear. Methods We first estimate the proportion of parasites targeted by school-based deworming using demography, school enrolment, and data from a small number of example settings where age-specific intensity of infection (either worms or eggs) has been measured for all ages. We also use transmission models to investigate the potential impact of this coverage on transmission for different mixing scenarios. Principal Findings In the example settings <30% of the population are 5 to <15 years old. Combining this demography with the infection age-intensity profile we estimate that in one setting school children output as little as 15% of hookworm eggs, whereas in another setting they harbour up to 50% of Ascaris lumbricoides worms (the highest proportion of parasites for our examples). In addition, it is estimated that from 40–70% of these children are enrolled at school. Conclusions These estimates suggest that, whilst school-based programmes have many important benefits, the proportion of infective stages targeted by school-based deworming may be limited, particularly where hookworm predominates. We discuss the consequences for transmission for a range of scenarios, including when infective stages deposited by children are more likely to contribute to transmission than those from adults. PMID:23469293

Evidence for the need for vision screening of school children in Turkey.

PubMed

Azizoğlu, Serap; Crewther, Sheila G; Şerefhan, Funda; Barutchu, Ayla; Göker, Sinan; Junghans, Barbara M

2017-12-02

In many countries, access to general health and eye care is related to an individual's socioeconomic status (SES). We aimed to examine the prevalence of oculo-visual disorders in children in Istanbul Turkey, drawn from schools at SES extremes but geographically nearby. Three school-based vision screenings (presenting distance visual acuity, cover test, eye assessment history, colour vision, gross stereopsis and non-cycloplegic autorefraction) were conducted on 81% of a potential 1014 primary-school children aged 4-10 years from two private (high SES) schools and a nearby government (low SES) school in central Istanbul. Prevalence of refractive errors and school-based differences were analysed using parametric statistics (ANOVA). The remaining oculo-visual aspects were compared using non-parametric tests. Of the 823 children with mean age 6.7 ± 2.2 years, approximately 10% were referred for a full eye examination (8.2% and 16.3% of private/government schools respectively). Vision had not been previously examined in nearly 22% of private school children and 65% of government school children. Of all children, 94.5% were able to accurately identify the 6/9.5 [LogMAR 0.2] line of letters/shapes with each eye and 86.6% the 6/6 line [LogMAR 0], while 7.9% presented wearing spectacles, 3.8% had impaired colour vision, 1.5% had grossly impaired stereo-vision, 1.5% exhibited strabismus, 1.8% were suspected to have amblyopia and 0.5% had reduced acuity of likely organic origin. Of the 804 without strabismus, amblyopia or organic conditions, 6.0% were myopic ≤ - 0.50DS, 0.6% hyperopic ≥ + 2.00DS, 7.7% astigmatic ≥1.00 DC and 6.2% anisometropic ≥1.00DS. The results highlight the need for general vision screenings for all children prior to school entry given the varied and different pattern of visual problems associated with lifestyle differences in two populations raised in the same urban locale but drawn from different socioeconomic backgrounds.

U.S. elementary and secondary schools: equalizing opportunity or replicating the status quo?

PubMed

Rouse, Cecilia Elena; Barrow, Lisa

2006-01-01

Although education pays off handsomely in the United States, children from low-income families attain less education than children from more advantaged families. In this article, Cecilia Elena Rouse and Lisa Barrow investigate why family background is so strongly linked to education. The authors show that family socioeconomic status affects such educational outcomes as test scores, grade retention, and high school graduation, and that educational attainment strongly affects adult earnings. They then go on to ask why children from more advantaged families get more or better schooling than those from less advantaged families. For low-income students, greater psychological costs, the cost of forgone income (continuing in school instead of getting a job), and borrowing costs all help to explain why these students attain less education than more privileged children. And these income-related differences in costs may themselves be driven by differences in access to quality schools. As a result, U.S. public schools tend to reinforce the transmission of low socioeconomic status from parents to children. Policy interventions aimed at improving school quality for children from disadvantaged families thus have the potential to increase social mobility. Despite the considerable political attention paid to increasing school accountability, as in the No Child Left Behind Act, along with charter schools and vouchers to help the children of poor families attend private school, to date the best evidence suggests that such programs will improve student achievement only modestly. Based on the best research evidence, smaller class sizes seem to be one promising avenue for improving school quality for disadvantaged students. High teacher quality is also likely to be important. However, advantaged families, by spending more money on education outside school, can and will partly undo policy attempts to equalize school quality for poor and nonpoor children.

Schooling Effects on Intelligence Development: Evidence Based on National Samples from Urban and Rural China

ERIC Educational Resources Information Center

Wang, Tengfei; Ren, Xuezhu; Schweizer, Karl; Xu, Fen

2016-01-01

The current research investigated the variability of school effects on intelligence development in considering two economically and socially distinct groups of children. The data came from a nationally representative sample of primary school children from urban and rural areas of China. Two standardised reasoning tests were used to assess fluid…

Project SELF HELP: A Family Focus on Literacy. Report No. 13.

ERIC Educational Resources Information Center

Connors, Lori J.

This report describes an evaluation of Project SELF HELP, a school-based family literacy program serving parents and other caretakers, elementary school age children, and preschool children 2 days per week during the school year. A summer reading program was also available to families. The evaluation was conducted in 1992-1993 to inform program…

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

2016-01-01

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

Behaviour Recovery: A Whole-School Program for Mainstream Schools.

ERIC Educational Resources Information Center

Rogers, Bill

This book offers guidance on teaching behavior to children with behavior problems, based on the premise that a small percentage of children need one-to-one modeling and rehearsal to enable them to "recover" the behaviors that those in the typical range have established already. The behavior recovery program emphasizes the whole-school nature of…

The Intercultural and Non-Formal Learning Processes of Children in Primary School Exchange Programmes in France and Germany

ERIC Educational Resources Information Center

Melin, Valérie; Wagner, Bernd

2015-01-01

This paper is based on educational anthropology, and presents the initial findings of a three-year international comparative study of primary school children's learning-processes during travel and cross-cultural encounters. A French-German research team investigated and here reports on primary school exchange programmes. Open coding of the…

Recommendations for Working with African American Parents of Primary School Children in Low-Resourced Schools

ERIC Educational Resources Information Center

Mehta, Sejal; West-Olatunji, Cirecie; Sanders, Tiffany; Goodman, Rachael

2007-01-01

The purpose of this paper is to provide a strength-based discussion of the relationship between parenting values of low-income African Americans and the academic performance of their school-aged children. Using resilience theory as a framework (Seccombe, 2002), the authors suggest that African American parents in low-resourced communities have…

The Efficacy of Asthma Case Management in an Urban School District in Reducing School Absences and Hospitalizations for Asthma

ERIC Educational Resources Information Center

Levy, Marian; Heffner, Brenda; Stewart, Tara; Beeman, Gail

2006-01-01

Pediatric asthma rates are reaching epidemic proportions, adversely affecting children's quality of life, educational potential, and health care costs, especially those in the inner city. This study evaluated the effectiveness of a school-based asthma case management (CM) approach with medically undeserved inner-city children attending Memphis…

Health Knowledge, Attitudes, Practices, and Beliefs of Lebanese and Palestinian School Children in Lebanon

ERIC Educational Resources Information Center

Fuddah, Hanin; Zeitoun, Samar

2017-01-01

The indicators for health risk factors among school children in Lebanon associated with increased mortality and morbidity were higher than the global percentage based on WHO (2014) statistics. Knowing that the Ministry of Education in Lebanon has been trying to include health education in the national school curriculum since the last reform in…

Impact of a School-Based Pediatric Obesity Prevention Program Facilitated by Health Professionals

ERIC Educational Resources Information Center

Johnston, Craig A.; Moreno, Jennette P.; El-Mubasher, Abeer; Gallagher, Martina; Tyler, Chermaine; Woehler, Deborah

2013-01-01

Background: This study evaluated a school-based obesity intervention for elementary school children (N = 835) where health professionals assisted teachers with the integration of healthy messages into the school curriculum. Methods: Schools were randomized into a professional-facilitated intervention (PFI; N = 4) or a self-help (SH; N = 3)…

Taking Action for Looked after Children in School: A Knowledge Exchange Programme

ERIC Educational Resources Information Center

Carroll, Catherine; Cameron, Claire

2017-01-01

Promoting the Achievement of Looked After Children (PALAC) is a knowledge exchange programme that aims to support the development of practice in schools and to expand the evidence base to ultimately improve outcomes for children in care. Feedback on the first year of PALAC exceeded expectations, with practitioners using their projects to evaluate…

Children's Reading in Low-Income Countries

ERIC Educational Resources Information Center

Wagner, Daniel A.

2017-01-01

Children around the world, especially in low-income countries, lack equal opportunities to develop the early skills on which school-based learning takes place. Indeed, global data show that there are hundreds of millions of children with very low reading scores, even after many of them have gone to school for two or more years. Current research…

Bringing Savings Opportunities to Public Elementary School Children in Resource-Limited, Rural Communities

ERIC Educational Resources Information Center

Cheang, Michael; Kawamura, Laura

2014-01-01

This article describes the community organizing role of an Extension educator and a research faculty to enable young children in a resource-limited community to start savings accounts and to save regularly through a school-based savings effort. The study explored whether children from low-income communities are capable of saving money regularly…

Children Researching Their Urban Environment: Developing a Methodology

ERIC Educational Resources Information Center

Hacking, Elisabeth Barratt; Barratt, Robert

2009-01-01

"Listening to children: environmental perspectives and the school curriculum" (L2C) was a UK research council project based in schools in a socially and economically deprived urban area in England. It focused on 10/12 year old children's experience of their local community and environment, and how they made sense of this in relation both…

The Outdoor Recess Activities of Children at an Urban School: Longitudinal and Intraperiod Patterns

ERIC Educational Resources Information Center

Holmes, Robyn M.

2012-01-01

Based on a study of 149 parochial-school students enrolled in kindergarten through eighth grade, this article explores children's outdoor recess activities in an urban setting--with a focus on how age, gender, and size of play group influence their outdoor play preferences--and examines changes in children's activity preferences over a single…

The Power of Storytelling: How Oral Narrative Influences Children's Relationships in Classrooms.

ERIC Educational Resources Information Center

Mello, Robin

This article presents findings from a qualitative arts-based research project that took place in a fourth-grade classroom over the period of one school year. The article examines the impact of storytelling on children's self concept. In addition, it discusses how storytelling helped children process their social experiences in school. The study…

Lessons Learned in Using TAKE 10! with Hispanic Children

ERIC Educational Resources Information Center

Tsai, Pei-Yun; Boonpleng, Wannaporn; McElmurry, Beverly J.; Park, Chang Gi; McCreary, Linda

2009-01-01

Physical inactivity and lack of nutritious diets increase children's risk of obesity, especially children from low-income and ethnic minority groups. To address this risk, the school-based TAKE 10! program was implemented to increase the physical activity and improve the nutrition of K-6th grade students in one public urban school serving a…

Student-on-Student Assault: What You Need To Know about Peer Violence.

ERIC Educational Resources Information Center

Furst, Lyndon G.

1996-01-01

Litigation regarding children assaulted by other children in public schools has produced two strands of case law: sex discrimination cases (based on federal law) and negligence cases. School personnel have a moral and legal responsibility to provide for the physical and emotional safety of children under their care. A Michigan middle-school…

Young Filipino Students Making Sense of Arithmetic Word Problems in English

ERIC Educational Resources Information Center

Bautista, Debbie; Mulligan, Joanne; Mitchelmore, Michael

2009-01-01

Young Filipino children are expected to solve mathematical word problems in English, a task which they typically encounter only in schools. In this exploratory study, task-based interviews were conducted with seven Filipino children from a public school. The children were asked to read and solve addition and subtraction word problems in English or…

Play in Natural Environments: A Pilot Study Quantifying the Behavior of Children on Playground Equipment

ERIC Educational Resources Information Center

Miller, Lucy Jane; Schoen, Sarah A.; Camarata, Stephen M.; McConkey, John; Kanics, Ingrid M.; Valdez, Andrea; Hampton, Shannon

2017-01-01

Playground design is critical to school-based practice, insuring access and use for all children. The play behavior of children with special needs is qualitatively and quantitatively different than their typically developing peers. However, empirical data is needed to support the therapeutic value of playground equipment used with school-aged…

Children of the Nile: The Community Schools Project in Upper Egypt. Education for All: Making It Work. Innovation Series.

ERIC Educational Resources Information Center

Zaalouk, Malak

In 1992, UNICEF signed an agreement with the government of Egypt to develop and coordinate a community schools project in the deprived villages of rural upper Egypt. Four pilot sites were selected in the governorate of Assiut based on minimum numbers of out-of-school children, lack of a school nearby, and the eagerness of the community to…

An Examination of the Relationship between Pre-School Children's and Their Teachers' Attitudes and Awareness towards the Environment

ERIC Educational Resources Information Center

Buldur, Aycan; Ömeroglu, Esra

2018-01-01

The purpose of this study is to determine the level of awareness and attitudes towards environment of pre-school children's and their teachers' and to examine the relationship between them. This study was based on correlational research model. The study group consisted of 26 pre-school teachers working in kindergartens and primary schools in a…

Complementary school garden, nutrition, water, sanitation and hygiene interventions to improve children's nutrition and health status in Burkina Faso and Nepal: a study protocol.

PubMed

Erismann, Séverine; Shrestha, Akina; Diagbouga, Serge; Knoblauch, Astrid; Gerold, Jana; Herz, Ramona; Sharma, Subodh; Schindler, Christian; Odermatt, Peter; Drescher, Axel; Yang, Ray-Yu; Utzinger, Jürg; Cissé, Guéladio

2016-03-09

Malnutrition and intestinal parasitic infections are common among children in Burkina Faso and Nepal. However, specific health-related data in school-aged children in these two countries are scarce. In the frame of a larger multi-stakeholder project entitled "Vegetables go to School: Improving Nutrition through Agricultural Diversification" (VgtS), a study has been designed with the objectives to: (i) describe schoolchildren's health status in Burkina Faso and Nepal; and to (ii) provide an evidence-base for programme decisions on the relevance of complementary school garden, nutrition, water, sanitation and hygiene (WASH) interventions. The studies will be conducted in the Centre Ouest and the Plateau Central regions of Burkina Faso and the Dolakha and Ramechhap districts of Nepal. Data will be collected and combined at the level of schools, children and their households. A range of indicators will be used to examine nutritional status, intestinal parasitic infections and WASH conditions in 24 schools among 1144 children aged 8-14 years at baseline and a 1-year follow-up. The studies are designed as cluster randomised trials and the schools will be assigned to two core study arms: (i) the 'complementary school garden, nutrition and WASH intervention' arm; and the (ii) 'control' arm with no interventions. Children will be subjected to parasitological examinations using stool and urine samples and to quality-controlled anthropometric and haemoglobin measurements. Drinking water will be assessed for contamination with coliform bacteria and faecal streptococci. A questionnaire survey on nutritional and health knowledge, attitudes and practices (KAP) will be administered to children and their caregivers, also assessing socioeconomic, food-security and WASH conditions at household level. Focus group and key-informant interviews on children's nutrition and hygiene perceptions and behaviours will be conducted with their caregivers and school personnel. The studies will contribute to fill a data gap on school-aged children in Burkina Faso and Nepal. The data collected will also serve to inform the design of school-based interventions and will contribute to deepen the understanding of potential effects of these interventions to improve schoolchildren's health in resource-constrained settings. Key findings will be used to provide guidance for the implementation of health policies at the school level in Burkina Faso and Nepal. ISRCTN30840 (date assigned: 17 July 2015).

"Plyo Play": A Novel Program of Short Bouts of Moderate and High Intensity Exercise Improves Physical Fitness in Elementary School Children

ERIC Educational Resources Information Center

Faigenbaum, Avery D.; Farrell, Anne C.; Radler, Tracy; Zbojovsky, Dan; Chu, Donald A.; Ratamess, Nicholas A.; Kang, Jie; Hoffman, Jay R.

2009-01-01

The purpose of this study was to examine the effects of a school-based plyometric training program (i.e., Plyo Play) on children's fitness performance. Forty children (8 to 11 yrs) participated in the program and 34 age-matched children served as controls. Performance of the long jump, sit and reach flexibility, abdominal curl, push-up, shuttle…

Peer Acceptance of Children with Language and Communication Impairments in a Mainstream Primary School: Associations with Type of Language Difficulty, Problem Behaviours and a Change in Placement Organization

ERIC Educational Resources Information Center

Laws, Glynis; Bates, Geraldine; Feuerstein, Maike; Mason-Apps, Emily; White, Catherine

2012-01-01

This research investigated peer acceptance of children with language and communication impairments attending a language resource base attached to a mainstream school. Compared to other children in their mainstream peer groups, peer acceptance was poor. Peer rejection was more common for children with profiles consistent with an autistic spectrum…

Effects of Three Years of Piano Instruction on Children's Academic Achievement, School Performance and Self-Esteem

ERIC Educational Resources Information Center

Costa-Giomi, Eugenia

2004-01-01

This study of the effects of three years of piano instruction is based on a sample of 117 fourth-grade children attending public schools in Montreal. The children had never participated in formal music instruction, did not have a piano at home, and their annual family income was below $40,000 Can. Children in the experimental group (n = 63)…

Impact of Four Years of Annual Mass Drug Administration on Prevalence and Intensity of Schistosomiasis among Primary and High School Children in Western Kenya: A Repeated Cross-Sectional Study

PubMed Central

Abudho, Bernard O.; Ndombi, Eric M.; Guya, Bernard; Carter, Jennifer M.; Riner, Diana K.; Kittur, Nupur; Karanja, Diana M. S.; Secor, W. Evan; Colley, Daniel G.

2018-01-01

Abstract. Schistosomiasis remains a major public health problem in Kenya. The World Health Organization recommends preventive chemotherapy with praziquantel (PZQ) to control morbidity due to schistosomiasis. Morbidity is considered linked to intensity of infection, which along with prevalence is used to determine the frequency of mass drug administration (MDA) to school-age children. We determined the impact of annual school-based MDA on children across all primary and high school years using a repeated cross-sectional study design in five schools near Lake Victoria in western Kenya, an area endemic for Schistosoma mansoni. At baseline and for the following four consecutive years, between 897 and 1,440 school children in Grades 1–12 were enrolled and evaluated by Kato-Katz for S. mansoni and soil-transmitted helminths (STH), followed by annual MDA with PZQ and albendazole. Four annual rounds of MDA with PZQ were associated with reduced S. mansoni prevalence in all school children (44.7–14.0%; P < 0.001) and mean intensity of infection by 91% (90.4 to 8.1 eggs per gram [epg] of stool; P < 0.001). Prevalence of high-intensity infection (≥ 400 epg) decreased from 6.8% at baseline to 0.3% by the end of the study. Soil-transmitted helminth infections, already low at baseline, also decreased significantly over the years. In this high prevalence area, annual school-based MDA with high coverage across all Grades (1–12) resulted in rapid and progressive declines in overall prevalence and intensity of infection. This decrease was dramatic in regard to heavy infections in older school-attending children. PMID:29532768

Impact of Four Years of Annual Mass Drug Administration on Prevalence and Intensity of Schistosomiasis among Primary and High School Children in Western Kenya: A Repeated Cross-Sectional Study.

PubMed

Abudho, Bernard O; Ndombi, Eric M; Guya, Bernard; Carter, Jennifer M; Riner, Diana K; Kittur, Nupur; Karanja, Diana M S; Secor, W Evan; Colley, Daniel G

2018-05-01

Schistosomiasis remains a major public health problem in Kenya. The World Health Organization recommends preventive chemotherapy with praziquantel (PZQ) to control morbidity due to schistosomiasis. Morbidity is considered linked to intensity of infection, which along with prevalence is used to determine the frequency of mass drug administration (MDA) to school-age children. We determined the impact of annual school-based MDA on children across all primary and high school years using a repeated cross-sectional study design in five schools near Lake Victoria in western Kenya, an area endemic for Schistosoma mansoni . At baseline and for the following four consecutive years, between 897 and 1,440 school children in Grades 1-12 were enrolled and evaluated by Kato-Katz for S. mansoni and soil-transmitted helminths (STH), followed by annual MDA with PZQ and albendazole. Four annual rounds of MDA with PZQ were associated with reduced S. mansoni prevalence in all school children (44.7-14.0%; P < 0.001) and mean intensity of infection by 91% (90.4 to 8.1 eggs per gram [epg] of stool; P < 0.001). Prevalence of high-intensity infection (≥ 400 epg) decreased from 6.8% at baseline to 0.3% by the end of the study. Soil-transmitted helminth infections, already low at baseline, also decreased significantly over the years. In this high prevalence area, annual school-based MDA with high coverage across all Grades (1-12) resulted in rapid and progressive declines in overall prevalence and intensity of infection. This decrease was dramatic in regard to heavy infections in older school-attending children.

School feeding program has resulted in improved dietary diversity, nutritional status and class attendance of school children.

PubMed

Zenebe, Mastewal; Gebremedhin, Samson; Henry, Carol J; Regassa, Nigatu

2018-01-23

School Feeding Program (SFP) is a targeted safety net program designed to provide educational and health benefits to vulnerable children. However, limited evidence exists regarding the effect of the intervention on the nutritional status and school attendance of children. The study is aimed at examining the effects of SFP on dietary diversity, nutritional status and class attendance of school children in Boricha district, Southern Ethiopia. The study was conducted based on a representative data collected from 290 students drawn from the district. A school-based comparative cross-sectional study was conducted on school children aged 10-14 years. Data were collected using structured pretested questionnaire. The effects of SFP on dietary diversity score (DDS), class attendance rate, body-mass-index for age (BAZ) and height-for-age (HAZ) Z-scores were assessed using multivariable linear regression model. The finding showed significantly higher mean (±SD) of DDS in SFP beneficiaries (5.8 ± 1.1) than the non-beneficiaries (3.5 ± 0.7) (P < 0.001). BAZ and HAZ of the beneficiaries were also higher than their counterparts, which were (0.07 ± 0.93), (- 0.50 ± 0.86) and (- 1.45 ± 1.38), (- 2.17 ± 1.15) respectively (P < 0.001). The mean (±SD) days of absence from school for non-beneficiaries (2.6 ± 1.6) was significantly higher than that of the beneficiaries (1.3 ± 1.7) (P < 0.05). Given the positive effects of the program in improving the DDS, nutritional status, and class attendance of school children, we strongly recommend scaling up the program to other food insecure areas.

Implications of caesarean section for children's school achievement: A population-based study.

PubMed

Smithers, Lisa G; Mol, Ben W; Wilkinson, Chris; Lynch, John W

2016-08-01

Caesarean birth is one of the most frequently performed major obstetrical interventions. Although there is speculation that caesarean at term may have consequences for children's later health and development, longer-term studies are needed. We aimed to evaluate risks to poor school achievement among children born by caesarean section compared with spontaneous vaginal birth. This population-based observational study involved linkage of routinely collected perinatal data with children's school assessments. Perinatal data included all children born in South Australia from 1999 to 2005. Participants were children born by elective caesarean (exposed, n = 650) or vaginal birth (unexposed, n = 2959), to women who previously had a caesarean delivery. School assessments were reported via a standardised national assessment program for children attending grade three (at ~eight years of age). Assessments included reading, writing, spelling, grammar and numeracy and were categorised according to performing at above or ≤National Minimum Standards (NMS). Statistical analyses involved augmented inverse probability weighting (apiw) and accounted for a range of maternal, perinatal and sociodemographic characteristics. Children performing ≤NMS for vaginal birth versus caesarean section were as follows: reading 144/640 (23%) and 688/2921 (24%), writing 69/636(11%) and 351/2917 (12%), spelling 128/646 (20%) and 684/2937 (23%), grammar 132/646 (20%) and 655/2937 (22%), and numeracy 151/634 (24%) and 729/2922 (25%). Both the raw data and the aipw analyses suggested little differences in school achievement between children born by caesarean versus vaginal birth. Analyses that carefully controlled for a wide range of confounders suggest that caesarean section does not increase the risk of poor school outcomes at age eight. © 2016 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

Exposure to violence predicts poor educational outcomes in young children in South Africa and Malawi

PubMed Central

Sherr, L.; Hensels, I. S.; Skeen, S.; Tomlinson, M.; Roberts, K. J.; Macedo, A.

2016-01-01

Background Violence during childhood may affect short and long-term educational factors. There is scant literature on younger children from resource poor settings. Methods This study assessed child violence experiences (harsh punishment and exposure to domestic or community violence) and school enrolment, progress and attendance in children attending community-based organisations in South Africa and Malawi (n=989) at baseline and at 15 months' follow-up, examining differential experience of HIV positive, HIV affected and HIV unaffected children. Results Violence exposure was high: 45.4% experienced some form of psychological violence, 47.8% physical violence, 46.7% domestic violence and 41.8% community violence. Primary school enrolment was 96%. Violence was not associated with school enrolment at baseline but, controlling for baseline, children exposed to psychological violence for discipline were more than ten times less likely to be enrolled at follow-up (OR 0.09; 95% CI 0.01 to 0.57). Harsh discipline was associated with poor school progress. For children HIV positive a detrimental effect of harsh physical discipline was found on school performance (OR 0.10; 95% CI 0.02 to 0.61). Conclusion Violence experiences were associated with a number of educational outcomes, which may have long-term consequences. Community-based organisations may be well placed to address such violence, with a particular emphasis on the challenges faced by children who are HIV positive. PMID:26678567

Cross sectional analysis of the association between mode of school transportation and physical fitness in children and adolescents.

PubMed

Ostergaard, Lars; Kolle, Elin; Steene-Johannessen, Jostein; Anderssen, Sigmund A; Andersen, Lars Bo

2013-07-17

To investigate the associations between body composition, cardiorespiratory and muscular fitness in relation to travel mode to school in children and adolescents. Children and adolescents from 40 elementary schools and 23 high schools representing all regions in Norway were invited to participate in the study. Anthropometry, cardiorespiratory and muscular fitness were tested at the school location. Questionnaires were used in order to register mode of transport to school, age, gender and levels of leisure time physical activity. A total of 1694 (i.e. 60% of all invited participants) children and adolescents at a mean age of 9.6 and 15.6 respectively (SD = 0.4 for both groups) were analyzed for associations with physical fitness variables. Males cycling to school had lower sum of skin folds than adolescents walking to school. Higher cardiorespiratory fitness in adolescents and male cyclists compared to walkers and passive commuters were observed. Among children, cycling and walking to school, higher isometric muscle endurance in the back extensors compared to passive commuters was observed. Based on this national representative cross-sectional examination of randomly selected children and adolescents there is evidence that active commuting, especially cycling, is associated with a favourable body composition and better cardiorespiratory and muscular fitness as compared to passive commuting.

Putting Children's Sleep Problems to Bed: Using Behavior Change Theory to Increase the Success of Children's Sleep Education Programs and Contribute to Healthy Development.

PubMed

Blunden, Sarah; Benveniste, Tessa; Thompson, Kirrilly

2016-07-01

Sleep is critical for the healthy development of children, yet most children simply don't get enough. Whilst school based sleep education programs have been developed for parents and their children, they have had mixed success. We consider how use of behavior change theory in existing school-based sleep education programs can be improved by applying and apply a broader model to these programs. We find that the mixed success of school-based sleep education programs may be due to a plausible but misleading assumption that simply increasing information about the importance of sleep and the risks of insufficient and/or inefficient sleep will necessarily result in improved sleep behaviors. We identify the potential benefits of using behavior change theory in the development of sleep education programs but in particular, there is a need for theories incorporate the multiple biological, environmental and social impacts on children's sleep. Bronfenbrenner's Bioecological model is presented to illustrate how one such behavior change theory could significantly improve the success of sleep education programs and ultimately support the healthy development of children.

[Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

PubMed

Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

2016-02-01

The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family background characteristics at kindergarten were related to later academic outcomes at grade 9. From the original set of family characteristics, parental educational level, family situation, language-based bedtime routines, and type of early childcare significantly predicted later academic achievement at grade 9. Moreover, a multiple risk index score aggregating these specific family characteristics, together with three individual-level factors (gender, medical history, and language delay) was robustly and positively associated with an increased likelihood of school failure at the end of middle school. Unique to our study was the finding relative to the longitudinal association over a 10-year span of language-based bedtime routines with children's academic performance at the end of middle school. These findings underline the importance of including family background information in early surveillance procedures in order to improve the efficient screening of children who might be at risk of academic underachievement. Importantly, some of these contextual factors represent environmental characteristics that can be reversed early in life through appropriate and informed support to families. Moreover, the present work has important implications regarding the early detection of children who are at familial risk of underachievement, allowing the activation and promotion of adequate intervention strategies early in children's educational trajectories. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

School-Based Health Centers: National Census School Year 2004-05

ERIC Educational Resources Information Center

Juszczak, Linda; Schlitt, John; Moore, Aisha

2007-01-01

The National Assembly on School-Based Health Care conducted the 2004-05 Census, the tenth count of school-based health centers (SBHCs) since 1986, to: (1) provide a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collect up-to-date data on demographics, staffing services, operations,…

School-Based Health Centers: National Census School Year 2007-08

ERIC Educational Resources Information Center

Strozer, Jan; Juszczak, Linda; Ammerman, Adrienne

2010-01-01

The National Assembly on School-Based Health Care's (NASBHC) 2007-2008 Census is the 11th request for data from school-based health centers (SBHCs) since 1986. The Census: (1) provides a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collects relevant trend data on demographics,…

School-based diagnosis and treatment of malaria by teachers using rapid diagnostic tests and artemisinin-based combination therapy: experiences and perceptions of users and implementers of the Learner Treatment Kit, southern Malawi.

PubMed

Mphwatiwa, Treza; Witek-McManus, Stefan; Mtali, Austin; Okello, George; Nguluwe, Paul; Chatsika, Hard; Roschnik, Natalie; Halliday, Katherine E; Brooker, Simon J; Mathanga, Don P

2017-08-07

Training teachers to diagnose uncomplicated malaria using malaria rapid diagnostic tests and treat with artemisinin-based combination therapy has the potential to improve the access of primary school children (6-14 years) to prompt and efficient treatment for malaria, but little is known about the acceptability of such an intervention. This qualitative study explored experiences and perceptions of users and implementers of a programme of school-based malaria case management via a first-aid kit-the Learner Treatment Kit (LTK)-implemented as part of a cluster-randomized controlled trial in Zomba district, Malawi. From 29 primary schools where teachers were trained to test and treat school children for malaria using the LTK, six schools were purposively selected on the basis of relative intervention usage (low, medium or high); school size and geographical location. In total eight focus group discussions were held with school children, parents and guardians, and teachers; and 20 in-depth interviews were conducted with key stakeholders at the school, district and national levels. Interviews were recorded, transcribed, and analysed using a thematic analysis approach. The LTK was widely perceived by respondents to be a worthwhile intervention, with the opinion that trained teachers were trusted providers of malaria testing and treatment to school children. Benefits of the programme included a perception of improved access to malaria treatment for school children; decreased school absenteeism; and that the programme supported broader national health and education policies. Potential barriers to successful implementation expressed included increased teacher workloads, a feeling of inadequate supervision from health workers, lack of incentives and concerns for the sustainability of the programme regarding the supply of drugs and commodities. Training teachers to test for and treat uncomplicated malaria in schools was well received by both users and implementers alike, and was perceived by the majority of stakeholders to be a valuable programme. Factors raised as critical to the success of such a programme included ensuring an effective supervisory system, a reliable supply chain, and the training of greater numbers of teachers per school to manage high consultation numbers, especially during the peak malaria transmission season.

Comforting Children and Families Who Grieve: Incorporating Spiritual Support

ERIC Educational Resources Information Center

Jerome, Annette

2011-01-01

Based on specific school and community tragedies, this article reviews difficult situations and how students' spiritual and religious beliefs were incorporated into school-based grief interventions. Suggestions are made to strengthen this often untapped resource, encouraging school-based mental health professionals to consult with community…

School accidents to children: time to act.

PubMed Central

Maitra, A

1997-01-01

OBJECTIVE: To describe the profile of injuries sustained by children in school accidents and suggest preventive measures. DESIGN: A five month prospective study of children attending an urban accident and emergency (A&E) department. SUBJECTS: 500 children who sustained injuries in school due to a variety of activities. RESULTS: 10 and 12 year old pupils suffered most injuries in school grounds/playgrounds, on concrete, or on grass/soil surfaces due to random activities resulting in striking or being struck by objects/persons, tripping or slipping, and sports (mainly football); 65.5% of these activities were not supervised and 67.4% occurred "out of lessons"; 22% sustained fractures or dislocations, 28.2% needed follow up treatment, and 1.4% were admitted. CONCLUSIONS: Injuries to children in school are a cause for concern. Effective preventive measures should concentrate on (a) specific target areas using schemes based on individual school, and (b) establishing a credible system of monitoring of their effectiveness. Images Figure 1 Figure 2 PMID:9248914

Cardiovascular health promotion for elementary school children. The Heart Smart Program.

PubMed

Berenson, G S; Arbeit, M L; Hunter, S M; Johnson, C C; Nicklas, T A

1991-01-01

Models of health promotion directed to cardiovascular disease prevention are becoming increasingly important, based on the wealth of behavioral and physiologic data that examine the determinants, distributions, and interrelationships and trends over time of cardiovascular risk factors in children. The epidemiologic studies of children of cardiovascular risk factors and of life-styles provide the foundation to address intervention strategies beginning at the school age. Cardiovascular health promotion programs in elementary schools have tremendous potential for the prevention of adult cardiovascular diseases in our nation.

Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

PubMed

Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek

2016-11-12

Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.

ACCESS to Comprehensive School-Based Health Services for Children and Youth, 2000-2001.

ERIC Educational Resources Information Center

ACCESS, 2000

2000-01-01

This document consists of four consecutive issues of a newsletter presenting information on public policy and research of interest to school-based health centers (SBHCs) for children and youth. The spring 2000 issue explores why some SBHCs are closing and student support for SBHCs. The summer 2000 issue addresses the use of SBHCs in alternative…

Evaluation of Access to Care and Medical and Behavioral Outcomes in a School-Based Intervention Program for Attention-Deficit Hyperactivity Disorder.

ERIC Educational Resources Information Center

Williams, Richard A.; And Others

1993-01-01

The San Diego (California) school-based Project for Attention-Related Disorders helped improve access to care and increase treatment for children with attentional problems. Of 110 intervention children followed for 3 years, 60-70% showed improvement after enrollment, evaluation, and treatment. Medical and nonmedical interventions were helpful in…

Impact of a Pedometer-Based Goal-Setting Intervention on Children's Motivation, Motor Competence, and Physical Activity in Physical Education

ERIC Educational Resources Information Center

Gu, Xiangli; Chen, Yu-Lin; Jackson, Allen W.; Zhang, Tao

2018-01-01

Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children's motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention…

Recommendations for Policy and Practice of Physical Education in Culturally and Linguistically Diverse Australian Secondary Schools Based on a Two-Year Prospective Cohort Study

ERIC Educational Resources Information Center

Dudley, Dean A.; Pearson, Phil; Okely, Anthony D.; Cotton, Wayne G.

2015-01-01

Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No…

Comparison of the DSM-IV Combined and Inattentive Types of ADHD in a School-Based Sample of Latino/Hispanic Children

ERIC Educational Resources Information Center

Bauermeister, Jose J.; Matos, Maribel; Reina, Graciela; Salas, Carmen C.; Martinez, Jose V.; Cumba, Eduardo; Barkley, Russell A.

2005-01-01

Background: The aim of this investigation was to examine the construct validity and distinctiveness of the inattentive type (IT) and combined type (CT) of Attention-Deficit/Hyperactivity Disorder (ADHD) in a Latino/Hispanic sample. Method: A comprehensive assessment was conducted with a clinically diagnosed school-based sample of 98 children aged…

Parent weight change predicts child weight change in family-based weight control program for pre-school children (Buffalo healthy tots)

USDA-ARS?s Scientific Manuscript database

Title: PARENT WEIGHT CHANGE PREDICTS CHILD WEIGHT CHANGE IN FAMILY-BASED WEIGHT CONTROL PROGRAM FOR PRE-SCHOOL CHILDREN (BUFFALO HEALTHY TOTS), Teresa Quattrin, MOl, James N Roemmich, PhDI, Rocco Paluch, MAl, Jihnhee Yu, PhD2, Leonard H Epstein, PhDI and Michelle A Ecker, RD, CDEI . lpediatrics, Uni...

Open-Trial Pilot Study of a Comprehensive School-Based Intervention for High-Functioning Autism Spectrum Disorders

ERIC Educational Resources Information Center

Lopata, Christopher; Thomeer, Marcus L.; Volker, Martin A.; Lee, Gloria K.; Smith, Tristram H.; Rodgers, Jonathan D.; Smith, Rachael A.; Gullo, Gaetano; McDonald, Christin A.; Mirwis, Joshua; Toomey, Jennifer A.

2013-01-01

There is a notable lack of manualized comprehensive school-based interventions (CSBIs) for children with high-functioning autism spectrum disorders (HFASDs). This pilot study examined the feasibility and initial efficacy of a CSBI for 12 children with HFASDs, aged 6 to 9 years. Treatment included a 3-week summer preparation program followed by a…

Preliminary Analysis of a Randomized Trial of Computer Attention Training in Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Steiner, N.; Sidhu, T. K.; Frenette, E. C.; Mitchell, K.; Perrin, E. C.

2011-01-01

Clinically significant attention problems among children present a significant obstacle to increasing student achievement. Computer-based attention training holds great promise as a way for schools to address this problem. The aim of this project is to evaluate the efficacy of two computer-based attention training systems in schools. One program…

Do extra compulsory physical education lessons mean more physically active children--findings from the childhood health, activity, and motor performance school study Denmark (The CHAMPS-study DK).

PubMed

Møller, Niels Christian; Tarp, Jakob; Kamelarczyk, Eva Friis; Brønd, Jan Christian; Klakk, Heidi; Wedderkopp, Niels

2014-09-24

Primarily, this study aims to examine whether children attending sports schools are more active than their counterpart attending normal schools. Secondary, the study aims to examine if physical activity (PA) levels in specific domains differ across school types. Finally, potential modifications by status of overweight/obesity and poor cardio-respiratory fitness are examined. Participants were from the first part of the CHAMPS-study DK, which included approximately 1200 children attending the 0th - 6th grade. At the sports schools, the mandatory physical education (PE) program was increased from 2 to 6 weekly lessons over a 3-year period. Children attending normal schools were offered the standard 2 PE lessons. PA was assessed at two different occasions with the GT3X ActiGraph accelerometer, once during winter in 2009/10 and once during summer/fall in 2010. Leisure time organized sports participation was quantified by SMS track. Based on baseline values in 2008, we generated a high-BMI and a low-cardio-respiratory fitness for age and sex group variable. There were no significant differences in PA levels during total time, PE, or recess between children attending sports schools and normal schools, respectively. However, children, especially boys, attending sports schools were more active during school time than children attending normal schools (girls: β=51, p=0.065; boys: β=113, p<0.001). However, in the leisure time during weekdays children who attended sports schools were less active (girls: β=-41, p=0.004; boys: β=-72, p<0.001) and less involved in leisure time organized sports participation (girls: β=-0.4, p=0.016; boys: β=-0.2, p=0.236) than children who attended normal schools. Examination of modification by baseline status of overweight/obesity and low cardio-respiratory fitness indicated that during PE low fit girls in particular were more active at sports schools. No differences were revealed in overall PA levels between children attending sports schools and normal schools. Sports schools children were more active than normal schools children during school time, but less active during leisure time. In girls, less organized sports participation at least partly explained the observed differences in PA levels during leisure time across school types. Baseline status of cardio-respiratory fitness modified school type differences in PA levels during PE in girls.

Minority participation in a school-based randomized clinical trial of tooth decay prevention in the United States.

PubMed

Nelson, Suchitra; Milgrom, Peter

2012-01-01

To describe the strategies-based on the social triad concept of a partnership of researchers, school personnel and community-employed to recruit low-income, minority parent/caregivers of kindergarten children into a school-based tooth decay prevention trial in the United States. The study site was an urban school district with five elementary schools. Recruitment was carried out once each year for three years. Recruitment involved strategies at the school district, school, classroom, and student-parent level. A coalition of researchers, school personnel and community individuals was established for communication and recruitment. Outreach workers from the community were hired to promote, recruit, and disseminate oral health information. Study promotion included both print materials (logos, flyers, pictorial story boards) and presentations at school and community events. The School District Superintendent and administrators approved the study, and all five school principals and kindergarten teachers participated. All children within the classrooms were eligible: the overall participation rate of was 86% (580/672). Community outreach workers actively facilitated the recruitment and participants were recruited at open house for parent-teacher meeting (37% of all participants), sending letters and consent forms home (31%), at a prearranged convenient time during drop off and pick up of the child at their respective schools (30%), curriculum nights and health fairs (2%). Utilizing the social triad concept led to success in planning and carrying out the recruitment of predominantly minority school children with high participation rates. Copyright © 2011 Elsevier Inc. All rights reserved.

Minority Participation in a School-Based Randomized Clinical Trial of Tooth Decay Prevention in the United States

PubMed Central

Milgrom, Peter

2011-01-01

Purpose To describe the strategies--based on the social triad concept of a partnership of researchers, school personnel and community-- employed to recruit low-income, minority parent/caregivers of kindergarten children into a school-based tooth decay prevention trial in the United States. Methods The study site was an urban school district with five elementary schools. Recruitment was carried out once each year for three years. Recruitment involved strategies at the school district, school, classroom, and student-parent level. A coalition of researchers, school personnel and community individuals was established for communication and recruitment. Outreach workers from the community were hired to promote, recruit, and disseminate oral health information. Study promotion included both print materials (logos, flyers, pictorial story boards) and presentations at school and community events. Results The School District Superintendent and administrators approved the study, and all five school principals and kindergarten teachers participated. All children within the classrooms were eligible: the overall participation rate of was 86% (580/672). Community outreach workers actively facilitated the recruitment and participants were recruited at open house for parent-teacher meeting (37% of all participants), sending letters and consent forms home (31%), at a prearranged convenient time during drop off and pick up of the child at their respective schools (30%), curriculum nights and health fairs (2%). Conclusion Utilizing the social triad concept led to success in planning and carrying out the recruitment of predominantly minority school children with high participation rates. PMID:21986390

The School Inner-City Asthma Intervention Study: Design, rationale, methods, and lessons learned.

PubMed

Phipatanakul, Wanda; Koutrakis, Petros; Coull, Brent A; Kang, Choong-Min; Wolfson, Jack M; Ferguson, Stephen T; Petty, Carter R; Samnaliev, Mihail; Cunningham, Amparito; Sheehan, William J; Gaffin, Jonathan M; Baxi, Sachin N; Lai, Peggy S; Permaul, Perdita; Liang, Liming; Thorne, Peter S; Adamkiewicz, Gary; Brennan, Kasey J; Baccarelli, Andrea A; Gold, Diane R

2017-09-01

Asthma is the most common chronic disease of childhood in the United States, causes significant morbidity, particularly in the inner-city, and accounts for billions of dollars in health care utilization. Home environments are established sources of exposure that exacerbate symptoms and home-based interventions are effective. However, elementary school children spend 7 to 12h a day in school, primarily in one classroom. From the observational School Inner-City Asthma Study we learned that student classroom-specific exposures are associated with worsening asthma symptoms and decline in lung function. We now embark on a randomized, blinded, sham-controlled school environmental intervention trial, built on our extensively established school/community partnerships, to determine the efficacy of a school-based intervention to improve asthma control. This factorial school/classroom based environmental intervention will plan to enroll 300 students with asthma from multiple classrooms in 40 northeastern inner-city elementary schools. Schools will be randomized to receive either integrated pest management versus control and classrooms within these schools to receive either air purifiers or sham control. The primary outcome is asthma symptoms during the school year. This study is an unprecedented opportunity to test whether a community of children can benefit from school or classroom environmental interventions. If effective, this will have great impact as an efficient, cost-effective intervention for inner city children with asthma and may have broad public policy implications. Copyright © 2017 Elsevier Inc. All rights reserved.

Voiding school as a treatment of daytime incontinence or enuresis: Children's experiences of the intervention.

PubMed

Saarikoski, A; Koppeli, R; Salanterä, S; Taskinen, S; Axelin, A

2018-02-01

Daytime incontinence and enuresis are common problems in otherwise healthy children, and negatively influence their social lives and self-esteem. Motivation for treatment is often a real clinical problem. Children's experiences of their incontinence treatments have not been previously described. The aim of this study was to describe children's experiences of the Voiding School intervention as a treatment for their incontinence. A qualitative, descriptive focus-group study with a purposive sample was conducted at a Finish university hospital in 2014. Children aged 6-12 years participated in the Voiding School at an outpatient clinic. The intervention included two 1-day group visits 2 months apart. The educational content was based on the International Children Continence Society's standards for urotherapy. The education was delivered with child-oriented teaching methods. At the end of the second visit, 19 children were interviewed in five groups. Data were analysed with inductive content analysis. The children described incontinence as an embarrassing problem, which they had to hide at any cost. They had experienced bullying and social isolation because of it. Normal outpatient visits emphasized adult-to-adult communication, which made the children feel like outsiders. The children perceived the Voiding School as a nice and child-oriented experience. Making new friends was especially important to younger boys who felt that the Voiding School day was too long and issue-oriented. In the Voiding School, videos and 'learning by doing' helped the children to understand the basis of given advice, and they were able to learn new habits, which gave them control over the incontinence; this helped them to become 'the boss of the bladder'. Sharing experiences and improvements in their incontinence with their peers supported the children's self-esteem and encouraged them to do new things, such as staying overnight with friends. These experiences helped them to acquire control over the problem (Summary Figure). According to the children's experiences, normal outpatient visits were only appointments for adults, and not very useful for children. In the Voiding School, they were respected as being the main person, and their views were listened to. The results underlined the importance of a child-oriented approach to patient education with regard to children, and provided encouragement to further develop the intervention. Child orientation, peer support, learning by doing, and understanding the cause and effect helped children to gain control over their bladders. Based on the children's experiences, this could be achieved by a voiding school. Copyright © 2017 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

School-Based Asthma Case Finding: The Arkansas Experience

ERIC Educational Resources Information Center

Vargas, Perla A.; Magee, James S.; Bushmiaer, Margo; Simpson, Pippa M.; Jones, Craig A.; Feild, Charles R.; Jones, Stacie M.

2006-01-01

This population-based case-finding study sought to determine asthma prevalence and characterize disease severity and burden among school-aged children in the Little Rock School District. Asthma cases were identified by validated algorithm and parental report of asthma diagnosis. The overall response rate was low. Among schools with greater than…

Theoretical, Developmental & Cultural Orientations of School-Based Prevention Programs for Preschoolers

ERIC Educational Resources Information Center

Humphries, Marisha L.; Keenan, Kate E.

2006-01-01

Schools are the primary environment in which to conduct prevention programs for school-age children. Educators, policy makers, and psychologist argue that prevention efforts should begin as early as possible to maximize their effectiveness. Surprisingly, there are relatively few school-based prevention programs targeted for preschoolers. Given the…

Association of School-Based Influenza Vaccination Clinics and School Absenteeism--Arkansas, 2012-2013

ERIC Educational Resources Information Center

Gicquelais, Rachel E.; Safi, Haytham; Butler, Sandra; Smith, Nathaniel; Haselow, Dirk T.

2016-01-01

Background: Influenza is a major cause of seasonal viral respiratory illness among school-aged children. Accordingly, the Arkansas Department of Health (ADH) coordinates >800 school-based influenza immunization clinics before each influenza season. We quantified the relationship between student influenza vaccination in Arkansas public schools…

76 FR 2493 - Nutrition Standards in the National School Lunch and School Breakfast Programs

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-13

...This rule proposes to revise the meal patterns and nutrition requirements for the National School Lunch Program and the School Breakfast Program to align them with the 2005 ``Dietary Guidelines for Americans,'' as required by the Richard B. Russell National School Lunch Act. The proposed changes are based on recommendations from the National Academies' Institute of Medicine set forth in the report ``School Meals: Building Blocks for Healthy Children.'' This proposed rule would increase the availability of fruits, vegetables, whole grains, and fat-free and low-fat fluid milk in school meals; reduce the levels of sodium and saturated fat in meals; and help meet the nutrition needs of school children within their calorie requirements. Implementation of this proposed rule would result in more nutritious school meals that improve the dietary habits of school children and protect their health.

Dental caries and the associated factors influencing it in tribal, suburban and urban school children of Tamil Nadu, India: a cross sectional study.

PubMed

John, J Baby; Asokan, Sharath; Aswanth, K P; Priya, P R Geetha; Shanmugaavel, A K

2015-02-20

The study was planned to assess the prevalence of dental caries among tribal, suburban and urban children of Tiruchengode and Erode of Tamil Nadu state, India. The objective of the study was to assess the association of dental caries with family background, dental service availability, transportation and knowledge on preventive dental measures among these three groups. Cross-sectional study. A total of 1028 school children in the age range of 9-12 years from various government schools located in Palamalai and Kolli Hills (tribal), Tiruchengode (suburban) and Erode (urban), Tamil Nadu, were included in the study. Decayed, filled, and missing teeth (DMFT), decayed and filled teeth (dft) and Significant Caries Index were recorded. A specially prepared questionnaire was used to record all the data regarding oral hygiene practices, socioeconomic background, dental treatment availability, parent's education level were used for the study. ANOVA t-test and post hoc test were used for comparing quantitative variables between the 3 subgroups. The tribal school children had 89.3% caries prevalence, where as it was 77% in suburban and 55% in urban school children. The mean DMFT score among tribal, suburban and urban school children were statistically significant different (P=0.001) between the three groups. There was a highly significant difference (P=0.001) in the mean DMFT score based on brushing frequency. There was a statistically significant difference (P=0.018) in the mean DMFT scores in the urban group based on the mothers education status. There were no statistically significant differences in the mean DMFT scores based on the presence or absence of television in their house and the parents' income. Oral hygiene practices, dietary habits and access to dental care services played an important role in prevalence of dental caries. It was observed that the socioeconomic status, parents' educational status and mass media influenced the oral health of these children but without a significant contribution. Significance for public healthIt was observed from the present study that the socioeconomic status, parents' educational status, media and family structure influence the oral health of children in under-privileged communities. Oral hygiene practices, dietary habits and access to dental care services also play an important role in the prevalence of dental caries among children. Children of government schools in Tamil Nadu, India, don't get adequate information on oral health, related diseases and methods of prevention. Oral health education and health promotion should be mandatory for all school children.

SCHOOL-BASED PROMOTION OF FRUIT AND VEGETABLE CONSUMPTION IN MULTICULTURALLY DIVERSE, URBAN SCHOOLS

PubMed Central

BLOM-HOFFMAN, JESSICA

2009-01-01

Rates of childhood overweight1 have reached epidemic proportions (U.S. Department of Health and Human Services, 2001), and schools have been called on to play a role in the prevention of this medical condition. This article describes a multiyear health promotion effort—the Athletes in Service fruit and vegetable (F&V) promotion program—which is based on social learning theory for urban, elementary school children in kindergarten through third grade. Children participate in the program for a period of 3 years. The goals of the program are to increase opportunities for children to be more physically active during the school day and to help students increase their F&V consumption. This article describes the F&V promotion components of the program that were implemented in year 1, including implementation integrity and treatment acceptability data. Year 1 evaluation data demonstrated that the program is acceptable from the perspective of school staff and was implemented by school staff with high levels of integrity. Hallmarks of the program’s successful implementation and high acceptability include (a) having a school-based program champion; (b) designing the program to include low-cost, attractive, interactive materials; (c) including many school staff members to facilitate a culture of healthy eating in the school; and (d) spreading out implementation responsibilities among the multiple staff members so that each individual’s involvement is time efficient. PMID:19834582

Promoting booster seat use for young children: A school-based intervention pilot study.

PubMed

Bruce, Beth S; Mundle, Kim; Cramm, Camille F; Williams, Devon P

2017-05-01

Misuse and/or lack of booster seat use are often associated with high rates of injury and death among school-aged children. This pilot study examined the efficacy and the potential effectiveness of a booster seat intervention in the classroom. Two elementary schools participated (randomly assigned as one intervention school and one control school). At the intervention school, a certified car seat specialist and a police officer held an interactive booster seat session. The height and age for each child were recorded. Children received a certificate indicating whether they met the requirements for booster seat use and a postcard with car seat restraint specifications. Children in the control school received a brochure on car seat safety. Pre- and post-intervention self-reports were collected and booster seat use was observed. Observational findings showed a decline in booster seat use at the control school and an increase in use at the intervention school. Self-reports of booster seat use indicated a decline at both schools; however, cell sizes were too small to permit statistical analyses. Anecdotally researchers found the sessions were easy to conduct and were well received by the children and could be easily integrated into programming in schools. Classroom sessions may have the potential to positively influence booster seat use among 6- to 8-year-olds.

Unique contributions of dynamic versus global measures of parent-child interaction quality in predicting school adjustment.

PubMed

Bardack, Sarah; Herbers, Janette E; Obradović, Jelena

2017-09-01

This study investigates the unique contribution of microsocial and global measures of parent-child positive coregulation (PCR) in predicting children's behavioral and social adjustment in school. Using a community sample of 102 children, ages 4-6, and their parents, we conducted nested path analytic models to identify the unique effects of 2 measures of PCR on school outcomes. Microsocial PCR independently predicted fewer externalizing and inattention/impulsive behaviors in school. Global PCR did not uniquely relate to children's behavioral and social adjustment outcomes. Household socioeconomic status was related to both microsocial and global measures of PCR, but not directly associated with school outcomes. Findings illustrate the importance of using dynamic measures of PCR based on microsocial coding to further understand how the quality of parent-child interaction is related to children's self-regulatory and social development during school transition. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Reduction in the Incidence of Influenza A but Not Influenza B Associated with Use of Hand Sanitizer and Cough Hygiene in Schools: A Randomized Controlled Trial

PubMed Central

STEBBINS, SAMUEL; CUMMINGS, DEREK A.T.; STARK, JAMES H.; VUKOTICH, CHUCK; MITRUKA, KIREN; THOMPSON, WILLIAM; RINALDO, CHARLES; ROTH, LOREN; WAGNER, MICHAEL; WISNIEWSKI, STEPHEN R.; DATO, VIRGINIA; ENG, HEATHER; BURKE, DONALD S.

2012-01-01

Background Laboratory-based evidence is lacking regarding the efficacy of non-pharmaceutical interventions such as alcohol-based hand sanitizer and respiratory hygiene to reduce the spread of influenza. Methods The Pittsburgh Influenza Prevention Project was a cluster-randomized trial conducted in ten Pittsburgh, PA elementary schools during the 2007-2008 influenza season. Children in five intervention schools received training in hand and respiratory hygiene, and were provided and encouraged to use hand sanitizer regularly. Children in five schools acted as controls. Children with influenza-like illness were tested for influenza A and B by RT-PCR. Results 3360 children participated. Using RT-PCR, 54 cases of influenza A and 50 cases of influenza B were detected. We found no significant effect of the intervention on the primary study outcome of all laboratory confirmed influenza cases (IRR 0.81 95% CI 0.54, 1.23). However, we did find statistically significant differences in protocol-specified ancillary outcomes. Children in intervention schools had significantly fewer laboratory-confirmed influenza A infections than children in control schools, with an adjusted IRR of 0.48 (95% CI 0.26, 0.87). Total absent episodes were also significantly lower among the intervention group than among the control group; adjusted IRR 0.74 (95% CI 0.56, 0.97). Conclusions Non-pharmaceutical interventions (respiratory hygiene education and the regular use of hand sanitizer) did not reduce total laboratory confirmed influenza. However the interventions did reduce school total absence episodes by 26% and laboratory-confirmed influenza A infections by 52%. Our results suggest that NPIs can be an important adjunct to influenza vaccination programs to reduce the number of influenza A infections among children. PMID:21691245

The use of biodiesel in a school transportation system: the case of Medford Township, New Jersey.

PubMed

Biluck, Joe

2007-09-01

A combination of high fuel prices, bus maintenance costs, and the health and safety of school children, along with a consideration of federal and state regulations, prompted Medford Township school district in southern New Jersey to explore the use of alternative fuels, specifically biodiesel. The school district owns and operates 62 school buses that transport 3500 children daily. The evolution of this switch from petroleum-based fuel to biodiesel is described. The district is the nation's longest continuous user of biodiesel in a school transportation system.

Prevalence of bullying and victimization among children in early elementary school: Do family and school neighbourhood socioeconomic status matter?

PubMed Central

2012-01-01

Background Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. Methods The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5–6 years. Results One-third of the children were involved in bullying, most of them as bullies (17%) or bully-victims (13%), and less as pure victims (4%). All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. Conclusions Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs. PMID:22747880

Parental perceptions of barriers to active commuting to school in Spanish children and adolescents.

PubMed

Huertas-Delgado, Francisco Javier; Herrador-Colmenero, Manuel; Villa-González, Emilio; Aranda-Balboa, María Jesús; Cáceres, María Victoria; Mandic, Sandra; Chillón, Palma

2017-06-01

: Understanding parental barriers is crucial to promote active commuting to school since the parental perceptions influence how young people commute. This study examined parental barriers to active commuting to school among Spanish children and adolescents, and their association with their gender and the usual mode of commuting. Parents of children ( n = 628) and parents of adolescents ( n = 151) from Granada (Spain) completed a paper-based questionnaire about perceived parental barriers to active commuting to school and mode of commuting. Data were analyzed using the Chi-square test. Among Spanish parents, the most common barriers reported by parents of children were traffic volume and dangerous intersections, whereas the most frequent barriers reported by parents of adolescents were distance to school and dangerous intersections. Compared to parents of children, a greater proportion of parents of adolescents reported distance to school and crime and smaller proportion reported traffic volume as barriers to active commuting to school. Among parents of children, crime was a more commonly reported as a barrier by parents of girls. Although some barriers reported by parents of passive commuters were similar for children and adolescents (such as distance to school and absence of a policeman at crosswalks), other barriers were specific to parents of children. The main parental barriers to active commuting in children were traffic volume and dangerous intersections whereas for adolescents were distance and dangerous intersections. Among Spanish parents, parental barriers to active commuting are influenced by children's age, gender and mode of commuting to school. © The Author 2017. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Prevalence of bullying and victimization among children in early elementary school: do family and school neighbourhood socioeconomic status matter?

PubMed

Jansen, Pauline W; Verlinden, Marina; Dommisse-van Berkel, Anke; Mieloo, Cathelijne; van der Ende, Jan; Veenstra, René; Verhulst, Frank C; Jansen, Wilma; Tiemeier, Henning

2012-07-02

Bullying and victimization are widespread phenomena in childhood and can have a serious impact on well-being. Children from families with a low socioeconomic background have an increased risk of this behaviour, but it is unknown whether socioeconomic status (SES) of school neighbourhoods is also related to bullying behaviour. Furthermore, as previous bullying research mainly focused on older children and adolescents, it remains unclear to what extent bullying and victimization affects the lives of younger children. The aim of this study is to examine the prevalence and socioeconomic disparities in bullying behaviour among young elementary school children. The study was part of a population-based survey in the Netherlands. Teacher reports of bullying behaviour and indicators of SES of families and schools were available for 6379 children aged 5-6 years. One-third of the children were involved in bullying, most of them as bullies (17%) or bully-victims (13%), and less as pure victims (4%). All indicators of low family SES and poor school neighbourhood SES were associated with an increased risk of being a bully or bully-victim. Parental educational level was the only indicator of SES related with victimization. The influence of school neighbourhood SES on bullying attenuated to statistical non-significance once adjusted for family SES. Bullying and victimization are already common problems in early elementary school. Children from socioeconomically disadvantaged families, rather than children visiting schools in disadvantaged neighbourhoods, have a particularly high risk of involvement in bullying. These findings suggest the need of timely bullying preventions and interventions that should have a special focus on children of families with a low socioeconomic background. Future studies are necessary to evaluate the effectiveness of such programs.

How effective are family-based and institutional nutrition interventions in improving children's diet and health? A systematic review.

PubMed

Black, Andrew P; D'Onise, Katina; McDermott, Robyn; Vally, Hassan; O'Dea, Kerin

2017-10-17

Effective strategies to improve dietary intake in young children are a priority to reduce the high prevalence of chronic non-communicable diseases in adulthood. This study aimed to assess the impact of family-based and school/preschool nutrition programs on the health of children aged 12 or younger, including the sustainability of these impacts and the relevance to socio-economic inequalities. A systematic review of literature published from 1980 to December 2014 was undertaken. Randomised controlled trials involving families with children aged up to 12 years in high income countries were included. The primary outcomes were dietary intake and health status. Results were presented in a narrative synthesis due to the heterogeneity of the interventions and outcomes. The systematic search and assessment identified 39 eligible studies. 82% of these studies were set in school/preschools. Only one school study assessed the impact of involving parents systematically. The family-based programs which provided simple positive dietary advice to parents and regular follow-up reduced fat intake significantly. School and family-based studies, if designed and implemented well, increased F&V intake, particularly fruit. Effective school-based programs have incorporated role-models including peers, teachers and heroic figures, rewards and increased access to healthy foods. School nutrition programs in disadvantaged communities were as effective as programs in other communities. Family and school nutrition programs can improve dietary intake, however evidence of the long-term sustainability of these impacts is limited. The modest overall impact of even these successful programs suggest complementary nutrition interventions are needed to build a supportive environment for healthy eating generally.

Child care subsidies and the school readiness of children of immigrants.

PubMed

Johnson, Anna D; Han, Wen-Jui; Ruhm, Christopher J; Waldfogel, Jane

2014-01-01

This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ≈ 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant versus native-born parents. Among children of immigrants, subsidized center-based care (vs. subsidized and unsubsidized home-based care) was positively linked with reading. Among children of native-born parents, those in subsidized center care displayed poorer math skills than those in unsubsidized centers, and more externalizing problems than those in unsubsidized home-based care. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

For a Better LYFE. A Study of the LYFE-"Living for the Young Family through Education"-School Service's Program for Teenaged Parents and Their Children.

ERIC Educational Resources Information Center

Citizens' Committee for Children of New York, NY.

The Living for the Young Family through Education (LYFE) program is a school-based daycare and support program for adolescent parents and their children in the New York City Public Schools. Infants receive daycare services in the LYFE nursery, usually located in the high school. Parents receive social services provided by a social worker and…

Using a mixed-methods approach to measure impact of a school-based nutrition and media education intervention study on fruit and vegetable intake of Italian children.

PubMed

Grassi, Elena; Evans, Alexandra; Ranjit, Nalini; Pria, Simona Dalla; Messina, Laura

2016-08-01

The purpose of the present study was to investigate the impact of a school-based nutrition and media education intervention on the promotion of fruit and vegetable consumption to help prevent childhood obesity. The 10-week-long intervention included sessions on nutrition education and media literacy. It also included a health communication media-based campaign workshop during which the children created posters, newsletters and video commercials related to fruits and vegetables targeted to their parents. For evaluation purposes, the study utilized a mixed-methods approach, including a quasi-experimental study (with one intervention group and one control group) and a focus group study. Four different elementary schools in Treviso (Veneto Region of Italy) agreed to participate in the research. The target population for the study included 10-year-old Italian children and their parents. Data indicate that this intervention was effective for children but not for parents. Evaluation results show that the intervention was effective in significantly increasing children's fruit and vegetable intake (P<0·05) and all psychosocial determinants (P<0·05). The study results confirm the efficacy of a school-based health and media education intervention to address the children's obesity issue and, in particular, to increase children's fruit and vegetable intake. The study also opens a new perspective on the theoretical constructs investigated, because the development of 'ability of expression' could be considered one of the most important factors to determine the efficacy of the intervention.

Preventing childhood obesity by reducing consumption of carbonated drinks: cluster randomised controlled trial

PubMed Central

James, Janet; Thomas, Peter; Cavan, David; Kerr, David

2004-01-01

Objective To determine if a school based educational programme aimed at reducing consumption of carbonated drinks can prevent excessive weight gain in children. Design Cluster randomised controlled trial. Setting Six primary schools in southwest England. Participants 644 children aged 7-11 years. Intervention Focused educational programme on nutrition over one school year. Main outcome measures Drink consumption and number of overweight and obese children. Results Consumption of carbonated drinks over three days decreased by 0.6 glasses (average glass size 250 ml) in the intervention group but increased by 0.2 glasses in the control group (mean difference 0.7, 95% confidence interval 0.1 to 1.3). At 12 months the percentage of overweight and obese children increased in the control group by 7.5%, compared with a decrease in the intervention group of 0.2% (mean difference 7.7%, 2.2% to 13.1%). Conclusion A targeted, school based education programme produced a modest reduction in the number of carbonated drinks consumed, which was associated with a reduction in the number of overweight and obese children. PMID:15107313

School-Based Groups for Children and Adolescents of Divorce.

ERIC Educational Resources Information Center

Robson, Bonnie E.

1986-01-01

Presents typical reactions of adolescents to parental divorce. School based groups for adolescents of divorce can ameliorate the stress and act as a container for reactive impulsive behavior. Educators with a family studies/home economics background are ideally suited to lead such school-based groups. Techniques for establishing and developing…

Marginalisation Processes in Inclusive Education in Norway: A Longitudinal Study of Classroom Participation

ERIC Educational Resources Information Center

Wendelborg, Christian; Tossebro, Jan

2010-01-01

The aim of this paper is to describe the classroom participation of primary school children with disabilities who attend regular schools in Norway; to explore how relations between children with disabilities and their environment change, and further to chart how schools act in response to such change. The analyses are based on a life course study…

"Girls Don't Play Soccer": Children Policing Gender on the Playground in a Township Primary School in South Africa

ERIC Educational Resources Information Center

Mayeza, Emmanuel

2017-01-01

This paper is based on an ethnographic study conducted between 2012 and 2014 with a group of 64 boys and girls aged 6-10, all attending the same township primary school in South Africa. The paper explores how the young children construct gender "boundaries" and "police" gender "transgressions" on the school playground…

Effective Home-School Partnership: Some Strategies to Help Strengthen Parental Involvement

ERIC Educational Resources Information Center

Okeke, Chinedu I.

2014-01-01

The primary aim of the study from which this paper derives was to investigate the level of parental involvement in the schooling of their children. The study employed a descriptive case study research design. All data were based on unstructured interviews with the 30 parents whose children attended one of the primary schools located in the London…

The Decision to Send Local Children to International Schools in Hong Kong: Local Parents' Perspectives

ERIC Educational Resources Information Center

Ng, Vinci

2012-01-01

This article reports the findings of a qualitative study that investigates why some local Hong Kong parents decide to give up local education and send their children to international schools in Hong Kong. Data were gathered from 25 parents across eight selected school sites grouped as four cases based on the continental origins of those…

The Methods Applied by Pre-School Teachers to Raise the Curiosity of Children and Their Views

ERIC Educational Resources Information Center

Buyuktaskapu Soydan, Sema; Erbay, Filiz

2013-01-01

The purpose of this study is to determine the strategies used by pre-school teachers in order to raise curiosity in children. Based on this aim, sample is composed of 52 pre-school teachers working in kindergartens affiliated to Ministry of National Education. Study data were collected via qualitative research methods. Research data were gathered…

Indigenous Mobility and School Attendance in Remote Australia: Cause or Effect?

ERIC Educational Resources Information Center

Taylor, John

2012-01-01

Despite claims of a negative impact on Indigenous school attendance due to mobility no attempt has been made to estimate the number of school-age Indigenous children away from a home base at any one time. This paper uses census data to derive such estimates for the first time. It finds that Indigenous children are mostly sedentary within their…

Efficacy of the Lexicon Pirate Strategy Therapy for Improving Lexical Learning in School-Age Children: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Motsch, Hans-Joachim; Marks, Dana-Kristin

2015-01-01

Lexicon Pirate was originally developed as a strategy intervention programme to treat lexical disorders of pre-school children. To evaluate the therapy's effectiveness for school-age students, a randomized controlled trial (RCT, N = 157) was conducted. Based on a pre--post-test design, the programme's impacts were compared with a control group…

Using Participatory Action Research to Develop a School-Based Environmental Intervention to Support Healthy Eating and Physical Activity

ERIC Educational Resources Information Center

Vecchiarelli, Stephanie; Prelip, Michael; Slusser, Wendelin; Weightman, Heather; Neumann, Charlotte

2005-01-01

Rates of overweight children and adolescents have nearly tripled over the past 30 years. Many barriers exist to healthy eating and physical activity for children and adolescents, including factors in the school and community environment. It is these modifiable school environmental factors that led to the development of the Nutrition Friendly…

Mother's Schooling, Fertility, and Children's Education: Evidence from a Natural Experiment. NBER Working Paper No. 16856

ERIC Educational Resources Information Center

Lavy, Victor; Zablotsky, Alexander

2011-01-01

This paper studies the effect of mothers' education on their fertility and their children's schooling. We base our evidence on a natural experiment that sharply reduced the cost of attending school and, as a consequence, significantly increased the education of affected cohorts. This natural experiment was the result of the de facto revocation in…

Perceptions of Leadership Effectiveness in Schools for Children Who Are Blind or Have Low Vision in Nigeria

ERIC Educational Resources Information Center

Oyinlade, A. Olu; Ajuwon, Paul M.

2017-01-01

This study used the standard-based essential behavioural leadership qualities (EBLQ) method of leadership assessment, to determine leadership effectiveness of the principals of the schools for children who are blind and have low vision in Nigeria, from the perspective of the teachers of these schools. The four-stage method of leadership assessment…

Effects of Exergaming and Message Framing in School Environments on Physical Activity Attitudes and Intentions of Children and Adolescents.

PubMed

Lwin, May O; Ho, Shirley S; Younbo, Jung; Leng, Theng Yin; Wardoyo, Reidinar J; Jung, Kim Hyo

2016-09-01

Although interventions targeting the health of students in schools are becoming common, few studies have examined how health messages operate at the group level in school environments. This study examines the effects of message-based health interventions (extrinsic vs. intrinsic goal framing) in group environments (exergame competitive vs. exergame noncompetitive) on eliciting attitudes and intentions toward physical activity among children and adolescents. We conducted a 7-week school-based intervention program involving 336 children and 259 adolescents in Singapore in which pre- and post-intervention responses were recorded. Our findings revealed the difference in responses between child and adolescent groups. Children who participated in noncompetitive exergames with extrinsically framed health messages and those who participated in competitive exergames with intrinsically framed health messages demonstrated more favorable attitudes toward physical activity. However, the same effects were absent in our adolescent group. These findings suggest that the integration of exergames into competitive and noncompetitive environments can serve as a gateway to traditional physical activity in schools when strategically combined with intrinsically and extrinsically framed messages. Practical and theoretical implications for schools and health educators are discussed.

Impact of Chess Training on Mathematics Performance and Concentration Ability of Children with Learning Disabilities

ERIC Educational Resources Information Center

Scholz, Markus; Niesch, Harald; Steffen, Olaf; Ernst, Baerbel; Loeffler, Markus; Witruk, Evelin; Schwarz, Hans

2008-01-01

The aim of this study is to evaluate the benefit of chess in mathematics lessons for children with learning disabilities based on lower intelligence (IQ 70-85). School classes of four German schools for children with learning disabilities were randomly assigned to receive one hour of chess lesson instead of one hour of regular mathematics lessons…

"Nothing Works!" A Case Study Using Cognitive-Behavioral Interventions to Engage Parents, Educators, and Children in the Management of Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Levine, Eva S.; Anshel, Daphne J.

2011-01-01

Attention-deficit/hyperactivity disorder (ADHD) remains one of the most prevalent mental health diagnoses identified in school-age children. Affected children show an increased risk for school failure, social difficulties, and the development of psychiatric comorbidities. Despite the availability of evidence-based behavioral protocols for managing…

Children's Lived Experience and Their Sense of Coherence: Bodily Play in a Norwegian After-School Programme

ERIC Educational Resources Information Center

Londal, Knut

2010-01-01

This article is based on materials gathered from qualitative research interviews among eight-year-old and nine-year-old children participating in an after-school programme (ASP) in Oslo, and investigates how bodily play affects their sense of coherence (SOC). In line with Maurice Merleau-Ponty, children's lived experiences are regarded as layered…

Effects of Cooperative Group Work Activities on Pre-School Children's Pattern Recognition Skills

ERIC Educational Resources Information Center

Tarim, Kamuran

2015-01-01

The aim of this research is twofold; to investigate the effects of cooperative group-based work activities on children's pattern recognition skills in pre-school and to examine the teachers' opinions about the implementation process. In line with this objective, for the study, 57 children (25 girls and 32 boys) were chosen from two private schools…

School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions

ERIC Educational Resources Information Center

Vinen, Zoe; Clark, Megan; Paynter, Jessica; Dissanayake, Cheryl

2018-01-01

This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of…

Self-Management Training for Chinese Obese Children at Risk for Metabolic Syndrome: Effectiveness and Implications for School Health

ERIC Educational Resources Information Center

Ling, Jiying; Anderson, Laura M.; Ji, Hong

2015-01-01

This article reviews the results of a school-based self-management intervention for Chinese obese children at risk for metabolic syndrome. Twenty-eight Chinese obese children (M age?=?10 years) and their parents participated in the study. Metabolic syndrome risk factors were measured pre- and post-intervention. The risk factors included Body Mass…

"Third Spaces" Are Interesting Places: Applying "Third Space Theory" to Nursery-Aged Children's Constructions of Themselves as Readers

ERIC Educational Resources Information Center

Levy, Rachael

2008-01-01

Based on Moje et al.'s (2004) conceptions of "third space theory", this article describes how five nursery-aged children created a "third space" between home and school, in order to find continuity between home and school constructions of reading. This article describes how the children used various aspects of their home…

Functional Performance of Children with Developmental Coordination Disorder at Home and at School

ERIC Educational Resources Information Center

Wang, Tien-Ni; Tseng, Mei-Hui; Wilson, Brenda N.; Hu, Fu-Chang

2009-01-01

This study investigated the functional performance of daily activities at home and at school in a population-based sample of children with different degrees of motor coordination impairment and competence. Sixteen children (seven males, nine females; mean age 8y, SD 9mo) with developmental coordination disorder (DCD), 25 with suspected DCD ([sDCD]…

Differential Third-Grade Outcomes Associated with Attending Publicly Funded Preschool Programs for Low-Income Latino Children

ERIC Educational Resources Information Center

Ansari, Arya; L?pez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H. B.; Hartman, Suzanne C.; Winsler, Adam

2017-01-01

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized…

Feasibility of Using Actigraphy and Motivational-Based Interviewing to Improve Sleep among School-Age Children and Their Parents

ERIC Educational Resources Information Center

Willgerodt, Mayumi A.; Kieckhefer, Gail M.; Ward, Teresa M.; Lentz, Martha J.

2014-01-01

Inadequate sleep occurs in 25% of our nation's children; poor sleep is associated with physical, cognitive, and social consequences. Developing good sleep hygiene in middle childhood is important, because habits typically extend to adolescence and adulthood; yet, there has been little research on sleep interventions for school-age children. The…

Cross-Country Comparisons of Inattentive, Hyperactive and Impulsive Behaviour in School-Based Samples of Young Children

ERIC Educational Resources Information Center

Merrell, Christine; Styles, Irene; Jones, Paul; Tymms, Peter; Wildy, Helen

2013-01-01

This paper uses the Rasch measurement model to analyse data collected on children's attention, activity and impulsiveness at the end of their first year at school by teachers in England, Scotland and Australia. The analysis offers insights into differences in teachers' perceptions of children's behaviour between countries and changes with age. The…

Participatory Appropriation of Health Science by Primary School Students in Rural Zambia.

ERIC Educational Resources Information Center

Mwape, Gertrude; Serpell, Robert

The Child-to-Child (CtC) project involved school-age African children in monitoring younger children's weight and health (since much of the daily infant care in Africa is performed by preadolescents). CtC emphasizes local autonomy and is based on respect for children as morally responsible community members with a basic right to health and…

School-Based Counseling of Abused Children

ERIC Educational Resources Information Center

Brassard, Marla R.; Rivelis, Erin; Diaz, Vielka

2009-01-01

Abused children experience high rates of behavior, emotional, and learning problems but infrequently receive treatment. Most services provided to abused children and their families are not based on any clear evidence that they work. A number of evidence-based treatments (EBTs), demonstrated to be safe and effective in treating a range of…

Effect of intervention aimed at increasing physical activity, reducing sedentary behaviour, and increasing fruit and vegetable consumption in children: active for Life Year 5 (AFLY5) school based cluster randomised controlled trial.

PubMed

Kipping, Ruth R; Howe, Laura D; Jago, Russell; Campbell, Rona; Wells, Sian; Chittleborough, Catherine R; Mytton, Julie; Noble, Sian M; Peters, Tim J; Lawlor, Debbie A

2014-05-27

To investigate the effectiveness of a school based intervention to increase physical activity, reduce sedentary behaviour, and increase fruit and vegetable consumption in children. Cluster randomised controlled trial. 60 primary schools in the south west of England. Primary school children who were in school year 4 (age 8-9 years) at recruitment and baseline assessment, in year 5 during the intervention, and at the end of year 5 (age 9-10) at follow-up assessment. The Active for Life Year 5 (AFLY5) intervention consisted of teacher training, provision of lesson and child-parent interactive homework plans, all materials required for lessons and homework, and written materials for school newsletters and parents. The intervention was delivered when children were in school year 5 (age 9-10 years). Schools allocated to control received standard teaching. The pre-specified primary outcomes were accelerometer assessed minutes of moderate to vigorous physical activity per day, accelerometer assessed minutes of sedentary behaviour per day, and reported daily consumption of servings of fruit and vegetables. 60 schools with more than 2221 children were recruited; valid data were available for fruit and vegetable consumption for 2121 children, for accelerometer assessed physical activity and sedentary behaviour for 1252 children, and for secondary outcomes for between 1825 and 2212 children for the main analyses. None of the three primary outcomes differed between children in schools allocated to the AFLY5 intervention and those allocated to the control group. The difference in means comparing the intervention group with the control group was -1.35 (95% confidence interval -5.29 to 2.59) minutes per day for moderate to vigorous physical activity, -0.11 (-9.71 to 9.49) minutes per day for sedentary behaviour, and 0.08 (-0.12 to 0.28) servings per day for fruit and vegetable consumption. The intervention was effective for three out of nine of the secondary outcomes after multiple testing was taken into account: self reported time spent in screen viewing at the weekend (-21 (-37 to -4) minutes per day), self reported servings of snacks per day (-0.22 (-0.38 to -0.05)), and servings of high energy drinks per day (-0.26 (-0.43 to -0.10)) were all reduced. Results from a series of sensitivity analyses testing different assumptions about missing data and from per protocol analyses produced similar results. The findings suggest that the AFLY5 school based intervention is not effective at increasing levels of physical activity, decreasing sedentary behaviour, and increasing fruit and vegetable consumption in primary school children. Change in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal level, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services. Trial registration Current Controlled Trials ISRCTN50133740. © Kipping et al 2014.

‘11 for Health’, a football-based health education programme for children: a two-cohort study in Mauritius and Zimbabwe

PubMed Central

Fuller, Colin W; Junge, Astrid; Dorasami, Cadrivel; DeCelles, Jeff; Dvorak, Jiri

2011-01-01

Objectives To implement and assess Fédération Internationale de Football Association Medical Assessment and Research Centre's ‘11 for Health’ football-based health education programme for children. Design Prospective, 2-cohort study. Setting In-school groups (Mauritius); out-of-school groups (Zimbabwe). Participants Mauritius: 389 children, aged 12–15 years; Zimbabwe: 395 children, aged 10–14 years. Intervention Eleven 90-min sessions, each divided into two 45-min halves of Play Football (focusing on one football skill) and Play Fair (focusing on one health issue). Main outcome measures 30-item questionnaire implemented pre and postintervention to assess children's health knowledge; six-item questionnaire implemented postintervention to assess children's views about the ‘11 for Health’ programme. Results Mean pre and postintervention health knowledge scores were greater in Mauritius (pre: 69.3%; post: 87.1%) than Zimbabwe (pre: 57.8%; post: 76.2%) but the mean gain in health knowledge was greater in Zimbabwe (18.4%) than Mauritius (17.8%). There were few significant differences in the outcomes for boys and girls in both countries. The ‘11 for Health’ programme was received positively by the children in both countries and there were no significant differences in the views of boys and girls in either country. Conclusions The study demonstrated that it was possible to achieve significant increases in children's knowledge for all health messages by implementing the ‘11 for Health’ programme in a school-based setting in collaboration with a national Football Association and in an out-of-school setting in collaboration with a non-government organisation. Based on these positive results, the authors recommend that the programme be widely implemented in Africa in co-operation with government and non-government organisations. PMID:21504962

'11 for Health', a football-based health education programme for children: a two-cohort study in Mauritius and Zimbabwe.

PubMed

Fuller, Colin W; Junge, Astrid; Dorasami, Cadrivel; DeCelles, Jeff; Dvorak, Jiri

2011-06-01

To implement and assess Fédération Internationale de Football Association Medical Assessment and Research Centre's '11 for Health' football-based health education programme for children. Prospective, 2-cohort study. In-school groups (Mauritius); out-of-school groups (Zimbabwe). Mauritius: 389 children, aged 12-15 years; Zimbabwe: 395 children, aged 10-14 years. Eleven 90-min sessions, each divided into two 45-min halves of Play Football (focusing on one football skill) and Play Fair (focusing on one health issue). 30-item questionnaire implemented pre and postintervention to assess children's health knowledge; six-item questionnaire implemented postintervention to assess children's views about the '11 for Health' programme. Mean pre and postintervention health knowledge scores were greater in Mauritius (pre: 69.3%; post: 87.1%) than Zimbabwe (pre: 57.8%; post: 76.2%) but the mean gain in health knowledge was greater in Zimbabwe (18.4%) than Mauritius (17.8%). There were few significant differences in the outcomes for boys and girls in both countries. The '11 for Health' programme was received positively by the children in both countries and there were no significant differences in the views of boys and girls in either country. The study demonstrated that it was possible to achieve significant increases in children's knowledge for all health messages by implementing the '11 for Health' programme in a school-based setting in collaboration with a national Football Association and in an out-of-school setting in collaboration with a non-government organisation. Based on these positive results, the authors recommend that the programme be widely implemented in Africa in co-operation with government and non-government organisations.

Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics.

PubMed

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2014-08-08

Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics. Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken. EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics. Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.

Exercise intervention and cardiovascular risk factors in obese children. Comparison between obese youngsters taking part in a physical activity school-based programme with and without individualised diet counselling: the ACORDA project.

PubMed

Aires, Luísa; Silva, Gustavo; Martins, Clarice; Marques, Elisa; Lagoa, Maria João; Ribeiro, José Carlos; Rêgo, Carla; Nascimento, Henrique; Pereira, Petronila Rocha; Santos-Silva, Alice; Belo, Luís; Mota, Jorge

2016-05-01

To determine the effects of a school-based exercise intervention programme on cardiovascular risk factors, including body fat (BF), metabolic profile and physical activity (PA) in children with and without individualised dietary counselling approach (IDC and WIDC). Forty-six overweight children from 6-16 years old (25 girls, 54.3%; age = 10.3 ± 2.8) of six schools took part in an 8-month interdisciplinary, school-based intervention programme. All children were engaged in PA classes, but only one group was exposed to individualised counselling. Blood pressure (BP), lipids and lipoproteins, accelerometer-based PA, percentage of body fat (%BF) and trunk fat (%TF) measures were taken before and after intervention. General Linear Model (Repeated Measures ANOVA) adjusted for age, maturation and height change was used to analyse the longitudinal effect of individualised counselling between two evaluations in each group. Favourable changes were observed for %BF, %TF, systolic BP and total cholesterol in the IDC group. Subjects WIDC only increased light and moderate-vigorous PA. In IDC, significant effects for time * group interactions were found for systolic BP, total cholesterol and LDL-cholesterol, indicating that counselling might add favourable changes in these markers, beyond those explained by PA and growth. School-based interventions can contribute to counteracting obesity in youth, particularly when individualised dietary counselling is provided. Therefore, the link between schools and professional counselling should be strengthened to ensure consolidated changes towards healthy behaviours.

Changes in Body Mass Index During a 3-Year Elementary School-Based Obesity Prevention Program for American Indian and White Rural Students.

PubMed

Vogeltanz-Holm, Nancy; Holm, Jeffrey

2018-04-01

Childhood obesity is a significant but largely modifiable health risk, disproportionately affecting socioeconomically disadvantaged, racial/ethnic minority, and rural children. Elementary school-aged children typically experience the greatest increases in excess weight gain and therefore are important targets for reducing adolescent and adult obesity while improving children's health. Our study evaluated outcomes of a 3-year elementary school-based program for reducing obesity in American Indian and White students attending eight rural schools in the U.S. upper Midwest. Researchers measured body mass indexes (BMI) and other health indicators and behaviors of 308 beginning third-grade students and then again at the end of students' third, fourth, and fifth grades. The primary focus of this study is a mixed multilevel longitudinal model testing changes in age- and gender-adjusted BMI z scores ( zBMI). There was a significant decrease in zBMI across the 3-year study period. Ethnicity analyses showed that White students had overall decreases in zBMI whereas American Indian students' zBMIs remained stable across the program. Comparisons with children from an age- and cohort-matched national sample provided support for the effectiveness of the school program in reducing BMI and obesity during the study period. An elementary school-based health program that addresses a range of students' obesity-related health behaviors, the school health environment, and that involves educators and parents is an effective intervention for reducing or stabilizing BMI in rural White and American Indian students. School health programs for students living in rural communities may be especially effective due to greater school and community cohesiveness, and valuing of the school's primary role in improving community health.

An Examination of Four Traditional School Physical Activity Models on Children's Step Counts and MVPA.

PubMed

Brusseau, Timothy A; Kulinna, Pamela H

2015-03-01

Schools have been identified as primary societal institutions for promoting children's physical activity (PA); however, limited evidence exists demonstrating which traditional school-based PA models maximize children's PA. The purpose of this study was to compare step counts and moderate-to-vigorous physical activity (MVPA) across 4 traditional school PA modules. Step count and MVPA data were collected on 5 consecutive school days from 298 children (Mage = 10.0 ± 0.6 years; 55% female) in Grade 5. PA was measured using the NL-1000 piezoelectric pedometer. The 4 models included (a) recess only, (b) multiple recesses, (c) recess and physical education (PE), and (d) multiple recesses and PE. Children accumulated the greatest PA on days that they had PE and multiple recess opportunities (5,242 ± 1,690 steps; 15.3 ± 8.8 min of MVPA). Children accumulated the least amount of PA on days with only 1 recess opportunity (3,312 ± 445 steps; 7.1 ± 2.3 min of MVPA). Across all models, children accumulated an additional 1,140 steps and 4.1 min of MVPA on PE days. It appears that PE is the most important school PA opportunity for maximizing children's PA. However, on days without PE, a 2nd recess can increase school PA by 20% (Δ = 850 steps; 3.8 min of MVPA).

The Pediatrician's Role in Optimizing School Readiness.

PubMed

2016-09-01

School readiness includes not only the early academic skills of children but also their physical health, language skills, social and emotional development, motivation to learn, creativity, and general knowledge. Families and communities play a critical role in ensuring children's growth in all of these areas and thus their readiness for school. Schools must be prepared to teach all children when they reach the age of school entry, regardless of their degree of readiness. Research on early brain development emphasizes the effects of early experiences, relationships, and emotions on creating and reinforcing the neural connections that are the basis for learning. Pediatricians, by the nature of their relationships with families and children, may significantly influence school readiness. Pediatricians have a primary role in ensuring children's physical health through the provision of preventive care, treatment of illness, screening for sensory deficits, and monitoring nutrition and growth. They can promote and monitor the social-emotional development of children by providing anticipatory guidance on development and behavior, by encouraging positive parenting practices, by modeling reciprocal and respectful communication with adults and children, by identifying and addressing psychosocial risk factors, and by providing community-based resources and referrals when warranted. Cognitive and language skills are fostered through timely identification of developmental problems and appropriate referrals for services, including early intervention and special education services; guidance regarding safe and stimulating early education and child care programs; and promotion of early literacy by encouraging language-rich activities such as reading together, telling stories, and playing games. Pediatricians are also well positioned to advocate not only for children's access to health care but also for high-quality early childhood education and evidence-based family supports such as home visits, which help provide a foundation for optimal learning. Copyright © 2016 by the American Academy of Pediatrics.

A policy-based school intervention to prevent overweight and obesity.

PubMed

Foster, Gary D; Sherman, Sandy; Borradaile, Kelley E; Grundy, Karen M; Vander Veur, Stephanie S; Nachmani, Joan; Karpyn, Allison; Kumanyika, Shiriki; Shults, Justine

2008-04-01

The prevalence and seriousness of childhood obesity has prompted calls for broad public health solutions that reach beyond clinic settings. Schools are ideal settings for population-based interventions to address obesity. The purpose of this work was to examine the effects of a multicomponent, School Nutrition Policy Initiative on the prevention of overweight (85.0th to 94.9th percentile) and obesity (> 95.0th percentile) among children in grades 4 through 6 over a 2-year period. Participants were 1349 students in grades 4 through 6 from 10 schools in a US city in the Mid-Atlantic region with > or = 50% of students eligible for free or reduced-price meals. Schools were matched on school size and type of food service and randomly assigned to intervention or control. Students were assessed at baseline and again after 2 years. The School Nutrition Policy Initiative included the following components: school self-assessment, nutrition education, nutrition policy, social marketing, and parent outreach. The incidences of overweight and obesity after 2 years were primary outcomes. The prevalence and remission of overweight and obesity, BMI z score, total energy and fat intake, fruit and vegetable consumption, body dissatisfaction, and hours of activity and inactivity were secondary outcomes. The intervention resulted in a 50% reduction in the incidence of overweight. Significantly fewer children in the intervention schools (7.5%) than in the control schools (14.9%) became overweight after 2 years. The prevalence of overweight was lower in the intervention schools. No differences were observed in the incidence or prevalence of obesity or in the remission of overweight or obesity at 2 years. A multicomponent school-based intervention can be effective in preventing the development of overweight among children in grades 4 through 6 in urban public schools with a high proportion of children eligible for free and reduced-priced school meals.

Adverse health effects of experiencing food insecurity among Greenlandic school children.

PubMed

Niclasen, Birgit; Petzold, Max; Schnohr, Christina W

2013-01-01

In vulnerable populations, food security in children has been found to be associated with negative health effects. Still, little is known about whether the negative health effects can be retrieved in children at the population level. To examine food insecurity reported by Greenlandic school children as a predictor for perceived health, physical symptoms and medicine use. The study is based on the Greenlandic part of the Health Behavior in School-aged Children survey. The 2010 survey included 2,254 students corresponding to 40% of all Greenlandic school children in Grade 5 through 10. The participation rate in the participating schools was 65%. Food insecurity was measured as going to bed or to school hungry because there was no food at home. Boys, the youngest children (11-12 year-olds), and children from low affluence homes were at increased risk for food insecurity. Poor or fair self-rated health, medicine use last month and physical symptoms during the last 6 months were all more frequent in children reporting food insecurity. Controlling for age, gender and family affluence odds ratio (OR) for self-rated health was 1.60 (95% confidence interval (CI 1.23-2.06) (p < 0.001), for reporting physical symptoms 1.34 (95% CI 1.06-1.68) (p = 0.01) and for medicine use 1.79 (95% CI 1.42-2.26) (p < 0.001). Stratification on age groups suggested that children in different age groups experience different health consequences of food insecurity. The oldest children reported food insecurity less often and experienced less negative health effects compared to the younger children. All 3 measures of health were negatively associated to the occurrence of food insecurity in Greenlandic school children aged 11-17. Food security must be seen as a public health issue of concern, and policies should be enforced to prevent food poverty particularly among boys, younger school children and children from low affluence homes.

Inequality in School Readiness and Autism among 6-Year-Old Children across Iranian Provinces: National Health Assessment Survey Results.

PubMed

Masoud, Amiri; Roya, Kelishadi; Mohammad-Esmaeil, Motlagh; Mahnaz, Taslimi; Marziyeh, Dashti; Tahereh, Aminaee; Gelayol, Ardalan; Parinaz, Poursafa

2013-02-01

To assess the national inequality of school readiness and autism among 6-year-old Iranian children before school entry using a national health assessment survey. In a cross-sectional nationwide survey, all Iranian children entering public and private elementary schools were asked to participate in a mandatory national screening program in Iran in 2009 in two levels of screening and diagnostic levels. The study population consisted of 955388 children (48.5% girls and 76.1% urban residents). Of the whole children, 3.1% of the 6-year-old children had impaired vision. In addition, 1.2, 1.8, 1.4, 7.6, 0.08, 10, 10.9, 56.7, 0.7, 0.8 and 0.6 percent had color blindness, hearing impaired, speech disorder, school readiness, autism, height to age retardation, body mass index extremes, decayed teeth, disease with special needs, spinal disorders, and hypertension, respectively. The distribution of these disorders was unequally distributed across provinces. Our results confirmed that there is an inequality in distribution of school readiness and autism in 6-year-old children across Iranian provinces. The observed burden of these distributions among young children needs a comprehensive national policy with evidence-based province programs to identify the reason for different inequality among provinces.

Responding to Today's Mental Health Needs of Children, Families and Schools: Revisiting the Preservice Training and Preparation of School-Based Personnel

ERIC Educational Resources Information Center

Koller, James R.; Bertel, Julie M.

2006-01-01

With the alarming increase in the mental health needs of youth today, traditional preservice preparation training programs for school-based personnel in the area of mental health are overwhelmingly insufficient. While school professionals often lack basic specific evidence-based knowledge and skills to identify and intervene with students at risk…

Position of the American Dietetic Association: individual-, family-, school-, and community-based interventions for pediatric overweight.

PubMed

2006-06-01

The American Dietetic Association (ADA), recognizing that overweight is a significant problem for children and adolescents in the United States, takes the position that pediatric overweight intervention requires a combination of family-based and school-based multi-component programs that include the promotion of physical activity, parent training/modeling, behavioral counseling, and nutrition education. Furthermore, although not yet evidence-based, community-based and environmental interventions are recommended as among the most feasible ways to support healthful lifestyles for the greatest numbers of children and their families. ADA supports the commitment of resources for programs, policy development, and research for the efficacious promotion of healthful eating habits and increased physical activity in all children and adolescents, regardless of weight status. This is the first position paper of ADA to be based on a rigorous systematic evidence-based analysis of the pediatric overweight literature on intervention programs. The research showed positive effects of two specific kinds of overweight interventions: a) multicomponent, family-based programs for children between the ages of 5 and 12 years, and b) multicomponent, school-based programs for adolescents. Multicomponent programs include behavioral counseling, promotion of physical activity, parent training/modeling, dietary counseling, and nutrition education. Analysis of the literature to date points to the need for further investigation of promising strategies not yet adequately evaluated. Furthermore, this review highlights the need for research to develop effective and innovative overweight prevention programs for various sectors of the population, including those of varying ethnicities, young children, and adolescents. To support and enhance the efficacy of family- and school-based weight interventions, community-wide interventions should be undertaken; few such interventions have been conducted and even fewer evaluated.

Effect of supervised brushing with fluoride gel during primary school, taking into account the group prevention schedule in kindergarten.

PubMed

Winter, Julia; Jablonski-Momeni, Anahita; Ladda, Annett; Pieper, Klaus

2017-07-01

In one region of Germany, a group of children took part in regular fluoride gel applications during primary school following intensified prevention in kindergarten. This observational study aimed to ascertain whether the dental health of primary school children can be improved by introducing a group prevention program based on applications of fluoride gel. The subjects were distributed among six groups with varying preventive measures in kindergarten and at school. The basis for determining caries experience and calculating the caries increment consisted of dental findings gathered in the second and fourth grade. While second graders without professionally supported daily toothbrushing in kindergarten exhibited an average d 3 -6 mft of 2.17, in those who had enjoyed intensive dental prevention, the corresponding value was 19% lower (d 3-6 mft = 1.74). The caries increment was significantly lower mainly among children who had received the maximum of group prevention (intensive prevention in kindergarten and gel program at school). The results show that intensified preventive programs in kindergartens and schools, based mainly on supervised toothbrushing, have a positive effect on the dental health of primary school children. Such programs are efficient in reducing caries experience especially in socially deprived areas.

Follow-up data on the effectiveness of New Zealand's national school based child protection program.

PubMed

Briggs, F; Hawkins, R M

1994-08-01

In 1987, in response to concerns relating to the high incidence of (reported) child sexual abuse, the Ministry of Education and New Zealand Policy jointly introduced a national school-based personal safety program, Keeping Ourselves Safe. In December 1990, 252 children were interviewed in eight primary schools, selected as representative of the ethnic, economic, and social diversity of New Zealand society (Briggs 1991). The interview schedule was designed on problem-solving lines to establish whether children could identify and respond safely to a wide range of potentially unsafe situations. One year later, 117 of the children were available for interview using the same questionnaire. Children exposed to Keeping Ourselves Safe had retained and increased their safety strategies during that time. The variables of gender, age, race, and academic level did not affect improvement but the number of initial gains by children with highly committed teachers was almost double the number achieved by teachers classified as having low levels of commitment. Prior to using the program, children from low socioeconomic groups had significantly lower knowledge and skill levels than their middle-class contemporaries. Middle-class children also gained more from the program. The difference in gains achieved is explained in terms of parental participation in the school program.

Effectiveness of an individual school-based intervention for children with aggressive behaviour: a randomized controlled trial.

PubMed

Stoltz, Sabine; van Londen, Monique; Deković, Maja; de Castro, Bram O; Prinzie, Peter; Lochman, John E

2013-10-01

For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills. The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score>60), randomly assigned to the intervention or no-intervention control condition. The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation. The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions.

School-time physical activity among Arab elementary school children in Qatar.

PubMed

Zimmo, Lena; Farooq, Abdulaziz; Almudahka, Fuad; Ibrahim, Izzeldin; Al-Kuwari, Mohamed Ghaith

2017-03-15

Recent data from a self-administered questionnaire show that approximately 75% of school children in Qatar do not meet the daily recommended levels of physical activity (PA). Since children spend half of their waking hours in school, it is important to understand when and how much PA children accumulate during the school day. This study aimed to objectively assess school-time PA among elementary school children in Qatar and to determine association of PA with age, gender, body mass index (BMI) status, or day of the week. A cross-sectional epidemiological study was conducted in four randomly selected elementary schools in Qatar. Two classes representing grade 1 children (age 5) and grade 4 children (age 9) were randomly selected within each school. A total of 183 elementary school children (86 boys and 97 girls) ages 6-12 years participated in this study. PA was assessed using a three-axial accelerometer (ActiGraph® wGT3X-BT). Participants wore accelerometers on their non-dominant wrist at school (7:00 a.m. to 1:00 p.m.) for five consecutive school days during the week. A cutoff points of 818 counts per 5 s was classified as moderate-to-vigorous physical activity (MVPA). The average duration of MVPA in our study was 28.2 ± 13.5 min per day. Only 39% of participated children reach the recommended school-based MVPA of 30 min or more per day. Students spent on average 58.1 ± 8.4% of school time on sedentary activities. MVPA of boys and girls was similar in age 5 while girls age 9 were less active (23.7 ± 1.5 min/day) than boys of the same age (42.7 ± 1.8 min/day), ES = 0.269, P < 0.001. Neither overweight children nor children at risk for being overweight showed any differences in physical activity parameters when compared to children of normal weight. Our results showed, percentage of MVPA on the first (7.7 ± 5.1%) and last (7.1 ± 4.1%) day of the week was generally lower compared to other weekdays (P < 0.001). This was the first study to objectively assess PA during school hours among elementary school-children in Qatar. This study found that many of school children do not perform sufficient time being physically active at school. All students in two age categories (age 5 and age 9) spend the majority of school time engaged in sedentary activities. The low participation of girls age 9 in MVPA is a cause for concern and need to be addressed.

Healthy Bodies, Healthy Minds.

ERIC Educational Resources Information Center

Terwilliger, Susan H.

1996-01-01

School-based health clinics fill a growing need for routine health care for children--especially for those with working parents and special circumstances. Traditional school health services cannot handle increasing numbers of disabled, chronically ill, and medically fragile children. Costing about $170,000 yearly, clinics can prevent future…

The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK

PubMed Central

Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne

2015-01-01

The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed. PMID:26097840

The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK.

PubMed

Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne

2015-01-01

The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed.

'Fit for school' - a school-based water, sanitation and hygiene programme to improve child health: Results from a longitudinal study in Cambodia, Indonesia and Lao PDR.

PubMed

Duijster, Denise; Monse, Bella; Dimaisip-Nabuab, Jed; Djuharnoko, Pantjawidi; Heinrich-Weltzien, Roswitha; Hobdell, Martin; Kromeyer-Hauschild, Katrin; Kunthearith, Yung; Mijares-Majini, Maria Carmela; Siegmund, Nicole; Soukhanouvong, Panith; Benzian, Habib

2017-04-05

The Fit for School (FIT) programme integrates school health and Water, Sanitation and Hygiene interventions, which are implemented by the Ministries of Education in four Southeast Asian countries. This paper describes the findings of a Health Outcome Study, which aimed to assess the two-year effect of the FIT programme on the parasitological, weight, and oral health status of children attending schools implementing the programme in Cambodia, Indonesia and Lao PDR. The study was a non-randomized clustered controlled trial with a follow-up period of two years. The intervention group consisted of children attending public elementary schools implementing the FIT programme, including daily group handwashing with soap and toothbrushing with fluoride toothpaste, biannual school-based deworming; as well as construction of group handwashing facilities. Control schools implemented the regular government health education curriculum and biannual deworming. Per school, a random selection of six to seven-year-old grade-one students was drawn. Data on parasitological infections, anthropometric measurements, dental caries, odontogenic infections and sociodemographic characteristics were collected at baseline and at follow-up (24 months later). Data were analysed using the χ 2 -test, Mann Whitney U-test and multilevel logistic and linear regression. A total of 1847 children (mean age = 6.7 years, range 6.0-8.0 years) participated in the baseline survey. Of these, 1499 children were available for follow-up examination - 478, 486 and 535 children in Cambodia, Indonesia and Lao PDR, respectively. In all three countries, children in intervention schools had a lower increment in the number of decayed, missing and filled permanent teeth between baseline and follow-up, in comparison to children in controls schools. The preventive fraction was 24% at average. The prevalence of soil-transmitted helminth infection (which was unexpectedly low at baseline), the prevalence of thinness and the prevalence of odontogenic infections did not significantly differ between baseline and follow-up, nor between intervention and control schools. The study found that the FIT programme significantly contributed to the prevention of dental caries in children. This study describes the challenges, learnings and, moreover, the importance of conducting real-life implementation research to evaluate health programmes to transform school settings into healthy learning environments for children. The study is retrospectively registered with the German Clinical Trials Register, University of Freiburg (Trial registration number: DRKS00004485, date of registration: 26th of February, 2013).

Observations of an indigenous Hawaiian planetarium operator: Astronomy content knowledge of Hawaiian school children

NASA Astrophysics Data System (ADS)

Dye, Ahia G.; Ha`o, Celeste; Slater, Timothy F.; Slater, Stephanie J.

2015-08-01

Not so long ago, astronomers visiting schools in Hawaii tried to build awareness among school children and teachers about how stars move across the sky, the nature of planets orbiting our sun, and the physical processes governing stars and galaxies. While these efforts were undertaken with all good intentions, they were often based on our collective understanding of how Mainland children come to know astronomy topics, and with a Western worldview. Research observations of Hawaiian elementary school children indicate that Hawaiian children understand far more about the skies than could have been predicted from the behavior of Mainland children, or from the body of literature on children’s understanding of astronomy. Analysis of elementary students’ responses to a kumu’s, or teacher’s questions relating to the celestial sphere indicate that these students posses a deep knowledge of the night sky and celestial motions. This knowledge base is fluent across two cultural systems of constellations, and is predictive. In an era of curriculum development based upon learning progressions, it appears that Native Hawaiian students possess unexpected knowledge that is well poised to interfere with conventional educational and public outreach approaches if not taken into account. Further, these findings suggest that further inquiry must be made into the astronomical thinking of minority populations prior to the unilateral implementation of national science education standards.

Hand sanitiser provision for reducing illness absences in primary school children: a cluster randomised trial.

PubMed

Priest, Patricia; McKenzie, Joanne E; Audas, Rick; Poore, Marion; Brunton, Cheryl; Reeves, Lesley

2014-08-01

The potential for transmission of infectious diseases offered by the school environment are likely to be an important contributor to the rates of infectious disease experienced by children. This study aimed to test whether the addition of hand sanitiser in primary school classrooms compared with usual hand hygiene would reduce illness absences in primary school children in New Zealand. This parallel-group cluster randomised trial took place in 68 primary schools, where schools were allocated using restricted randomisation (1:1 ratio) to the intervention or control group. All children (aged 5 to 11 y) in attendance at participating schools received an in-class hand hygiene education session. Schools in the intervention group were provided with alcohol-based hand sanitiser dispensers in classrooms for the winter school terms (27 April to 25 September 2009). Control schools received only the hand hygiene education session. The primary outcome was the number of absence episodes due to any illness among 2,443 follow-up children whose caregivers were telephoned after each absence from school. Secondary outcomes measured among follow-up children were the number of absence episodes due to specific illness (respiratory or gastrointestinal), length of illness and illness absence episodes, and number of episodes where at least one other member of the household became ill subsequently (child or adult). We also examined whether provision of sanitiser was associated with experience of a skin reaction. The number of absences for any reason and the length of the absence episode were measured in all primary school children enrolled at the schools. Children, school administrative staff, and the school liaison research assistants were not blind to group allocation. Outcome assessors of follow-up children were blind to group allocation. Of the 1,301 and 1,142 follow-up children in the hand sanitiser and control groups, respectively, the rate of absence episodes due to illness per 100 child-days was similar (1.21 and 1.16, respectively, incidence rate ratio 1.06, 95% CI 0.94 to 1.18). The provision of an alcohol-based hand sanitiser dispenser in classrooms was not effective in reducing rates of absence episodes due to respiratory or gastrointestinal illness, the length of illness or illness absence episodes, or the rate of subsequent infection for other members of the household in these children. The percentage of children experiencing a skin reaction was similar (10.4% hand sanitiser versus 10.3% control, risk ratio 1.01, 95% CI 0.78 to 1.30). The rate or length of absence episodes for any reason measured for all children also did not differ between groups. Limitations of the study include that the study was conducted during an influenza pandemic, with associated public health messaging about hand hygiene, which may have increased hand hygiene among all children and thereby reduced any additional effectiveness of sanitiser provision. We did not quite achieve the planned sample size of 1,350 follow-up children per group, although we still obtained precise estimates of the intervention effects. Also, it is possible that follow-up children were healthier than non-participating eligible children, with therefore less to gain from improved hand hygiene. However, lack of effectiveness of hand sanitiser provision on the rate of absences among all children suggests that this may not be the explanation. The provision of hand sanitiser in addition to usual hand hygiene in primary schools in New Zealand did not prevent disease of severity sufficient to cause school absence. Australian New Zealand Clinical Trials Registry ACTRN12609000478213. Please see later in the article for the Editors' Summary.

Hand Sanitiser Provision for Reducing Illness Absences in Primary School Children: A Cluster Randomised Trial

PubMed Central

Audas, Rick; Poore, Marion; Brunton, Cheryl; Reeves, Lesley

2014-01-01

Background The potential for transmission of infectious diseases offered by the school environment are likely to be an important contributor to the rates of infectious disease experienced by children. This study aimed to test whether the addition of hand sanitiser in primary school classrooms compared with usual hand hygiene would reduce illness absences in primary school children in New Zealand. Methods and Findings This parallel-group cluster randomised trial took place in 68 primary schools, where schools were allocated using restricted randomisation (1∶1 ratio) to the intervention or control group. All children (aged 5 to 11 y) in attendance at participating schools received an in-class hand hygiene education session. Schools in the intervention group were provided with alcohol-based hand sanitiser dispensers in classrooms for the winter school terms (27 April to 25 September 2009). Control schools received only the hand hygiene education session. The primary outcome was the number of absence episodes due to any illness among 2,443 follow-up children whose caregivers were telephoned after each absence from school. Secondary outcomes measured among follow-up children were the number of absence episodes due to specific illness (respiratory or gastrointestinal), length of illness and illness absence episodes, and number of episodes where at least one other member of the household became ill subsequently (child or adult). We also examined whether provision of sanitiser was associated with experience of a skin reaction. The number of absences for any reason and the length of the absence episode were measured in all primary school children enrolled at the schools. Children, school administrative staff, and the school liaison research assistants were not blind to group allocation. Outcome assessors of follow-up children were blind to group allocation. Of the 1,301 and 1,142 follow-up children in the hand sanitiser and control groups, respectively, the rate of absence episodes due to illness per 100 child-days was similar (1.21 and 1.16, respectively, incidence rate ratio 1.06, 95% CI 0.94 to 1.18). The provision of an alcohol-based hand sanitiser dispenser in classrooms was not effective in reducing rates of absence episodes due to respiratory or gastrointestinal illness, the length of illness or illness absence episodes, or the rate of subsequent infection for other members of the household in these children. The percentage of children experiencing a skin reaction was similar (10.4% hand sanitiser versus 10.3% control, risk ratio 1.01, 95% CI 0.78 to 1.30). The rate or length of absence episodes for any reason measured for all children also did not differ between groups. Limitations of the study include that the study was conducted during an influenza pandemic, with associated public health messaging about hand hygiene, which may have increased hand hygiene among all children and thereby reduced any additional effectiveness of sanitiser provision. We did not quite achieve the planned sample size of 1,350 follow-up children per group, although we still obtained precise estimates of the intervention effects. Also, it is possible that follow-up children were healthier than non-participating eligible children, with therefore less to gain from improved hand hygiene. However, lack of effectiveness of hand sanitiser provision on the rate of absences among all children suggests that this may not be the explanation. Conclusions The provision of hand sanitiser in addition to usual hand hygiene in primary schools in New Zealand did not prevent disease of severity sufficient to cause school absence. Trial registration Australian New Zealand Clinical Trials Registry ACTRN12609000478213 Please see later in the article for the Editors' Summary PMID:25117155

School-based exposure to hazardous air pollutants and grade point average: A multi-level study.

PubMed

Grineski, Sara E; Clark-Reyna, Stephanie E; Collins, Timothy W

2016-05-01

The problem of environmental health hazards around schools is serious but it has been neglected by researchers and analysts. This is concerning because children are highly susceptible to the effects of chemical hazards. Some ecological studies have demonstrated that higher school-level pollution is associated with lower aggregate school-level standardized test scores likely, related to increased respiratory illnesses and/or impaired cognitive development. However, an important question remains unexamined: How do school-level exposures impact individual children's academic performance? To address this, we obtained socio-demographic and grades data from the parents of 1888 fourth and fifth grade children in the El Paso (Texas, USA) Independent School District in 2012. El Paso is located on the US-side of the Mexican border and has a majority Mexican-origin population. School-based hazardous air pollution (HAP) exposure was calculated using census block-level US Environmental Protection Agency National Air Toxics Assessment risk estimates for respiratory and diesel particulate matter (PM). School-level demographics were obtained from the school district. Multi-level models adjusting for individual-level covariates (e.g., age, sex, race/ethnicity, English proficiency, and economic deprivation) and school-level covariates (e.g., percent of students economically disadvantaged and student-teacher ratio) showed that higher school-level HAPs were associated with lower individual-level grade point averages. An interquartile range increase in school-level HAP exposure was associated with an adjusted 0.11-0.40 point decrease in individual students' grade point averages (GPAs), depending on HAP type and emission source. Respiratory risk from HAPs had a larger effect on GPA than did diesel PM risk. Non-road mobile and total respiratory risk had the largest effects on children's GPA of all HAP variables studied and only mother's level of education had a larger effect than those two variables on children's GPA. The five school-level demographic indicators were only weakly associated with GPA. The study findings indicate the need for regulations on school siting and adjacent land uses to protect children's environmental health. Copyright © 2016 Elsevier Inc. All rights reserved.

An Investigation into the Effect of Play-Based Instruction on the Development of Play Skills and Oral Language

ERIC Educational Resources Information Center

Stagnitti, Karen; Bailey, Alison; Hudspeth Stevenson, Edwina; Reynolds, Emily; Kidd, Evan

2016-01-01

The current study investigated the influence of a play-based curriculum on the development of pretend play skills and oral language in children attending their first year of formal schooling. In this quasi-experimental design, two groups of children were followed longitudinally across the first 6 months of their first year at school. The children…

Current Training and Continuing Education Needs of Preschool and School-Based Speech-Language Pathologists regarding Children with Cleft Lip/Palate

ERIC Educational Resources Information Center

Bedwinek, Anne P.; Kummer, Ann W.; Rice, Gale B.; Grames, Lynn Marty

2010-01-01

Purpose: The purpose of this study was to obtain information regarding the education and experience of preschool and school-based speech-language pathologists (SLPs) regarding the assessment and treatment of children born with cleft lip and/or palate and to determine their continuing education needs in this area. Method: A 16-item mixed-methods…

Matching Interventions to Children's Mental Health Needs: Feasibility and Acceptability of a Pilot School-Based Trauma Intervention Program

ERIC Educational Resources Information Center

Brown, Elissa J.; McQuaid, Jennifer; Farina, Lana; Ali, Rehana; Winnick-Gelles, Amy

2006-01-01

The primary goal was to develop and implement a school-based, trauma-specific intervention program for inner-city children exposed to the World Trade Center attacks on September 11th, 2001. The feasibility and acceptability of the program, and its research component, were examined. The efficacy of the program was evaluated in a pilot study.…

Children as Agents of Social and Community Change: Enhancing Youth Empowerment through Participation in a School-Based Social Activism Project

ERIC Educational Resources Information Center

Torres-Harding, Susan; Baber, Ashley; Hilvers, Julie; Hobbs, Nakisha; Maly, Michael

2018-01-01

School-based social activism projects have much potential to foster civic engagement, self-efficacy, and positive youth development. Social activism projects may also be a means by which children, a group that is disempowered due to their age and dependence on adults, might seek to positively impact social and community problems. The current study…

School-based intervention for improving the oral health of children in southern Thailand.

PubMed

Petersen, P E; Hunsrisakhun, J; Thearmontree, A; Pithpornchaiyakul, S; Hintao, J; Jürgensen, N; Ellwood, R P

2015-03-01

A two-year study assessed the benefit of an enhanced oral health promotion program combined with a closely supervised tooth brushing program in schools, using toothpaste containing 1,450 ppm F- and 1.5% arginine, on oral health and dental caries. 15 southern Thailand schools and 3,706 pre-school children were recruited: 8 schools with 1,766 children as controls; 7 schools with 1,940 children in the intervention groups. Of the intervention schools five were classified as cooperative school and two as non-cooperative schools, based on the criteria of 80% participation in the prescribed tooth brushing activities. The DMFT and DMFS increments ("enamel and dentine") were 1.19 and 1.91 for the control group and 1.04 and 1.59 for the intervention groups. These represent 12.6% and 16.8% reductions in caries respectively. The DMFT and DMFS increments ("dentine threshold") were 0.26 and 0.44 for the control group and 0.19 and 0.29 for the intervention group, representing 26.9%, and 34.1% reductions in caries incidence respectively. For the more cooperative schools the benefits were greater: up to a 40.9% reduction in caries for DMFS ("dentine threshold"). At the 24 month examination there were significant improvements in dental plaque scores with greater improvements seen in the intervention group, greater still in the cooperative schools. This study documents the positive effect from use of fluoridated toothpaste (1,450 ppm F- and 1.5% arginine) administered by schoolteachers and undertaken via an enhanced school oral health program. Optimising oral health interventions for young children in Thai schools may have a significant impact on caries incidence resulting in reductions of up to 34% reductions in caries for all schools included in the study and up to 41% for the most cooperative.

A kitchen-based intervention to improve nutritional intake from school lunches in children aged 12-16 years.

PubMed

Madden, A M; Harrex, R; Radalowicz, J; Boaden, D C; Lim, J; Ash, R

2013-06-01

School lunches potentially provide an important source of nutrients for children, although studies have shown that their food choices are not always associated with health benefits. The present study aimed to evaluate the effects of a kitchen-based intervention on intake from school lunches undertaken in 2005. The three-phase study comprised a pre-intervention observation, the intervention itself and a post-intervention observation. Children aged 12-16 years attending a large, inner-city, secondary school in London were invited to participate. The intervention consisted of small, practical changes to the school menu with the purpose of reducing total and saturated fat and increasing fruit and vegetable consumption. Intake was evaluated using a weighed technique. One hundred and eighty and 198 children participated in the pre- and post-intervention phases, respectively. After the intervention, a significant reduction was observed in mean (SD) intake of total fat [44% (8%) versus 40% (9%) total energy, P < 0.01] and of saturated fat [13% (6%) versus 10% (6%), P < 0.01]. The children also ate significantly more fruit and vegetables [12.0 (10.4) g versus 30.0 (30.5) g total weight, P < 0.001]. However, after the intervention, the mean intakes of total and saturated fat, fruit and vegetables were still significantly below the Caroline Walker Trust guidelines for school lunches. The present study shows that total and saturated fat and fruit and vegetable intake from school lunches can be significantly improved by a short, kitchen-based intervention. Although the benefits were limited, the results support further work in this area. © 2013 The Authors Journal of Human Nutrition and Dietetics © 2013 The British Dietetic Association Ltd.

Effectiveness of school dental screening on dental visits and untreated caries among primary schoolchildren: study protocol for a cluster randomised controlled trial.

PubMed

Alayadi, Haya; Sabbah, Wael; Bernabé, Eduardo

2018-04-13

Dental caries is one of the most common diseases affecting children in Saudi Arabia despite the availability of free dental services. School-based dental screening could be a potential intervention that impacts uptake of dental services, and subsequently, dental caries' levels. The purpose of this study is to evaluate the effectiveness of two alternative approaches for school-based dental screening in promoting dental attendance and reducing untreated dental caries among primary schoolchildren. This is a cluster randomised controlled trial comparing referral of screened-positive children to a specific treatment facility (King Saud University Dental College) against conventional referral (information letter advising parents to take their child to a dentist). A thousand and ten children in 16 schools in Riyadh, Saudi Arabia, will be recruited for the trial. Schools (clusters) will be randomly selected and allocated to either group. Clinical assessment for dental caries will be conducted at baseline and after 12 months by dentists using the World Health Organisation (WHO) criteria. Data on sociodemographic, behavioural factors and children's dental visits will be collected through structured questionnaires at baseline and follow-up. The primary outcome is the change in number of teeth with untreated dental caries 12 months after referral. Secondary outcomes are the changes in the proportions of children having untreated caries and of those who visited the dentist over the trial period. This project should provide high level of evidence on the clinical benefits of school dental screening. The findings should potentially inform policies related to the continuation/implementation of school-based dental screening in Saudi Arabia. ClinicalTrials.gov , ID: NCT03345680 . Registered on 17 November 2017.