Objective: Young adult tobacco users are at an increased risk for using non-cigarette tobacco products and have high poly-use rates. We interviewed poly-tobacco-using young adults from an urban community to explore characteristics associated with their poly-tobacco use, perceived barriers to tobacco cessation, and recommendations for and interest in cessation programs. Methods: We conducted 17 focus group discussions with 97 poly-tobacco-using young adults. Interviews were analyzed using framework analysis and quantitative surveys were analyzed using descriptive statistics. Results: All participants reported a history of tobacco product poly-use, and 85% reported poly-use in the past 30 days. Study results indicate that this population faces multiple barriers to cessation (eg, influence of social network, easy access, anxiety management, belief in self-control, boredom), but that there is interest in utilizing mobile-based interventions and social media for cessation attempts, ultimately allowing them to manage cessation in their own time, and in a way that is more fitting with their lifestyle. Conclusions: To work toward eliminating tobacco-related cancer disparities, we must understand social and environmental factors that influence tobacco use among underserved populations so that primary prevention strategies to prevent smoking initiation may be implemented. Equally important are secondary prevention strategies that develop more targeted, effective smoking cessation interventions.
{"title":"Perceived Barriers to and Recommendations for Cessation among Poly-tobacco-using Young Adults","authors":"Daisy Le, G. D’Souza, Rebkha Atnafou, M. Moran","doi":"10.14485/hbpr.8.6.1","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.1","url":null,"abstract":"Objective: Young adult tobacco users are at an increased risk for using non-cigarette tobacco products and have high poly-use rates. We interviewed poly-tobacco-using young adults from an urban community to explore characteristics associated with their poly-tobacco use, perceived barriers to tobacco cessation, and recommendations for and interest in cessation programs. Methods: We conducted 17 focus group discussions with 97 poly-tobacco-using young adults. Interviews were analyzed using framework analysis and quantitative surveys were analyzed using descriptive statistics. Results: All participants reported a history of tobacco product poly-use, and 85% reported poly-use in the past 30 days. Study results indicate that this population faces multiple barriers to cessation (eg, influence of social network, easy access, anxiety management, belief in self-control, boredom), but that there is interest in utilizing mobile-based interventions and social media for cessation attempts, ultimately allowing them to manage cessation in their own time, and in a way that is more fitting with their lifestyle. Conclusions: To work toward eliminating tobacco-related cancer disparities, we must understand social and environmental factors that influence tobacco use among underserved populations so that primary prevention strategies to prevent smoking initiation may be implemented. Equally important are secondary prevention strategies that develop more targeted, effective smoking cessation interventions.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49185323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fatemeh Bastami, F. Mostafavi, Arash Ardalan, Fereshteh Zamani-Alavijeh
Objective: Social support is one of the predictors of nutrition behaviors. Therefore, measuring and improving the level of support is necessary to improve students’ nutritional status. The purpose of this study was to design instruments and evaluate their psychometric properties for the evaluation of social support for breakfast and snack consumption. Methods: This methodological study was carried out from 2016 to 2018. The qualitative phase was performed in 3 Iranian cities: Isfahan, Khorramabad and Tehran. The quantitative phase was completed in Isfahan only. Initially, 2 questionnaires were developed using the results of the qualitative research. Subsequently, we assessed the face, content, and construct validity of both instruments. Results: The maternal support questionnaire consisted of 3 dimensions, including mother-sponsored support, family life pattern, and school-based collaboration, which explained 55.35% of the instrument’s variance. The school support questionnaire comprised 2 dimensions including informational support and instrumental support, which explained 54.52% of the variance in the results. Conclusions: These instruments can be used to measure and improve social support by designing, implementing, and evaluating community-based campaigns and interventions to improve breakfast consumption and snacking behaviors among children and youth at home and in school.
{"title":"Development and Psychometric Assessment of Questionnaires for Evaluation of Social Support for Healthy Breakfast and Snack Consumption","authors":"Fatemeh Bastami, F. Mostafavi, Arash Ardalan, Fereshteh Zamani-Alavijeh","doi":"10.14485/hbpr.8.6.6","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.6","url":null,"abstract":"Objective: Social support is one of the predictors of nutrition behaviors. Therefore, measuring and improving the level of support is necessary to improve students’ nutritional status. The purpose of this study was to design instruments and evaluate their psychometric properties for the evaluation of social support for breakfast and snack consumption. Methods: This methodological study was carried out from 2016 to 2018. The qualitative phase was performed in 3 Iranian cities: Isfahan, Khorramabad and Tehran. The quantitative phase was completed in Isfahan only. Initially, 2 questionnaires were developed using the results of the qualitative research. Subsequently, we assessed the face, content, and construct validity of both instruments. Results: The maternal support questionnaire consisted of 3 dimensions, including mother-sponsored support, family life pattern, and school-based collaboration, which explained 55.35% of the instrument’s variance. The school support questionnaire comprised 2 dimensions including informational support and instrumental support, which explained 54.52% of the variance in the results. Conclusions: These instruments can be used to measure and improve social support by designing, implementing, and evaluating community-based campaigns and interventions to improve breakfast consumption and snacking behaviors among children and youth at home and in school.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49600430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Teran, Julia Kononowicz, Stephanie Kuhlmann, Julian A. Dedeaux, K. Harris
Objective: During fall 2020, schools used a variety of learning modes based on anticipated risk of viral transmission within schools. Methods: De-identified SARS-CoV-2 data from 11 school districts in the Wichita, Kansas metropolitan area from August 1 to November 15, 2020, was collated for analysis. The Sedgwick County Health Department (SCHD) and Kansas Department of Health and Environment (KDHE) databases were accessed for community-level and contact tracing data. Results: Altogether, 13,573 staff and 54,479 students receiving full or partial on-site (hybrid) education were included. Few students (1.4%) or staff (4.7%) tested positive for SARSCoV- 2. District rates varied from 0.1% to 3.3% in students and 0.7% to 8.7% in staff. Students in grades 9-12 had a higher rate of positive tests and cases were more likely linked to school-based exposure. Staff rate by grade level did not show an identifiable trend; staff rates were higher in nonattendance centers. Conclusions: Low SARS-CoV-2 student case rates suggests on-site learning formats may be appropriate. School trends reflected community rate reinforcing that communitylevel interventions are necessary to decrease transmission. As new variants arise, transmission characteristics must be studied. Health and education partnership is important to ensure the greatest well-being for students and staff.
{"title":"The Impact of COVID-19 on Pre-K-12 Students and Staff in a Mid-sized Metropolitan Area","authors":"P. Teran, Julia Kononowicz, Stephanie Kuhlmann, Julian A. Dedeaux, K. Harris","doi":"10.14485/hbpr.8.6.8","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.8","url":null,"abstract":"Objective: During fall 2020, schools used a variety of learning modes based on anticipated risk of viral transmission within schools. Methods: De-identified SARS-CoV-2 data from 11 school districts in the Wichita, Kansas metropolitan area from August 1 to November 15, 2020, was collated for analysis. The Sedgwick County Health Department (SCHD) and Kansas Department of Health and Environment (KDHE) databases were accessed for community-level and contact tracing data. Results: Altogether, 13,573 staff and 54,479 students receiving full or partial on-site (hybrid) education were included. Few students (1.4%) or staff (4.7%) tested positive for SARSCoV- 2. District rates varied from 0.1% to 3.3% in students and 0.7% to 8.7% in staff. Students in grades 9-12 had a higher rate of positive tests and cases were more likely linked to school-based exposure. Staff rate by grade level did not show an identifiable trend; staff rates were higher in nonattendance centers. Conclusions: Low SARS-CoV-2 student case rates suggests on-site learning formats may be appropriate. School trends reflected community rate reinforcing that communitylevel interventions are necessary to decrease transmission. As new variants arise, transmission characteristics must be studied. Health and education partnership is important to ensure the greatest well-being for students and staff.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42309563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Geierstanger, Jordan Snyder, Hayley Love, Andrea Shore, J. Schlitt
Objective: In this paper, we describe the implementation and outcomes of an initiative that engaged school-based health centers (SBHCs) in a learning community to create programmatic and policy school health changes beyond the health center walls. Methods: Sixty respondents completed impact surveys and 13 coalitions completed progress reports to document schoolwide wellness efforts and outcomes in stakeholder engagement, student healthy eating and active living, student social and emotional wellness, and school staff wellness. Results: Respondents reported pre- to post-intervention improvements in stakeholder engagement, including school administration promotion of school health policies (from 64% to 95%), and teacher participation in SBHC sponsored activities (from 63% to 98%). They reported schoolwide policy and programmatic achievements including increased opportunities for physical activity for students during school hours (from 55% to 85%), access to behavioral health counseling and support services to all students, either on-site or through referrals (from 62% to 89%), and offering healthy food or nutrition education to staff (from 10% to 73%). Conclusions: SBHC staff, school employees, and community members can work collaboratively to assess student physical and mental health needs, and develop and implement school policies and programs beyond the clinic walls.
{"title":"Hallways to Health: School Health Beyond School-Based Health Center Walls","authors":"S. Geierstanger, Jordan Snyder, Hayley Love, Andrea Shore, J. Schlitt","doi":"10.14485/hbpr.8.6.2","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.2","url":null,"abstract":"Objective: In this paper, we describe the implementation and outcomes of an initiative that engaged school-based health centers (SBHCs) in a learning community to create programmatic and policy school health changes beyond the health center walls. Methods: Sixty respondents completed impact surveys and 13 coalitions completed progress reports to document schoolwide wellness efforts and outcomes in stakeholder engagement, student healthy eating and active living, student social and emotional wellness, and school staff wellness. Results: Respondents reported pre- to post-intervention improvements in stakeholder engagement, including school administration promotion of school health policies (from 64% to 95%), and teacher participation in SBHC sponsored activities (from 63% to 98%). They reported schoolwide policy and programmatic achievements including increased opportunities for physical activity for students during school hours (from 55% to 85%), access to behavioral health counseling and support services to all students, either on-site or through referrals (from 62% to 89%), and offering healthy food or nutrition education to staff (from 10% to 73%). Conclusions: SBHC staff, school employees, and community members can work collaboratively to assess student physical and mental health needs, and develop and implement school policies and programs beyond the clinic walls.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48953832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel Nelson, Kathleen J. Porter, Kelly Shomo, S. Curwood, S. Misyak
Objective: School-based interventions are common approaches to address childhood obesity; however, there is little understanding of strategies that can foster their implementation into schools. In this study, we aimed to identify goals and the specific strategies selected by school nutrition directors (SNDs) in Virginia to execute school-based interventions. Methods: Between 2018 and 2019, SNDs in Virginia participated in Team Nutrition workshops through which they created action plans. We carried out a content analysis of 132 action plans collected from 100 school divisions. We developed codes deductively and inductively. The codes captured plan completion, goals, and strategies. Each plan was independently coded by 2 coders. Results: Action plans included 1.2 goals (SD = 0.54) and 3.9 strategies per goal (SD = 2.1). Goals were most commonly related to improving menus or increasing participation in the school meal programs. The strategies varied based on the goals. However, obtaining buy-in from school personnel and students was the most commonly included goal (64.4%) across plans. The level of action plan completion decreased with each subsequent section of the worksheet. Conclusions: Emerging patterns identified in this study suggest SNDs’ strategy selection is based on goals and that trainings should be tailored to promote the development of skills required to execute optimal strategies.
{"title":"A Content Analysis of Implementation Strategies Chosen by Virginia School Nutrition Directors","authors":"Rachel Nelson, Kathleen J. Porter, Kelly Shomo, S. Curwood, S. Misyak","doi":"10.14485/hbpr.8.6.9","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.9","url":null,"abstract":"Objective: School-based interventions are common approaches to address childhood obesity; however, there is little understanding of strategies that can foster their implementation into schools. In this study, we aimed to identify goals and the specific strategies selected by school nutrition directors (SNDs) in Virginia to execute school-based interventions. Methods: Between 2018 and 2019, SNDs in Virginia participated in Team Nutrition workshops through which they created action plans. We carried out a content analysis of 132 action plans collected from 100 school divisions. We developed codes deductively and inductively. The codes captured plan completion, goals, and strategies. Each plan was independently coded by 2 coders. Results: Action plans included 1.2 goals (SD = 0.54) and 3.9 strategies per goal (SD = 2.1). Goals were most commonly related to improving menus or increasing participation in the school meal programs. The strategies varied based on the goals. However, obtaining buy-in from school personnel and students was the most commonly included goal (64.4%) across plans. The level of action plan completion decreased with each subsequent section of the worksheet. Conclusions: Emerging patterns identified in this study suggest SNDs’ strategy selection is based on goals and that trainings should be tailored to promote the development of skills required to execute optimal strategies.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49229034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Schools can serve as settings for promoting their student health, although it is necessary to identify the key elements of provision to leverage change. This study’s objective was to develop a Europe-based list of the elements of learning and health support systems judged by a group of experts to be most effective in influencing school student healthy lifestyles education. Methods: A 3-stage Delphi study involving a group of 18 Europe-based subject specialists was used to articulate shared expert opinions on the main research question: what are the most effective elements of learning and health support systems influencing school students’ healthy lifestyles education? Over 3 rounds of data-gathering, experts were asked to assess the effectiveness of 25 specific elements. Results: The 3 rounds resulted in the following ranked list: Physical Education (PE), Staff Professional Development, Healthy School Policies, Active Recess, Family & Community Engagement, Healthy Eating, Physical Activity in Classroom Lessons, and Active Transport. Conclusions: Cautious of overly generalizing from the results, we suggest the findings offer useful information for evidence-based programs, as well as future research that explores the necessary components of health promotion in schools.
{"title":"Effective Elements of School-based Provision for the Promotion of Healthy Lifestyles: A European Delphi Study","authors":"R. Bailey, I. Glibo, C. Scheuer","doi":"10.14485/hbpr.8.6.5","DOIUrl":"https://doi.org/10.14485/hbpr.8.6.5","url":null,"abstract":"Objective: Schools can serve as settings for promoting their student health, although it is necessary to identify the key elements of provision to leverage change. This study’s objective was to develop a Europe-based list of the elements of learning and health support systems judged by a group of experts to be most effective in influencing school student healthy lifestyles education. Methods: A 3-stage Delphi study involving a group of 18 Europe-based subject specialists was used to articulate shared expert opinions on the main research question: what are the most effective elements of learning and health support systems influencing school students’ healthy lifestyles education? Over 3 rounds of data-gathering, experts were asked to assess the effectiveness of 25 specific elements. Results: The 3 rounds resulted in the following ranked list: Physical Education (PE), Staff Professional Development, Healthy School Policies, Active Recess, Family & Community Engagement, Healthy Eating, Physical Activity in Classroom Lessons, and Active Transport. Conclusions: Cautious of overly generalizing from the results, we suggest the findings offer useful information for evidence-based programs, as well as future research that explores the necessary components of health promotion in schools.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46030426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: In this paper, we describe results from stakeholder interviews conducted to assess implementation and perceived outcomes of a project, implemented in 92 New York City middle and high schools, and focused on building the mental health-related skills of school personnel and promotion of healthier school environments. Methods: As part of a mixed-methods evaluation, we conducted 59 key stakeholder interviews with staff of participating community-based organizations and schools. Interview topics included mental health needs, project activities, engagement by school staff, strengths and challenges of the initiative, and perceived impact. Results: At the start of the project, interviewees reported difficulty comprehending the model and accepting its utility, given the direct service needs of students. Although concerns remained, we found positive impact, including increased awareness of mental health issues and their root causes, a greater sensitivity to students’ social and emotional challenges, and improved capacity to manage behavioral issues in the classroom. Conclusions: Although targeted approaches are needed for high-risk youth, population-level approaches may increase mental health knowledge and skills and support transformation leading to healthier school environments.
{"title":"Supporting Mental Health in School Settings: Findings from a Qualitative Evaluation","authors":"Linda Weiss, M. Jacob, Maya Scherer, A. Borkina","doi":"10.14485/hbpr.8.5.4","DOIUrl":"https://doi.org/10.14485/hbpr.8.5.4","url":null,"abstract":"Objective: In this paper, we describe results from stakeholder interviews conducted to assess implementation and perceived outcomes of a project, implemented in 92 New York City middle and high schools, and focused on building the mental health-related skills of school personnel and promotion of healthier school environments. Methods: As part of a mixed-methods evaluation, we conducted 59 key stakeholder interviews with staff of participating community-based organizations and schools. Interview topics included mental health needs, project activities, engagement by school staff, strengths and challenges of the initiative, and perceived impact. Results: At the start of the project, interviewees reported difficulty comprehending the model and accepting its utility, given the direct service needs of students. Although concerns remained, we found positive impact, including increased awareness of mental health issues and their root causes, a greater sensitivity to students’ social and emotional challenges, and improved capacity to manage behavioral issues in the classroom. Conclusions: Although targeted approaches are needed for high-risk youth, population-level approaches may increase mental health knowledge and skills and support transformation leading to healthier school environments.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47068899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rosenda Murillo, Mariana Vazquez, Isabel Martinez Leal, Daphne C Hernandez, Qian Lu, Lorraine R Reitzel
Objective: The purpose of this qualitative study was to identify perceptions and barriers to physical activity in childhood and adulthood among Latina adults.
Methods: Three focus groups, 2 dyadic interviews, and an individual interview were conducted using semi-structured interview guides with 23 Latina women aged 21-35. A thematic analysis approach employing inductive and deductive coding was utilized to code, categorize, and summarize data into themes.
Results: The themes that emerged focused on: (1) physical activity is enjoyable; (2) family influenced physical activity; (3) different lifestyle in the US influenced physical activity; (4) physical activity is important for health; and (5) responsibilities (eg, work, caregiving) as barriers to physical activity in adulthood.
Conclusions: Perceptions and barriers to physical activity experienced in both childhood and adulthood should be considered in the promotion of physical activity among Latinas.
{"title":"Perceptions and Barriers to Physical Activity in Childhood and Adulthood Among Latinas.","authors":"Rosenda Murillo, Mariana Vazquez, Isabel Martinez Leal, Daphne C Hernandez, Qian Lu, Lorraine R Reitzel","doi":"10.14485/hbpr.8.4.2","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.2","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this qualitative study was to identify perceptions and barriers to physical activity in childhood and adulthood among Latina adults.</p><p><strong>Methods: </strong>Three focus groups, 2 dyadic interviews, and an individual interview were conducted using semi-structured interview guides with 23 Latina women aged 21-35. A thematic analysis approach employing inductive and deductive coding was utilized to code, categorize, and summarize data into themes.</p><p><strong>Results: </strong>The themes that emerged focused on: (1) physical activity is enjoyable; (2) family influenced physical activity; (3) different lifestyle in the US influenced physical activity; (4) physical activity is important for health; and (5) responsibilities (eg, work, caregiving) as barriers to physical activity in adulthood.</p><p><strong>Conclusions: </strong>Perceptions and barriers to physical activity experienced in both childhood and adulthood should be considered in the promotion of physical activity among Latinas.</p>","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8786208/pdf/nihms-1737506.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39724794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marie-Maude Dubuc, Seira Fortin-Suzuki, Sylvie Beaudoin, F. Berrigan, S. Turcotte
Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.
{"title":"High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors","authors":"Marie-Maude Dubuc, Seira Fortin-Suzuki, Sylvie Beaudoin, F. Berrigan, S. Turcotte","doi":"10.14485/hbpr.8.4.5","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.5","url":null,"abstract":"Objective: To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment. Methods: A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model. Results: Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders. Conclusions: Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45935251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Whereas states continue to experiment with liberalized marijuana laws, how these laws impact health, education, and social factors is not yet fully understood. In this study, we examined whether chronic school absenteeism rates changed in Washington State in the presence of recreational marijuana dispensaries pursuant to implementation of the state’s recreational marijuana laws. Methods: We conducted a secondary analysis using school district chronic absenteeism rates before and after the presence of recreational dispensaries. Results: The results of the independent samples t-test showed no statistically significant difference in chronic absenteeism rates among districts with or without recreational marijuana dispensaries. Conclusions: The finding of no statistical significance for chronic absenteeism in districts with and without recreational dispensaries – a pattern that largely persisted among at-risk groups – supports that the presence of recreational marijuana dispensaries seems neither to exacerbate nor improve chronic school absenteeism rates. This finding is important for policymakers, practitioners, and researchers trying to understand the changing marijuana legal landscape.
{"title":"State Recreational Marijuana Laws and Dispensaries: Chronic School Absenteeism in Washington State","authors":"M. Gakh, C. Coughenour, B. Kleven, B. Labus","doi":"10.14485/hbpr.8.4.8","DOIUrl":"https://doi.org/10.14485/hbpr.8.4.8","url":null,"abstract":"Objective: Whereas states continue to experiment with liberalized marijuana laws, how these laws impact health, education, and social factors is not yet fully understood. In this study, we examined whether chronic school absenteeism rates changed in Washington State in the presence of recreational marijuana dispensaries pursuant to implementation of the state’s recreational marijuana laws. Methods: We conducted a secondary analysis using school district chronic absenteeism rates before and after the presence of recreational dispensaries. Results: The results of the independent samples t-test showed no statistically significant difference in chronic absenteeism rates among districts with or without recreational marijuana dispensaries. Conclusions: The finding of no statistical significance for chronic absenteeism in districts with and without recreational dispensaries – a pattern that largely persisted among at-risk groups – supports that the presence of recreational marijuana dispensaries seems neither to exacerbate nor improve chronic school absenteeism rates. This finding is important for policymakers, practitioners, and researchers trying to understand the changing marijuana legal landscape.","PeriodicalId":44486,"journal":{"name":"Health Behavior and Policy Review","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41495509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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