Journal of School Health最新文献

Background: Suicide is the second leading cause of death among youth aged 10-24 years in Washington State. Population-based data on suicidality among sexually and gender diverse (SGD) youth and modifiable protective factors from Washington are limited.

Methods: Using data from the 2021 Washington Healthy Youth Survey, a statewide, population-based, cross-sectional survey among 8th-12th graders, we compared suicidality (suicide ideation, planning, and attempt) among SGD youth with heterosexual, cisgender youth. Prevalence ratios (PRs) adjusted for grade and urban-rural status were used to assess family, school, and community protective factors of suicidality among SGD youth.

Results: Of 121,401 included students, 34,635 (28.5%) identified as SGD. Among SGD youth, 41.2% reported suicidal ideation, 32.8% reported suicide planning, and 17.8% reported a suicide attempt during the past year, 3.3-3.8 times higher than heterosexual, cisgender respondents. Having opportunities for school involvement (PR: 0.54; 95% CI: 0.53-0.55) and feeling safe at school (PR: 0.59; 95% CI: 0.58-0.60) were associated with the lowest relative prevalence of suicidal ideation among SGD youth.

Implications for school health policy, practice, and equity: Interventions that engage adults to establish safe and supportive environments might help to prevent suicidality among SGD youth.

Conclusions: Many Washington 8th, 10th, and 12th graders identified as SGD, and these youth experienced a substantial, disproportionate prevalence of suicidality Multiple family, school, and community protective factors were associated with lower suicidality among SGD youth and could be helpful points of intervention for statewide youth suicidality programs.

Background: Weight stigma is prevalent among adolescents and can negatively impact physical and mental health. This study examined the effects of a combined physical activity and attitude education intervention on weight stigma and related outcomes among high school students.

Methods: A randomized controlled trial was conducted with 524 high school students. The intervention group received a 3-month program combining physical activity education and anti-stigma attitude training. Outcomes measured included the use of weight loss medication, physical activity levels, weight loss, and depressive symptoms.

Results: The intervention group showed significant decreases in weight loss medication use and depressive symptoms, and increases in physical activity levels compared to the control group. No significant differences were observed in weight loss between groups. Gender differences were noted, with girls showing greater improvements in physical activity.

Implications: Findings support integrating weight stigma reduction strategies into school health programs. Schools should adopt attitude modification approaches, promote inclusive physical activities, and foster social support to address weight stigma and associated depression symptoms.

Conclusions: Combining physical activity and attitude education can effectively reduce weight stigma and improve health behaviors among high school students. Future research should explore long-term effects and tailored approaches for different student populations.

Background: The COVID-19 pandemic elevated mental health needs among students. As such, in 2022 Chicago Public Schools (CPS) introduced the Comprehensive Mental Health and Suicide Prevention Policy to deliver mental health awareness and services to all pK-12th grade students. While transitioning back to in-person learning, an evaluation was conducted in the 2022-2023 school year to identify current practices and barriers of delivery, and identify lessons learned to support the policy in schools.

Methods: Interviews were conducted with 30 staff members who delivered mental health services. Interviews were recorded, transcribed, and thematically coded.

Results: Themes identified in the interview highlighted barriers to providing mental health supports included: 1) overwhelming number of mental health cases with limited time and capacity; 2) mental health stigma among families and staff, and 3) the lack of diversity representation among mental health professionals in schools and the communities. Implications for School Health Policy, Practice, and Equity: CPS prioritized and elevated awareness of resources, training sessions and policies guidance through toolkits, newsletters, mandated trainings, and communication about new state mental health laws.

Conclusions: The pandemic disrupted mental health services and illuminated critical barriers to access. CPS' Office of Student Health and Wellness used these findings to provide additional training and technical assistance for staff, families, and the community.

Background: Additive manufacturing or 3-dimensional (3D) printing is an emerging technology with increasing prevalence in non-industrial settings such as university and school settings. However, printers are often located in spaces not designed for this purpose.

Methods: 3D-printer use in 11 university and K-12 schools was evaluated by identifying emissions using area air sampling for volatile organic compounds (VOCs) and particle counting instruments (PCIs) measuring ultrafine particulate (UFP) and evaluating controls to reduce potential exposure. Ventilation in printer locations was also characterized.

Results: VOCs and UFP were identified during 3D printing. Best-practice recommendations were provided to school health and safety staff to protect users, including workers and students. Recommendations included installing and implementing engineering controls, administrative controls, and personal protective equipment (PPE) to minimize exposure to 3D printer emissions.

Implications: School health and safety staff can translate findings and recommendations for these 11 evaluations to identify 3D-printing areas on their campuses and use principles of industrial hygiene to protect workers and students and prevent the movement of emissions.

Conclusions: VOCs and UFP were detected during 3D printing. There were opportunities to improve health and safety practices and reduce potential exposure when using 3D printing technologies.

Background: Concussion-related guidelines appear to be inconsistently implemented in secondary schools in Aotearoa New Zealand. The purpose of this qualitative Participatory Action Research study was to describe key school stakeholders' perceptions of their current concussion management processes.

Methods: Seventeen focus groups, two dyad, and nine individual interviews were conducted with stakeholders (n = 95) from six secondary schools and healthcare clinics, exploring their perceptions of barriers and facilitators to concussion management. We used thematic analysis to analyze data.

Results: Our analysis identified five overarching and inter-relating themes: Hit or miss, the need for a clear pathway; the school context; aligning attitudes and enacting values; concussion knowledge and education; and complexity of concussion. The effectiveness of concussion management in secondary school settings is shaped by the dynamic interaction of these five themes.

Implications for school health policy, practice, and equity: These findings highlight the need to develop a context-sensitive framework that can assist schools with real-world implementation of concussion management guidelines, for both sports and non-sports related concussions.

Conclusions: The intent to support students was evident among most stakeholders yet appeared to be limited by lack of structured processes to follow, resources, unfavorable attitudes towards concussion management, and lack of knowledge.