Peer rejection is prevalent among migrant children in China and is associated with psychological and behavioral problems. This study examines the underlying mechanisms of this association and the moderating role of teacher support.
Methods
Data for this study (1667 migrant junior high school students) were obtained from the China Education Panel Survey (CEPS), a large-scale, nationally representative tracking survey designed and implemented by the China Centre for Survey and Data at Renmin University of China.
Results
The results showed that peer rejection positively predicted behavioral problems through the mediating effect of mental health (indirect effect size = 0.062, 95% confidence interval = [0.017–0.109]). In turn, teacher support moderated the effect of peer rejection on migrant children's mental health (B = −0.175, t = −1.996, p < 0.05).
Implications for School Health Policy, Practice, and Equity
The findings underscore the urgent need to integrate teacher support, peer relationships, and inclusive school environments to promote migrant children's mental and behavioral health.
Conclusions
This study identified the mechanisms underlying the association between peer rejection and behavioral problems among migrant children in China, demonstrating the mediating role of mental health and the moderating role of teacher support.
背景：同伴排斥现象在中国流动儿童中普遍存在，并与心理和行为问题有关。本研究探讨了这种关联的潜在机制以及教师支持的调节作用。方法：本研究的数据（1667名流动初中生）来自中国教育小组调查（CEPS），这是一项由中国人民大学中国调查与数据中心设计和实施的具有全国代表性的大规模跟踪调查。结果：同伴排斥通过心理健康的中介效应正向预测行为问题（间接效应量= 0.062,95%置信区间=[0.017-0.109]）。反过来，教师支持调节同伴拒绝对流动儿童心理健康的影响（B = -0.175, t = -1.996, p）。对学校卫生政策、实践和公平的影响：研究结果强调了迫切需要整合教师支持、同伴关系和包容性学校环境，以促进流动儿童的心理和行为健康。结论：本研究明确了同伴排斥与流动儿童行为问题之间的关系机制，并证明了心理健康的中介作用和教师支持的调节作用。
{"title":"How Peer Rejection Affects Behavioral Problems Among China Migrant Children: A Moderated Mediation Model of Mental Health and Teacher Support","authors":"Ziyao Ma, Xiaobin Zhang","doi":"10.1111/josh.70125","DOIUrl":"10.1111/josh.70125","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Peer rejection is prevalent among migrant children in China and is associated with psychological and behavioral problems. This study examines the underlying mechanisms of this association and the moderating role of teacher support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data for this study (1667 migrant junior high school students) were obtained from the China Education Panel Survey (CEPS), a large-scale, nationally representative tracking survey designed and implemented by the China Centre for Survey and Data at Renmin University of China.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed that peer rejection positively predicted behavioral problems through the mediating effect of mental health (indirect effect size = 0.062, 95% confidence interval = [0.017–0.109]). In turn, teacher support moderated the effect of peer rejection on migrant children's mental health (<i>B</i> = −0.175, <i>t</i> = −1.996, <i>p</i> < 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The findings underscore the urgent need to integrate teacher support, peer relationships, and inclusive school environments to promote migrant children's mental and behavioral health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study identified the mechanisms underlying the association between peer rejection and behavioral problems among migrant children in China, demonstrating the mediating role of mental health and the moderating role of teacher support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabriella A. Norwitz, Ann G. Hess, Kaytie Dowcett, Lawrence N. Bailis, Magali Garcia-Pletsch
Background
Ensuring that school-age students have the skills and resources to thrive today as well as the opportunities to forge a path towards long-term wellbeing and success is a primary responsibility of public schools and of communities. This can be challenging, especially in low-resource settings with a preponderance of recent immigrant and non-English speaking students.
Contributions to Practice
Waltham partnership for youth (WPY) is a community-based nonprofit that has been working for over 30 years to meet the needs of students in the city of Waltham in eastern Massachusetts. Here, we review WPY's history, organizational structure, and flagship programs. We present data to demonstrate the success it has had in increasing high-school advancement/graduation rates, reducing school dropout rates, and addressing mental health.
Implications for School Health Policy, Practice, and Equity
Partnering with community-based nonprofits can help public schools address some of the underlying social determinants, thereby improving the long-term success and wellbeing of school-aged youth.
Conclusions
WPY represents a model organization of how to partner with public school systems to access, coordinate, and deliver social support resources to better support the youth in their community.
{"title":"Building Community and Promoting Opportunities for Youth: Waltham Partnership for Youth","authors":"Gabriella A. Norwitz, Ann G. Hess, Kaytie Dowcett, Lawrence N. Bailis, Magali Garcia-Pletsch","doi":"10.1111/josh.70124","DOIUrl":"10.1111/josh.70124","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Ensuring that school-age students have the skills and resources to thrive today as well as the opportunities to forge a path towards long-term wellbeing and success is a primary responsibility of public schools and of communities. This can be challenging, especially in low-resource settings with a preponderance of recent immigrant and non-English speaking students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>Waltham partnership for youth (WPY) is a community-based nonprofit that has been working for over 30 years to meet the needs of students in the city of Waltham in eastern Massachusetts. Here, we review WPY's history, organizational structure, and flagship programs. We present data to demonstrate the success it has had in increasing high-school advancement/graduation rates, reducing school dropout rates, and addressing mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Partnering with community-based nonprofits can help public schools address some of the underlying social determinants, thereby improving the long-term success and wellbeing of school-aged youth.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>WPY represents a model organization of how to partner with public school systems to access, coordinate, and deliver social support resources to better support the youth in their community.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Victoria Y. Dunbar, Kristyn E. Widger, Kassie R. Terrell, Zhigang Xie, Elissa M. Barr
Background
Adverse Childhood Experiences (ACEs) have lasting mental, sexual, and physical health effects, including increased risk of psychological disorders, chronic conditions, and risky sexual behavior. Yet, few studies examine their link to sexual victimization in adolescents, particularly LGBTQIA+ youth. This study addresses these gaps to inform targeted, trauma-informed prevention strategies.
Methods
Using national CDC YRBS data, participants included 10,553 high school students who provided information on both ACEs and sexual victimization. The independent variable included ACEs questions, while the dependent variable included sexual victimization questions. Weighted analysis using SAS version 9.4 included descriptive statistics, Chi squares, and simple and multivariable log-binomial regression.
Results
Half (50.3%) of all participants reported at least one ACE. ACEs were significantly associated with sexual victimization among teens, with transgender students experiencing the highest prevalence of both ACEs and sexual victimization, compared to their cisgender peers.
Implications for School Health Policy, Practice, and Equity
These findings highlight the need for trauma-informed interventions and comprehensive sex education on consent, boundaries, and sexual victimization, with particular focus on LGBTQIA+ students who face elevated risk of ACEs and sexual victimization.
Conclusions
Teens who have experienced ACEs are significantly more likely to report sexual victimization than peers without such experiences. LGBTQIA+ youth reported disproportionately higher rates of both ACEs and sexual victimization.
背景：不良童年经历（ace）具有持久的精神、性和身体健康影响，包括增加心理障碍、慢性疾病和危险的性行为的风险。然而，很少有研究调查他们与青少年，特别是LGBTQIA+青少年的性受害之间的联系。这项研究解决了这些差距，以告知有针对性的，创伤知情的预防策略。方法：使用美国国家疾病控制与预防中心的YRBS数据，参与者包括10553名高中生，他们提供了ace和性受害的信息。自变量包括ace问题，因变量包括性受害问题。使用SAS version 9.4进行加权分析，包括描述性统计、卡方、简单和多变量对数二项回归。结果：一半（50.3%）的参与者报告了至少一次ACE。在青少年中，ace与性侵害显著相关，与他们的顺性别同龄人相比，变性学生经历ace和性侵害的发生率最高。对学校健康政策、实践和公平性的启示：这些发现强调了创伤知情干预和关于同意、界限和性受害的综合性教育的必要性，特别关注那些面临ace和性受害风险较高的LGBTQIA+学生。结论：有ace经历的青少年比没有此类经历的同龄人更有可能报告性侵害。LGBTQIA+青年报告的ace和性侵害的比例都不成比例地高。
{"title":"Exploring the Relationship Between Adverse Childhood Experiences and Sexual Victimization in High School Students","authors":"Victoria Y. Dunbar, Kristyn E. Widger, Kassie R. Terrell, Zhigang Xie, Elissa M. Barr","doi":"10.1111/josh.70120","DOIUrl":"10.1111/josh.70120","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adverse Childhood Experiences (ACEs) have lasting mental, sexual, and physical health effects, including increased risk of psychological disorders, chronic conditions, and risky sexual behavior. Yet, few studies examine their link to sexual victimization in adolescents, particularly LGBTQIA+ youth. This study addresses these gaps to inform targeted, trauma-informed prevention strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using national CDC YRBS data, participants included 10,553 high school students who provided information on both ACEs and sexual victimization. The independent variable included ACEs questions, while the dependent variable included sexual victimization questions. Weighted analysis using SAS version 9.4 included descriptive statistics, Chi squares, and simple and multivariable log-binomial regression.</p>\u0000 </section>\u0000 \u0000 <section> \u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Half (50.3%) of all participants reported at least one ACE. ACEs were significantly associated with sexual victimization among teens, with transgender students experiencing the highest prevalence of both ACEs and sexual victimization, compared to their cisgender peers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These findings highlight the need for trauma-informed interventions and comprehensive sex education on consent, boundaries, and sexual victimization, with particular focus on LGBTQIA+ students who face elevated risk of ACEs and sexual victimization.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Teens who have experienced ACEs are significantly more likely to report sexual victimization than peers without such experiences. LGBTQIA+ youth reported disproportionately higher rates of both ACEs and sexual victimization.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146093864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drug abuse among adolescents is a global public health challenge. While schools are key environments for prevention, the impact of facilitator types and cultural contexts on program success requires clarification.
Methods
This scoping review followed JBI and PRISMA-ScR guidelines. A systematic search of four databases (2015–2025) yielded 27 eligible studies for thematic analysis.
Findings
Interventions targeting life skills led by teachers or peers consistently produced positive outcomes. Conversely, programs led by external authorities, such as police, showed mixed results. For instance, police-led initiatives effective in the US initially showed no impact or adverse effects in Brazil. Evidence indicates that rigorous cultural re-adaptation can eliminate these harms, highlighting that cultural alignment is a prerequisite for program safety.
Implications for School Health Policy, Practice, and Equity
Policy should prioritize tailoring interventions to local contexts over rigid adoption of foreign models. Adaptation is a stepwise process: first ensuring safety, then aiming for effectiveness. Facilitator success relies more on trust and pedagogical skill than formal authority.
Conclusions
In school-based prevention, the messenger is as critical as the message. Success depends on contextual relevance and building genuine trust with adolescents.
{"title":"School-Based Interventions for Drug Use Prevention Among Adolescents: A Scoping Review","authors":"Sunandar Said, Sukri Palutturi, Irwandy, Amran Razak, Syamsuar, Indra Fajarwati Ibnu","doi":"10.1111/josh.70122","DOIUrl":"10.1111/josh.70122","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Drug abuse among adolescents is a global public health challenge. While schools are key environments for prevention, the impact of facilitator types and cultural contexts on program success requires clarification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This scoping review followed JBI and PRISMA-ScR guidelines. A systematic search of four databases (2015–2025) yielded 27 eligible studies for thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Interventions targeting life skills led by teachers or peers consistently produced positive outcomes. Conversely, programs led by external authorities, such as police, showed mixed results. For instance, police-led initiatives effective in the US initially showed no impact or adverse effects in Brazil. Evidence indicates that rigorous cultural re-adaptation can eliminate these harms, highlighting that cultural alignment is a prerequisite for program safety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Policy should prioritize tailoring interventions to local contexts over rigid adoption of foreign models. Adaptation is a stepwise process: first ensuring safety, then aiming for effectiveness. Facilitator success relies more on trust and pedagogical skill than formal authority.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>In school-based prevention, the messenger is as critical as the message. Success depends on contextual relevance and building genuine trust with adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146094450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Does Your School Have a Tobacco Policy?","authors":"Aditi Davray","doi":"10.1111/josh.70123","DOIUrl":"10.1111/josh.70123","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146193683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heather A. Shepherd, Hayley Bobye-Magnusson, Ruth Cavanagh, Michael Simmonds, Carolyn A. Emery, Heather Colquhoun, Nick Reed, Co-Design Team Members
Background
Students want support from their peers to help them at school while they recover from concussion. Educators are responsible for implementing school-based programs, including peer support. We explored educators' perspectives of implementing a novel peer support program “Buddy Program” for students post-concussion.
Methods
We conducted a mixed-methods feasibility case study to explore the feasibility, acceptability, and appropriateness of the Buddy Program.
Results
Thirty-two educators at two independent secondary schools completed the survey and seven educators participated in a follow-up interview. The Buddy Program was perceived to be feasible, appropriate, and acceptable to implement at school. Educators shared that access to social support and opportunities for student leadership, school culture and readiness, and considerations for adopting the Buddy Program affected program implementation.
Implications for School Health Policy, Practice, and Equity
The Buddy Program is a feasible avenue for providing social and academic support to students following a concussion. The implementation of the Buddy Program can be considered for schools as part of a holistic approach to concussion management.
Conclusions
The Buddy Program aligns with school values and may be an avenue to support students returning to school following a concussion.
{"title":"Educators' Perspectives of the Feasibility, Acceptability, and Appropriateness of the Buddy Program for Secondary School Students Post-Concussion","authors":"Heather A. Shepherd, Hayley Bobye-Magnusson, Ruth Cavanagh, Michael Simmonds, Carolyn A. Emery, Heather Colquhoun, Nick Reed, Co-Design Team Members","doi":"10.1111/josh.70119","DOIUrl":"10.1111/josh.70119","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students want support from their peers to help them at school while they recover from concussion. Educators are responsible for implementing school-based programs, including peer support. We explored educators' perspectives of implementing a novel peer support program “Buddy Program” for students post-concussion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a mixed-methods feasibility case study to explore the feasibility, acceptability, and appropriateness of the Buddy Program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty-two educators at two independent secondary schools completed the survey and seven educators participated in a follow-up interview. The Buddy Program was perceived to be feasible, appropriate, and acceptable to implement at school. Educators shared that access to social support and opportunities for student leadership, school culture and readiness, and considerations for adopting the Buddy Program affected program implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The Buddy Program is a feasible avenue for providing social and academic support to students following a concussion. The implementation of the Buddy Program can be considered for schools as part of a holistic approach to concussion management.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The Buddy Program aligns with school values and may be an avenue to support students returning to school following a concussion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12835571/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146054741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lei Wang, Siqi Zhang, Xiaowei Hao, Andrew Peng, Andrew Rule, Huan Wang, Scott Rozelle
Background
High rates of iron-deficiency anemia among school-age children have been a common issue in developing countries. In 2012, China rolled out a school feeding program (SFP) to address this issue. This study assesses changes in anemia rates, as well as potential factors driving these changes, both 3 and 10 years after the SFP was implemented.
Methods
Data were from two cross-sectional surveys (n = 1510) in northwestern China. T-tests were used to compare the differences in health outcomes of students and their dietary diversity across the different sample years. Regressions were used to examine the associations between health outcomes and dietary diversity.
Results
After the SFP was launched, hemoglobin levels of students improved from 126 to 131 g/L between 2015 and 2022/2023; the rates of anemia and stunting decreased from 17% to 6% and 9% to 1%, respectively. A rise in student dietary diversity and an increase in the share of students that consumed iron-rich foods are two main contributing factors.
Implications for School Health Policy, Practice, and Equity
Increase in funding allotted to the SFP over time appears to be a key element in improving the health and nutrition of rural students.
Conclusions
SFP in rural China exemplifies the concrete advantages in improving the health and potential educational outcomes of students.
{"title":"School Feeding Program and Health Outcomes Among School-Aged Children: Evidence From Rural China","authors":"Lei Wang, Siqi Zhang, Xiaowei Hao, Andrew Peng, Andrew Rule, Huan Wang, Scott Rozelle","doi":"10.1111/josh.70118","DOIUrl":"10.1111/josh.70118","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>High rates of iron-deficiency anemia among school-age children have been a common issue in developing countries. In 2012, China rolled out a school feeding program (SFP) to address this issue. This study assesses changes in anemia rates, as well as potential factors driving these changes, both 3 and 10 years after the SFP was implemented.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were from two cross-sectional surveys (<i>n</i> = 1510) in northwestern China. <i>T</i>-tests were used to compare the differences in health outcomes of students and their dietary diversity across the different sample years. Regressions were used to examine the associations between health outcomes and dietary diversity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>After the SFP was launched, hemoglobin levels of students improved from 126 to 131 g/L between 2015 and 2022/2023; the rates of anemia and stunting decreased from 17% to 6% and 9% to 1%, respectively. A rise in student dietary diversity and an increase in the share of students that consumed iron-rich foods are two main contributing factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Increase in funding allotted to the SFP over time appears to be a key element in improving the health and nutrition of rural students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SFP in rural China exemplifies the concrete advantages in improving the health and potential educational outcomes of students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael D. Harries, Elizabeth N. Laska, Sanjana Shankar, Andrea Fawcett, Anna Volerman, Selina Varma Thomas
Background
This scoping review aims to determine if communication regarding mental health conditions between pediatric healthcare providers and K-12 school staff in the United States (US) improves child mental health outcomes and which intervention characteristics enable or hinder communication.
Methods
Our scoping review was conducted according to PRISMA-ScR standards using eight databases for articles published in English from 1987 to 2024. Study inclusion criteria were: (1) took place in the United States, (2) communication between pediatric healthcare provider(s) working outside the school and K-12 school staff member(s), (3) addresses individual mental health, and (4) evaluated impact.
Findings
Of 3482 unique articles that underwent title and abstract review, 67 articles received full-text review, and 10 studies met all criteria. Nine studies found communication led to positive student outcomes, including improved mental health symptoms and disease identification. The most common barriers to effective communication included time, funding, and privacy laws.
Implications for School Health Policy, Practice and Equity
To improve school-based mental health care, school staff and leaders may consider establishing communication with local healthcare providers.
Conclusions
Communication between pediatric healthcare providers and K-12 school staff regarding mental health is a promising lever to improve mental health and education outcomes for children.
{"title":"Communication Regarding Mental Health Between Pediatric Healthcare Providers and K-12 School Staff: A Scoping Review","authors":"Michael D. Harries, Elizabeth N. Laska, Sanjana Shankar, Andrea Fawcett, Anna Volerman, Selina Varma Thomas","doi":"10.1111/josh.70115","DOIUrl":"10.1111/josh.70115","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This scoping review aims to determine if communication regarding mental health conditions between pediatric healthcare providers and K-12 school staff in the United States (US) improves child mental health outcomes and which intervention characteristics enable or hinder communication.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Our scoping review was conducted according to PRISMA-ScR standards using eight databases for articles published in English from 1987 to 2024. Study inclusion criteria were: (1) took place in the United States, (2) communication between pediatric healthcare provider(s) working outside the school and K-12 school staff member(s), (3) addresses individual mental health, and (4) evaluated impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Of 3482 unique articles that underwent title and abstract review, 67 articles received full-text review, and 10 studies met all criteria. Nine studies found communication led to positive student outcomes, including improved mental health symptoms and disease identification. The most common barriers to effective communication included time, funding, and privacy laws.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice and Equity</h3>\u0000 \u0000 <p>To improve school-based mental health care, school staff and leaders may consider establishing communication with local healthcare providers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Communication between pediatric healthcare providers and K-12 school staff regarding mental health is a promising lever to improve mental health and education outcomes for children.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Leider, J. Simon, J. Tully, T. DeClemente, E. Jarpe-Ratner, and J. F. Chriqui, “Impact of a Chicago Public Schools Network Specialist Supporting Health and Wellness Policy Implementation on Student Grades,” Journal of School Health 96, no. 2 (2026): e70106, https://doi.org/10.1111/josh.70106.
Author Jamie F. Chriqui's ORCID was omitted. It is 0000-0003-2538-0276.
We apologize for this error.
J. Leider， J. Simon， J. Tully， T. DeClemente， E. Jarpe-Ratner， J. F. Chriqui，“芝加哥公立学校网络专家支持健康和健康政策实施对学生成绩的影响”，《学校健康杂志》96，第6期。2 (2026): e70106, https://doi.org/10.1111/josh.70106.Author省略了Jamie F. Chriqui的ORCID。电话号码是0000-0003-2538-0276。我们为这个错误道歉。
{"title":"Correction to “Impact of a Chicago Public Schools Network Specialist Supporting Health and Wellness Policy Implementation on Student Grades”","authors":"","doi":"10.1111/josh.70121","DOIUrl":"10.1111/josh.70121","url":null,"abstract":"<p>J. Leider, J. Simon, J. Tully, T. DeClemente, E. Jarpe-Ratner, and J. F. Chriqui, “Impact of a Chicago Public Schools Network Specialist Supporting Health and Wellness Policy Implementation on Student Grades,” <i>Journal of School Health</i> 96, no. 2 (2026): e70106, https://doi.org/10.1111/josh.70106.</p><p>Author Jamie F. Chriqui's ORCID was omitted. It is 0000-0003-2538-0276.</p><p>We apologize for this error.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146031467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nathalie Lissain, Daneah Willis, Kisean Hutson, Omni Cassidy, Marie A. Bragg, Roxanne Dupuis
Background
The school environment plays a vital role in shaping children's health and well-being. Nutrition education supports health promotion and disease prevention; however, it is unclear how comprehensive curricula are in the content they cover. This study explored the content of K-12 nutrition curricula in US public schools.
Methods
We analyzed nutrition education curricula from the 2023–2024 school year across a target sample of 50 states. Materials were collected through online searches and phone calls to districts and schools. We employed content analysis to assess nutrition concepts and modes of curriculum delivery, using a codebook to systematically code the curricula.
Results
We obtained 110 curricula across 38 states. Common concepts included macronutrients (54.5%), micronutrients (55.4%), food groups (58%), and the benefits of good nutrition (69%). Fewer curricula addressed consequences of poor nutrition (44.5%) or behavioral changes like portion size (38.1%). Most curricula (87.2%) used didactic methods, with only 19.5% incorporating hands-on activities. Broader topics such as environmental impacts of food choices (17.2%) were less common.
Implications for School Health Policy, Practice, and Equity
Nutrition education plays a critical role in shaping children's long-term health outcomes; however, challenges remain in ensuring consistent and high-quality instruction.
Conclusions
Nutrition education in the US focuses on core nutrition concepts and often relies on didactic methods, with limited hands-on activities. This highlights the need for more engaging, standardized programs.
{"title":"Evaluating Nutrition Education in K-12 Schools: A Comprehensive Review 2024","authors":"Nathalie Lissain, Daneah Willis, Kisean Hutson, Omni Cassidy, Marie A. Bragg, Roxanne Dupuis","doi":"10.1111/josh.70117","DOIUrl":"10.1111/josh.70117","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The school environment plays a vital role in shaping children's health and well-being. Nutrition education supports health promotion and disease prevention; however, it is unclear how comprehensive curricula are in the content they cover. This study explored the content of K-12 nutrition curricula in US public schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analyzed nutrition education curricula from the 2023–2024 school year across a target sample of 50 states. Materials were collected through online searches and phone calls to districts and schools. We employed content analysis to assess nutrition concepts and modes of curriculum delivery, using a codebook to systematically code the curricula.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We obtained 110 curricula across 38 states. Common concepts included macronutrients (54.5%), micronutrients (55.4%), food groups (58%), and the benefits of good nutrition (69%). Fewer curricula addressed consequences of poor nutrition (44.5%) or behavioral changes like portion size (38.1%). Most curricula (87.2%) used didactic methods, with only 19.5% incorporating hands-on activities. Broader topics such as environmental impacts of food choices (17.2%) were less common.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Nutrition education plays a critical role in shaping children's long-term health outcomes; however, challenges remain in ensuring consistent and high-quality instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Nutrition education in the US focuses on core nutrition concepts and often relies on didactic methods, with limited hands-on activities. This highlights the need for more engaging, standardized programs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 3","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号