Early childhood is a critical period for establishing lifelong habits, and the presence of healthy role models can play a pivotal role in shaping children's nutrition-related behaviors. The Teacher Education and Classroom Habits (T.E.A.C.H.) Study aimed to improve teachers' nutrition knowledge, beliefs, and behaviors.
Methods
Ninety-five early childhood Montessori teachers from 45 schools across 24 US states participated in a virtual nutrition intervention with synchronous and asynchronous learning modalities. Hierarchical linear modeling was utilized to evaluate changes in nutrition knowledge (NK), nutrition self-efficacy (NSE), nutrition teaching self-efficacy (NTSE), cultural competence (CC), classroom-eating behaviors (CEB), classroom food practices (CFP), nutrition teaching practices (NTP), and teacher-parent communication (TPC).
Results
Significant improvements from baseline (week-0) to post-intervention (week-6) were observed in NK, NSE, NTSE, CC, NTP, and TPC. Aside from NSE, sustained changes at follow-up (week-12) were observed in all variables.
Implications for School Health Policy, Practice, and Equity
Findings suggest that implementing flexible nutrition training as part of teacher professional development may support long-term improvements in classroom practices and promote equitable access to school-based health initiatives.
Conclusion
This study demonstrates that a virtual nutrition intervention for teachers, with combined synchronous and asynchronous learning, can lead to sustained improvements in teachers' nutrition-related role modeling abilities and classroom nutrition practices.
{"title":"Effects of a Virtual Nutrition Intervention on Montessori Teachers' Nutrition Role Modeling Abilities and Classroom Practices","authors":"Nicole Vitale, Sabrina Sales Martinez, Cristina Palacios, Florence George, Catherine Coccia","doi":"10.1111/josh.70114","DOIUrl":"10.1111/josh.70114","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Early childhood is a critical period for establishing lifelong habits, and the presence of healthy role models can play a pivotal role in shaping children's nutrition-related behaviors. The Teacher Education and Classroom Habits (T.E.A.C.H.) Study aimed to improve teachers' nutrition knowledge, beliefs, and behaviors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Ninety-five early childhood Montessori teachers from 45 schools across 24 US states participated in a virtual nutrition intervention with synchronous and asynchronous learning modalities. Hierarchical linear modeling was utilized to evaluate changes in nutrition knowledge (NK), nutrition self-efficacy (NSE), nutrition teaching self-efficacy (NTSE), cultural competence (CC), classroom-eating behaviors (CEB), classroom food practices (CFP), nutrition teaching practices (NTP), and teacher-parent communication (TPC).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Significant improvements from baseline (week-0) to post-intervention (week-6) were observed in NK, NSE, NTSE, CC, NTP, and TPC. Aside from NSE, sustained changes at follow-up (week-12) were observed in all variables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings suggest that implementing flexible nutrition training as part of teacher professional development may support long-term improvements in classroom practices and promote equitable access to school-based health initiatives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study demonstrates that a virtual nutrition intervention for teachers, with combined synchronous and asynchronous learning, can lead to sustained improvements in teachers' nutrition-related role modeling abilities and classroom nutrition practices.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145953560","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}
Abigail Liberty, Kimberly Schaefer, Reed Sheridan, Maria I. Rodriguez
Background
Adolescents are uniquely vulnerable to Crisis Pregnancy Centers (CPCs), which advertise free reproductive health services but do not provide licensed healthcare or transparency in their practices. Despite the prevalence and harms of attending these clinics, no studies to date have characterized adolescents' baseline understanding and desired knowledge about CPCs.
Methods
We conducted 3 focus groups with a total of 14 adolescents from across Oregon to characterize baseline knowledge about CPCs as well as desired knowledge, including preferred educational activities. Pre- and post- focus group surveys characterized familiarity with CPCs. Focus group transcripts were analyzed for thematic saturation using Atlas.Ti.
Results
Adolescents reported little (n = 7, 50%) to no knowledge (n = 7, 50%) about CPCs at baseline and 100% (n = 14) reported increased knowledge by participating in the focus group. Adolescents emphasized the importance of school and health classes to set the foundation for their perception of accurate medical information. Participants reported a strong desire for more information about CPCs in school for their own self-advocacy and to foster their values clarification when seeking healthcare independently.
Implications for School Policy
Schools can and should include information about CPCs in adolescent health classes. Education about CPCs may be incorporated into state and national educational standards about accessing and acquiring health information and local resources.
Conclusions
Education about CPCs in schools is desired by adolescents for self-advocacy and harm prevention.
{"title":"Combatting Misinformation: Adolescents' Reported Need and Desire for School-Based Education About Crisis Pregnancy Centers","authors":"Abigail Liberty, Kimberly Schaefer, Reed Sheridan, Maria I. Rodriguez","doi":"10.1111/josh.70109","DOIUrl":"10.1111/josh.70109","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adolescents are uniquely vulnerable to Crisis Pregnancy Centers (CPCs), which advertise free reproductive health services but do not provide licensed healthcare or transparency in their practices. Despite the prevalence and harms of attending these clinics, no studies to date have characterized adolescents' baseline understanding and desired knowledge about CPCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted 3 focus groups with a total of 14 adolescents from across Oregon to characterize baseline knowledge about CPCs as well as desired knowledge, including preferred educational activities. Pre- and post- focus group surveys characterized familiarity with CPCs. Focus group transcripts were analyzed for thematic saturation using Atlas.Ti.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Adolescents reported little (<i>n</i> = 7, 50%) to no knowledge (<i>n</i> = 7, 50%) about CPCs at baseline and 100% (<i>n</i> = 14) reported increased knowledge by participating in the focus group. Adolescents emphasized the importance of school and health classes to set the foundation for their perception of accurate medical information. Participants reported a strong desire for more information about CPCs in school for their own self-advocacy and to foster their values clarification when seeking healthcare independently.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Policy</h3>\u0000 \u0000 <p>Schools can and should include information about CPCs in adolescent health classes. Education about CPCs may be incorporated into state and national educational standards about accessing and acquiring health information and local resources.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Education about CPCs in schools is desired by adolescents for self-advocacy and harm prevention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12790672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145949370","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}
The well-being of school principals and the factors that influence it is a research area that is gaining increasing attention in the literature. School principals experience high levels of work-related stress with potential negative effects for work-ability, climate, and school effectiveness.
Methods
This study examined the work and health outcomes of Italian comprehensive and high school principals during the COVID-19 pandemic. This study was part of the Global Health Literacy Research Network. Two hierarchical multiple binary logistic regression models were performed with exhaustion and well-being as outcomes.
Results
School principals reported high levels of exhaustion and low levels of well-being. School principals from high schools were more likely to report exhaustion. Exhaustion was positively associated with work extensification and perceived helplessness and negatively associated with work-related sense of coherence. Well-being was positively associated with work-related sense of coherence and perceived self-efficacy and negatively associated with work extensification and perceived helplessness.
Implications for School Health Policy, Practice, and Equity
These findings highlighted the importance of job-related perceptions and self-endangering behaviors for exhaustion and well-being, suggesting concrete recommendations for health-promoting interventions.
Conclusions
The results provide an overview of the well-being of Italian school principals during the COVID-19 pandemic, highlighting the importance of different dimensions.
{"title":"How to Promote School Principals' Well-Being? The Role of Job-Related Perceptions and Behaviors","authors":"Stefano Delbosq, Chiara Lorini, Guglielmo Bonaccorsi, Patrizio Zanobini, Luca Piero Vecchio, Orkan Okan, Kevin Dadaczynski, Veronica Velasco","doi":"10.1111/josh.70111","DOIUrl":"10.1111/josh.70111","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The well-being of school principals and the factors that influence it is a research area that is gaining increasing attention in the literature. School principals experience high levels of work-related stress with potential negative effects for work-ability, climate, and school effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study examined the work and health outcomes of Italian comprehensive and high school principals during the COVID-19 pandemic. This study was part of the Global Health Literacy Research Network. Two hierarchical multiple binary logistic regression models were performed with exhaustion and well-being as outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>School principals reported high levels of exhaustion and low levels of well-being. School principals from high schools were more likely to report exhaustion. Exhaustion was positively associated with work extensification and perceived helplessness and negatively associated with work-related sense of coherence. Well-being was positively associated with work-related sense of coherence and perceived self-efficacy and negatively associated with work extensification and perceived helplessness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These findings highlighted the importance of job-related perceptions and self-endangering behaviors for exhaustion and well-being, suggesting concrete recommendations for health-promoting interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results provide an overview of the well-being of Italian school principals during the COVID-19 pandemic, highlighting the importance of different dimensions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145949434","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}
As school shootings and youth gun violence continue to rise in the United States, it is imperative to identify risk factors linked to gun carrying among adolescents. This study examines the relationship between perceived school alienation and the likelihood of adolescents carrying a gun to school. Specifically, it tests whether school alienation increases adolescent inclination to carry a gun to school.
Methods
This study used an all-male sample from waves I (1994–1995) and II (1996) of the National Longitudinal Study of Adolescent to Adult Health (Add Health) with a final analytic sample size of (N = 6577). A logistic regression model was estimated to assess the relationship between school alienation and gun carrying, controlling for statistically relevant variables such as gang membership.
Results
Our analysis revealed a positive and significant relationship between school alienation and gun carrying among adolescent males. More specifically, as school alienation increased, adolescents' odds of carrying a gun to school also increased by 9%.
Implications for School Health, Policy, Practice, and Equity
Readily accessible mental health resources should be implemented within schools for students that may show early signs of alienation, in attempts to lower the prevalence of gun carrying within schools.
Conclusions
Findings suggest that school alienation is attributed to an increased inclination to subsequently carry a gun to school among adolescent males.
{"title":"Adapting to the Disconnection: An Examination of School Alienation and Adolescent Gun Carrying","authors":"Joshua Rosenbaum, Kenneth Lomenzo, Peyton Stephenson, D'Andre Walker","doi":"10.1111/josh.70113","DOIUrl":"10.1111/josh.70113","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>As school shootings and youth gun violence continue to rise in the United States, it is imperative to identify risk factors linked to gun carrying among adolescents. This study examines the relationship between perceived school alienation and the likelihood of adolescents carrying a gun to school. Specifically, it tests whether school alienation increases adolescent inclination to carry a gun to school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study used an all-male sample from waves I (1994–1995) and II (1996) of the National Longitudinal Study of Adolescent to Adult Health (Add Health) with a final analytic sample size of (<i>N</i> = 6577). A logistic regression model was estimated to assess the relationship between school alienation and gun carrying, controlling for statistically relevant variables such as gang membership.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our analysis revealed a positive and significant relationship between school alienation and gun carrying among adolescent males. More specifically, as school alienation increased, adolescents' odds of carrying a gun to school also increased by 9%.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health, Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Readily accessible mental health resources should be implemented within schools for students that may show early signs of alienation, in attempts to lower the prevalence of gun carrying within schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings suggest that school alienation is attributed to an increased inclination to subsequently carry a gun to school among adolescent males.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145919057","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}
Synthetic cannabinoids (SCs), such as Spice and K2, appeal to adolescents because they are inexpensive and often evade standard drug tests. We assessed associations between SC use and sports-related traumatic brain injuries (TBIs) among US adolescents.
Methods
We analyzed nationally representative Youth Risk Behavior Survey data from 2017–2021 (n = 27,482). Sports-related TBIs were defined as self-reported concussion in the past year. SC use was defined as lifetime use. Weighted multivariable logistic regression assessed the associations, adjusting for demographic and behavioral factors.
Results
Overall, 6.0% reported SC use, and 13% reported a sports-related TBI. TBI prevalence was higher among SC users (22.9%) than non-users (12.4%). SC use was associated with increased odds of a sports-related TBI (AOR 1.48, 95% CI 1.30–1.70). Other significant predictors included boys vs. girls (AOR 1.38, 95% CI 1.28–1.49), Black race vs. White (AOR 1.26, 95% CI 1.13–1.40), current alcohol use (AOR 1.75, 95% CI 1.61–1.91), marijuana use (AOR 1.16, 95% CI 1.05–1.28), depressive symptoms (AOR 1.21, 95% CI 1.11–1.32), and suicidal ideation (AOR 1.14, 95% CI 1.03–1.25).
Implications for School Health Policy, Practice, and Equity
Incorporating SC-use screening into sports physicals and improving equitable access to concussion education may help reduce preventable injuries.
Conclusions
SC use is associated with elevated sports-related concussion risk among adolescents.
背景：合成大麻素（SCs），如Spice和K2，对青少年有吸引力，因为它们价格低廉，而且经常逃避标准药物测试。我们评估了美国青少年中SC使用与运动相关创伤性脑损伤（tbi）之间的关系。方法：我们分析了2017-2021年具有全国代表性的青少年风险行为调查数据（n = 27,482）。与运动相关的脑损伤被定义为在过去一年中自我报告的脑震荡。SC使用被定义为终身使用。加权多变量逻辑回归评估了相关性，调整了人口统计学和行为因素。结果：总体而言，6.0%报告使用SC， 13%报告与运动相关的TBI。SC使用者的TBI患病率（22.9%）高于非使用者（12.4%）。SC的使用与运动相关TBI的发生率增加相关（AOR 1.48, 95% CI 1.30-1.70）。其他重要的预测因素包括男孩vs女孩（AOR 1.38, 95% CI 1.28-1.49）、黑人vs白人（AOR 1.26, 95% CI 1.13-1.40）、当前饮酒（AOR 1.75, 95% CI 1.61-1.91）、大麻使用（AOR 1.16, 95% CI 1.05-1.28）、抑郁症状（AOR 1.21, 95% CI 1.11-1.32）和自杀意念（AOR 1.14, 95% CI 1.03-1.25）。对学校健康政策、实践和公平的影响：将sc使用筛查纳入体育运动和改善脑震荡教育的公平机会可能有助于减少可预防的伤害。结论：SC的使用与青少年运动相关脑震荡风险升高有关。
{"title":"Synthetic Cannabinoid Use and Sports-Related Concussion Risk Among US Adolescents: Implications for School Health Screening and Prevention","authors":"Saurabh Kalra, Nandakumar Nagaraja, Deepak Kalra","doi":"10.1111/josh.70112","DOIUrl":"10.1111/josh.70112","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Synthetic cannabinoids (SCs), such as Spice and K2, appeal to adolescents because they are inexpensive and often evade standard drug tests. We assessed associations between SC use and sports-related traumatic brain injuries (TBIs) among US adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analyzed nationally representative Youth Risk Behavior Survey data from 2017–2021 (<i>n</i> = 27,482). Sports-related TBIs were defined as self-reported concussion in the past year. SC use was defined as lifetime use. Weighted multivariable logistic regression assessed the associations, adjusting for demographic and behavioral factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Overall, 6.0% reported SC use, and 13% reported a sports-related TBI. TBI prevalence was higher among SC users (22.9%) than non-users (12.4%). SC use was associated with increased odds of a sports-related TBI (AOR 1.48, 95% CI 1.30–1.70). Other significant predictors included boys vs. girls (AOR 1.38, 95% CI 1.28–1.49), Black race vs. White (AOR 1.26, 95% CI 1.13–1.40), current alcohol use (AOR 1.75, 95% CI 1.61–1.91), marijuana use (AOR 1.16, 95% CI 1.05–1.28), depressive symptoms (AOR 1.21, 95% CI 1.11–1.32), and suicidal ideation (AOR 1.14, 95% CI 1.03–1.25).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Incorporating SC-use screening into sports physicals and improving equitable access to concussion education may help reduce preventable injuries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SC use is associated with elevated sports-related concussion risk among adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12768592/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145907062","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}
Samira Obeid, Tikva Peretz, Shani Barzilai, Olga Winizki, Orna Baron-Epel
Background
School-based health promotion programs can improve children's health outcomes. This study examined levels of implementation of health promotion by Areas of Action in health-promoting schools (HPS) and non-HPS in Israel.
Methods
A cross-sectional survey was conducted among principals from 637 of 771 Israeli elementary and middle schools (52% Jewish, 48% Arab). The questionnaire assessed school activities according to Action Areas and domains of the Ottawa Charter.
Results
HPS recognition rates were 64% in secular Jewish schools and 69% in Arab schools. Among non-HPS schools, 54% (n = 164) reported health promotion activities. HPSs had higher activity levels than non-HPSs in the domains of policy (M = 7.79 vs. 5.45), environment (7.78 vs. 6.85), health education (2.01 vs. 1.67), and staff training and empowerment (1.71 vs. 0.97), all p < 0.001. Community involvement was also higher (90.8% vs. 58.6%, χ2 (1) = 62.92, p < 0.001. In Jewish schools, a higher socioeconomic status (SES) correlated with increased activity (B = 0.13, β = 0.107, t = 2.38, p < 0.05). Among Arab schools, SES was not significantly related to most domains, except for staff training and community involvement, where associations were negative.
Implications for School Health Policy, Practice, and Equity
A comprehensive, equity-oriented policy is needed to ensure equal opportunities for health promotion, particularly in underserved communities.
Conclusions
Strengthening the implementation of the Ottawa Charter principles alongside formal recognition of HPSs is fundamental to advancing effective school health promotion.
背景：以学校为基础的健康促进计划可以改善儿童的健康结果。这项研究检查了以色列健康促进学校和非健康促进学校的“行动领域”促进健康的实施水平。方法：对以色列771所中小学中的637所校长（犹太校长占52%，阿拉伯校长占48%）进行横断面调查。问卷根据渥太华宪章的行动领域和领域评估学校活动。结果：世俗犹太学校的HPS识别率为64%，阿拉伯学校为69%。在非hps学校中，54% （n = 164）报告了健康促进活动。在政策（M = 7.79 vs. 5.45）、环境（M = 7.78 vs. 6.85）、健康教育（M = 2.01 vs. 1.67）和员工培训和赋权（M = 1.71 vs. 0.97）等领域，高健康服务人员的活动水平高于非高健康服务人员，所有p 2 (1) = 62.92， p对学校健康政策、实践和公平的影响：需要一个全面的、以公平为导向的政策来确保健康促进的平等机会，特别是在服务不足的社区。结论：加强《渥太华宪章》原则的实施，同时正式承认卫生保健服务，是有效推进学校健康促进的基础。
{"title":"Health-Promoting Schools in Israel, Applying the Ottawa Charter for Health Promotion","authors":"Samira Obeid, Tikva Peretz, Shani Barzilai, Olga Winizki, Orna Baron-Epel","doi":"10.1111/josh.70105","DOIUrl":"10.1111/josh.70105","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School-based health promotion programs can improve children's health outcomes. This study examined levels of implementation of health promotion by Areas of Action in health-promoting schools (HPS) and non-HPS in Israel.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional survey was conducted among principals from 637 of 771 Israeli elementary and middle schools (52% Jewish, 48% Arab). The questionnaire assessed school activities according to Action Areas and domains of the Ottawa Charter.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>HPS recognition rates were 64% in secular Jewish schools and 69% in Arab schools. Among non-HPS schools, 54% (<i>n</i> = 164) reported health promotion activities. HPSs had higher activity levels than non-HPSs in the domains of policy (M = 7.79 vs. 5.45), environment (7.78 vs. 6.85), health education (2.01 vs. 1.67), and staff training and empowerment (1.71 vs. 0.97), all <i>p</i> < 0.001. Community involvement was also higher (90.8% vs. 58.6%, <i>χ</i><sup>2</sup> (1) = 62.92, <i>p</i> < 0.001. In Jewish schools, a higher socioeconomic status (SES) correlated with increased activity (<i>B</i> = 0.13, <i>β</i> = 0.107, <i>t</i> = 2.38, <i>p</i> < 0.05). Among Arab schools, SES was not significantly related to most domains, except for staff training and community involvement, where associations were negative.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>A comprehensive, equity-oriented policy is needed to ensure equal opportunities for health promotion, particularly in underserved communities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Strengthening the implementation of the Ottawa Charter principles alongside formal recognition of HPSs is fundamental to advancing effective school health promotion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12766060/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901478","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}
Suicidal ideation affects millions of adolescents, with about one-in-eight American high school students experiencing suicidal ideation in a given year. Transgender youth and those who have been victimized are at elevated risk.
Methods
Using a sample of over 300,000 American youth, this study examines the prevalence rates of and risk factors associated with suicidal ideation. Differences and similarities between transgender and non-transgender youth are examined.
Results
Analyses indicate that approximately 18.4% of American high school students have seriously considered suicide within a one-year period. Transgender youth, however, were 2.6 times as likely (47.1%) to report suicidal ideation than high school students in general. Results of cross-sectional regression models find that multiple forms of victimization are predictive of suicidal ideation.
Implications for School Health Policy, Practice, and Equity
Intervention strategies, including counseling, are advisable for youth who are at risk for suicidal ideation, such as those who have been victimized or identify as transgender. Supporting the well-being of youth through systemic policy and practice changes may also lead to improved mental health for those at risk.
Conclusions
Transgender identity is a strong predictor of suicidal ideation even after controlling for other risk factors, such as victimization and substance use. Expanded prevention and intervention efforts are needed to address this growing mental health crisis.
{"title":"Gender Identity, Victimization, and Suicidal Ideation: Comparing Risk Factors Among Transgender and Non-Transgender Youth","authors":"Whitney DeCamp","doi":"10.1111/josh.70110","DOIUrl":"10.1111/josh.70110","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Suicidal ideation affects millions of adolescents, with about one-in-eight American high school students experiencing suicidal ideation in a given year. Transgender youth and those who have been victimized are at elevated risk.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a sample of over 300,000 American youth, this study examines the prevalence rates of and risk factors associated with suicidal ideation. Differences and similarities between transgender and non-transgender youth are examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analyses indicate that approximately 18.4% of American high school students have seriously considered suicide within a one-year period. Transgender youth, however, were 2.6 times as likely (47.1%) to report suicidal ideation than high school students in general. Results of cross-sectional regression models find that multiple forms of victimization are predictive of suicidal ideation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Intervention strategies, including counseling, are advisable for youth who are at risk for suicidal ideation, such as those who have been victimized or identify as transgender. Supporting the well-being of youth through systemic policy and practice changes may also lead to improved mental health for those at risk.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Transgender identity is a strong predictor of suicidal ideation even after controlling for other risk factors, such as victimization and substance use. Expanded prevention and intervention efforts are needed to address this growing mental health crisis.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12765623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145901484","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}
Ria Ravi, Nicholas Wilson, Emma Ableman, Khadeejah Franklin, Daniel Resnick, Chris Peltier, Yonit Lax
<p>Childhood food insecurity (CFI) is defined as children lacking reliable access to nutritious food necessary for development and healthy living [<span>1</span>]. Food security is categorized into four classifications: high food security which has no reports of limited access to food, marginal food security which may have a few indicators of food insecurity such as anxiety over food sufficiency, low food security which is noted by reduced quality or variety, and very low food security which is characterized by disrupted eating patterns and reduced food intake [<span>2</span>]. Accordingly, CFI is defined by children who fall into the low food security and very low food security classifications. Poverty and social instability at the individual and societal level lead to severe nutritional gaps. While a constraint on normal pediatric development, CFI also contributes to the incidence and exacerbation of illness [<span>3</span>].</p><p>While CFI is a global issue, its prevalence in the United States remains deeply concerning and unevenly distributed. In 2022, 17.3% of US households with children reported food insecurity representing a sharp increase from 12.5% in 2021. Households with children are the largest demographic suffering from food insecurity in the United States [<span>4</span>]. Racial and ethnic disparities remain stark: approximately 23% of non-Hispanic Black and 19% of Hispanic households with children experience food insecurity, compared to 8% of non-Hispanic White households [<span>5</span>]. Geographically, CFI is most concentrated in rural and southern states–areas where structural poverty, limited access to nutritious food, and underfunded social services converge to deepen inequity [<span>6</span>]. These disparities undermine child development, cognitive growth, and educational outcomes.</p><p>Proper nutrition is essential to childhood development, supporting cognitive function, physical growth, and long-term health [<span>7-10</span>]. School meals are a vital intervention against food insecurity, providing children with key nutrients—such as protein, fiber, calcium, and whole grains [<span>11</span>].</p><p>Undernutrition impacts several physiological functions. For example, chronic undernutrition impairs both innate and adaptive immunity, leading to thymic atrophy, reduced T-cell function, and increased infection risk due to weakened barriers and disrupted cytokine signaling [<span>12</span>]. Micronutrient deficiencies such as vitamin A and zinc compromise epithelial barrier integrity and cytokine signaling, which increase susceptibility to respiratory and gastrointestinal infections [<span>13</span>]. Iron deficiency may cause anemia, reducing oxygen delivery and affecting cognition and energy [<span>14</span>]. Dysregulation of the HPA axis in undernourished children also heightens stress, vulnerability, and risk for metabolic disorders later in life [<span>15</span>]. Food-insecure children are more prone to chronic dise
{"title":"Feeding Minds, Building Societies: The Transformative Power of Universal School Meals","authors":"Ria Ravi, Nicholas Wilson, Emma Ableman, Khadeejah Franklin, Daniel Resnick, Chris Peltier, Yonit Lax","doi":"10.1111/josh.70108","DOIUrl":"10.1111/josh.70108","url":null,"abstract":"<p>Childhood food insecurity (CFI) is defined as children lacking reliable access to nutritious food necessary for development and healthy living [<span>1</span>]. Food security is categorized into four classifications: high food security which has no reports of limited access to food, marginal food security which may have a few indicators of food insecurity such as anxiety over food sufficiency, low food security which is noted by reduced quality or variety, and very low food security which is characterized by disrupted eating patterns and reduced food intake [<span>2</span>]. Accordingly, CFI is defined by children who fall into the low food security and very low food security classifications. Poverty and social instability at the individual and societal level lead to severe nutritional gaps. While a constraint on normal pediatric development, CFI also contributes to the incidence and exacerbation of illness [<span>3</span>].</p><p>While CFI is a global issue, its prevalence in the United States remains deeply concerning and unevenly distributed. In 2022, 17.3% of US households with children reported food insecurity representing a sharp increase from 12.5% in 2021. Households with children are the largest demographic suffering from food insecurity in the United States [<span>4</span>]. Racial and ethnic disparities remain stark: approximately 23% of non-Hispanic Black and 19% of Hispanic households with children experience food insecurity, compared to 8% of non-Hispanic White households [<span>5</span>]. Geographically, CFI is most concentrated in rural and southern states–areas where structural poverty, limited access to nutritious food, and underfunded social services converge to deepen inequity [<span>6</span>]. These disparities undermine child development, cognitive growth, and educational outcomes.</p><p>Proper nutrition is essential to childhood development, supporting cognitive function, physical growth, and long-term health [<span>7-10</span>]. School meals are a vital intervention against food insecurity, providing children with key nutrients—such as protein, fiber, calcium, and whole grains [<span>11</span>].</p><p>Undernutrition impacts several physiological functions. For example, chronic undernutrition impairs both innate and adaptive immunity, leading to thymic atrophy, reduced T-cell function, and increased infection risk due to weakened barriers and disrupted cytokine signaling [<span>12</span>]. Micronutrient deficiencies such as vitamin A and zinc compromise epithelial barrier integrity and cytokine signaling, which increase susceptibility to respiratory and gastrointestinal infections [<span>13</span>]. Iron deficiency may cause anemia, reducing oxygen delivery and affecting cognition and energy [<span>14</span>]. Dysregulation of the HPA axis in undernourished children also heightens stress, vulnerability, and risk for metabolic disorders later in life [<span>15</span>]. Food-insecure children are more prone to chronic dise","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12750413/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145858579","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}
Youth mental health concerns are rising, with schools key access points for support. Interdisciplinary collaboration among school mental health professionals (SMHPs) is vital for addressing complex needs but is often hindered by role ambiguity, staffing shortages, and systemic barriers. This study explored SMHPs' lived collaboration experiences in U.S. public schools.
Methods
Using a qualitative phenomenological approach, semi-structured interviews were conducted with 19 SMHPs across K–12 settings. Data were analyzed to identify themes describing collaboration experiences.
Results
Five themes emerged: (1) context for collaboration, including formal structures like MTSS and informal interactions; (2) benefits such as holistic care, efficiency, and preventing students from “falling through the cracks”; (3) facilitators like clear communication, trust, and respect; (4) barriers including confidentiality constraints, role confusion, and limited time; and (5) training needs, with participants calling for interdisciplinary preparation and ongoing development.
Implications for School Health Policy, Practice, and Equity
The study highlights the importance of structured, role-aware collaboration. Recommendations include collaboration agreements, peer learning communities, and interdisciplinary training in graduate programs. School leaders should embed collaboration into improvement plans to enhance coordinated student support.
Conclusion
Strengthening structured interdisciplinary teamwork and clarifying roles can improve school mental health service delivery and student outcomes.
{"title":"A Phenomenological Investigation of Interdisciplinary Mental Health Collaboration in Schools","authors":"Rawn Boulden, Sarah Henry","doi":"10.1111/josh.70107","DOIUrl":"10.1111/josh.70107","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Youth mental health concerns are rising, with schools key access points for support. Interdisciplinary collaboration among school mental health professionals (SMHPs) is vital for addressing complex needs but is often hindered by role ambiguity, staffing shortages, and systemic barriers. This study explored SMHPs' lived collaboration experiences in U.S. public schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a qualitative phenomenological approach, semi-structured interviews were conducted with 19 SMHPs across K–12 settings. Data were analyzed to identify themes describing collaboration experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Five themes emerged: (1) context for collaboration, including formal structures like MTSS and informal interactions; (2) benefits such as holistic care, efficiency, and preventing students from “falling through the cracks”; (3) facilitators like clear communication, trust, and respect; (4) barriers including confidentiality constraints, role confusion, and limited time; and (5) training needs, with participants calling for interdisciplinary preparation and ongoing development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The study highlights the importance of structured, role-aware collaboration. Recommendations include collaboration agreements, peer learning communities, and interdisciplinary training in graduate programs. School leaders should embed collaboration into improvement plans to enhance coordinated student support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Strengthening structured interdisciplinary teamwork and clarifying roles can improve school mental health service delivery and student outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12743203/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145844528","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}
Julien Leider, Jeremiah Simon, Jamie Tully, Tarrah DeClemente, Elizabeth Jarpe-Ratner, Jamie F. Chriqui
Background
School health and wellness-related policies are associated with improvements in student health, but implementation varies. A Healthy Chicago Public Schools (CPS) Network Specialist position was developed to support policy implementation in one of 13 CPS elementary/middle school networks. This quasi-experimental study examines the impact of a Specialist position on student academic performance.
Methods
Self-reported grades were obtained from 2021 to 2023 middle school Youth Risk Behavior Survey data (N = 3651). Grade point averages (GPAs) for Grade 6–8 students were obtained from administrative data for the 2018–2019 and 2022–2023 school years (N = 12,409). Difference-in-differences models were computed comparing changes in the network receiving Specialist supports and a comparison network.
Results
The Specialist positively impacted self-reported grades (adjusted odds ratio: 2.23; 95% confidence interval [CI]: 1.12–4.42), with the adjusted prevalence of students earning mostly As or Bs increasing in the intervention network (75.08%–78.22%) while declining in the comparison network (84.40%–74.47%). Student GPAs showed a marginal trend toward improvement (coefficient: 0.15; 95% CI: −0.01 to 0.31, p = 0.07).
Implications
District-level health and wellness policy implementation navigators can further schools' academic mission, supporting adoption of similar positions in other districts.
Conclusions
Supports to schools to aid implementation of health and wellness-related policies can benefit student academic performance.
{"title":"Impact of a Chicago Public Schools Network Specialist Supporting Health and Wellness Policy Implementation on Student Grades","authors":"Julien Leider, Jeremiah Simon, Jamie Tully, Tarrah DeClemente, Elizabeth Jarpe-Ratner, Jamie F. Chriqui","doi":"10.1111/josh.70106","DOIUrl":"10.1111/josh.70106","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School health and wellness-related policies are associated with improvements in student health, but implementation varies. A Healthy Chicago Public Schools (CPS) Network Specialist position was developed to support policy implementation in one of 13 CPS elementary/middle school networks. This quasi-experimental study examines the impact of a Specialist position on student academic performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Self-reported grades were obtained from 2021 to 2023 middle school Youth Risk Behavior Survey data (<i>N</i> = 3651). Grade point averages (GPAs) for Grade 6–8 students were obtained from administrative data for the 2018–2019 and 2022–2023 school years (<i>N</i> = 12,409). Difference-in-differences models were computed comparing changes in the network receiving Specialist supports and a comparison network.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The Specialist positively impacted self-reported grades (adjusted odds ratio: 2.23; 95% confidence interval [CI]: 1.12–4.42), with the adjusted prevalence of students earning mostly As or Bs increasing in the intervention network (75.08%–78.22%) while declining in the comparison network (84.40%–74.47%). Student GPAs showed a marginal trend toward improvement (coefficient: 0.15; 95% CI: −0.01 to 0.31, <i>p</i> = 0.07).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>District-level health and wellness policy implementation navigators can further schools' academic mission, supporting adoption of similar positions in other districts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Supports to schools to aid implementation of health and wellness-related policies can benefit student academic performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12740592/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145835130","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}
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