Journal of School Health最新文献

Background

This study evaluated the effectiveness of the mental health promotion program MindMatters in primary schools.

Methods

A cluster randomized controlled trial (2021–2023) included 37 German primary schools (18 intervention, 19 control). Pupils in grades 1–3 (ages 6–9) and their teachers were surveyed before and after implementation. Data from 2896 pupils were analyzed, covering mental health (SDQ), social–emotional and academic skills, and learning behavior.

Results

A three-factor SDQ model (externalizing, internalizing, prosocial) was applied. At follow-up, no significant differences were found between the intervention and control groups in pupils' self-reported mental health or in teachers' reports of pupils' mental health. Likewise, there were no significant differences in children's self-reported social–emotional skills or in academic outcomes reported by the teachers at follow-up.

Implications for School Health Policy, Practice, and Equity

Schools should invest in evidence-based programs to strengthen social interaction and learning environments. Primarily, education and health policy should create and mandate conditions that facilitate evidence generation for whole-school interventions, while ensuring that schools receive the support needed for effective implementation.

Conclusions

This study provides important evidence for complex mental health promotion programs. Future studies should consider longer implementation periods and higher program uptake.

Trial Registration: German Clinical Trials Register: DRKS00023762

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.

Background

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.

Background

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.

Objective

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.

Background

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.

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.

Background

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.

Background

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.