Journal of School Health最新文献

{"title":"Synthetic Cannabinoid Use and Sports-Related Concussion Risk Among US Adolescents: Implications for School Health Screening and Prevention","authors":"Saurabh Kalra,&nbsp;Nandakumar Nagaraja,&nbsp;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}

{"title":"Health-Promoting Schools in Israel, Applying the Ottawa Charter for Health Promotion","authors":"Samira Obeid,&nbsp;Tikva Peretz,&nbsp;Shani Barzilai,&nbsp;Olga Winizki,&nbsp;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> &lt; 0.001. Community involvement was also higher (90.8% vs. 58.6%, <i>χ</i>² (1) = 62.92, <i>p</i> &lt; 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> &lt; 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}

{"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}

{"title":"Feeding Minds, Building Societies: The Transformative Power of Universal School Meals","authors":"Ria Ravi,&nbsp;Nicholas Wilson,&nbsp;Emma Ableman,&nbsp;Khadeejah Franklin,&nbsp;Daniel Resnick,&nbsp;Chris Peltier,&nbsp;Yonit Lax","doi":"10.1111/josh.70108","DOIUrl":"10.1111/josh.70108","url":null,"abstract":"&lt;p&gt;Childhood food insecurity (CFI) is defined as children lacking reliable access to nutritious food necessary for development and healthy living [&lt;span&gt;1&lt;/span&gt;]. 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 [&lt;span&gt;2&lt;/span&gt;]. 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 [&lt;span&gt;3&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;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 [&lt;span&gt;4&lt;/span&gt;]. 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 [&lt;span&gt;5&lt;/span&gt;]. 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 [&lt;span&gt;6&lt;/span&gt;]. These disparities undermine child development, cognitive growth, and educational outcomes.&lt;/p&gt;&lt;p&gt;Proper nutrition is essential to childhood development, supporting cognitive function, physical growth, and long-term health [&lt;span&gt;7-10&lt;/span&gt;]. School meals are a vital intervention against food insecurity, providing children with key nutrients—such as protein, fiber, calcium, and whole grains [&lt;span&gt;11&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;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 [&lt;span&gt;12&lt;/span&gt;]. Micronutrient deficiencies such as vitamin A and zinc compromise epithelial barrier integrity and cytokine signaling, which increase susceptibility to respiratory and gastrointestinal infections [&lt;span&gt;13&lt;/span&gt;]. Iron deficiency may cause anemia, reducing oxygen delivery and affecting cognition and energy [&lt;span&gt;14&lt;/span&gt;]. Dysregulation of the HPA axis in undernourished children also heightens stress, vulnerability, and risk for metabolic disorders later in life [&lt;span&gt;15&lt;/span&gt;]. 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}

{"title":"A Phenomenological Investigation of Interdisciplinary Mental Health Collaboration in Schools","authors":"Rawn Boulden,&nbsp;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}

{"title":"Impact of a Chicago Public Schools Network Specialist Supporting Health and Wellness Policy Implementation on Student Grades","authors":"Julien Leider,&nbsp;Jeremiah Simon,&nbsp;Jamie Tully,&nbsp;Tarrah DeClemente,&nbsp;Elizabeth Jarpe-Ratner,&nbsp;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}

{"title":"Household Food Insecurity, School Connectedness, and Psychosocial Adjustment in Early Adolescence","authors":"Catheryn A. Orihuela,&nbsp;Callista Cox,&nbsp;Retta Evans,&nbsp;Brianna Dotson,&nbsp;Sylvie Mrug","doi":"10.1111/josh.70102","DOIUrl":"10.1111/josh.70102","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While food insecurity is often examined in the context of hunger and physical health, it also significantly affects psychological wellbeing. Given the link between stress and food insecurity, youth in food-insecure households are at a higher risk of experiencing internalizing and externalizing problems. However, less is known about protective factors that may protect youth from the detrimental effects of food insecurity on behavior.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample includes 288 adolescents that completed assessments of food insecurity, school connectedness, and emotional and behavioral problems. Teachers completed surveys on student attention problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>After controlling for sociodemographics, multiple regressions revealed that greater food insecurity was linked with higher levels of anxiety/depression, aggression, and attention problems. School connectedness moderated the effect of food insecurity on rule-breaking behaviors, such that food insecurity was only related to more rule-breaking behaviors in youth reporting low school connectedness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Interventions aimed at improving school connectedness may lessen behavioral problems, especially among students experiencing food insecurity, reducing barriers to intermediate education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results suggest that food insecurity is associated with multiple psychosocial problems that may be alleviated by a greater sense of belonging at school.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812045","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":"Promoting Mental Health Literacy Through Multi-Tiered Systems of Support","authors":"Maiko Xiong,&nbsp;Hogun Lee","doi":"10.1111/josh.70104","DOIUrl":"10.1111/josh.70104","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Schools are increasingly recognized as critical settings for promoting student mental health and well-being, yet many lack the systemic structures to build comprehensive and sustainable support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Theory</h3>\u0000 \u0000 <p>This manuscript contributes to the field of school mental health by proposing the integration of mental health literacy (MHL) within a multi-tiered systems of support (MTSS) as a framework for promoting student well-being. While MHL is often delivered as a stand-alone lesson or supplemental program, such approaches limit scalability and sustainability. Embedding MHL into MTSS positions it as both a preventative and instructional priority, ensuring that mental health promotion becomes part of the everyday fabric of schooling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Future research should examine how integrating MHL into MTSS can be operationalized across diverse school contexts and evaluated for long-term impact. Linking this work to practice is essential to ensure equitable opportunities for all students to build the knowledge, skills, and attitudes necessary for mental well-being.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Embedding MHL across all tiers of MTSS enables schools to move beyond fragmented interventions toward a cohesive approach that advances both educational and public health goals. This integration supports the creation of school environments that consistently foster mental health knowledge, reduce stigma, and promote well-being for all students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145795281","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":"Building a Cardiac Emergency Response Plan in a Large School District: Guide for Providers, Administrators, and Policymakers","authors":"Melissa Olen,&nbsp;Ronald Kanter,&nbsp;Shira Kastan-Goldstein,&nbsp;Jennifer Ayala,&nbsp;Brenda Wilder,&nbsp;Vanessa Robles,&nbsp;Melissa Marquez,&nbsp;Laura Hernandez,&nbsp;Richard Lamphier","doi":"10.1111/josh.70103","DOIUrl":"https://doi.org/10.1111/josh.70103","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Sudden cardiac arrest is the leading cause of death in young athletes and a rare but devastating event in youth, often caused by undiagnosed structural cardiac anomalies, cardiomyopathies, or heritable channelopathies. Early detection, cardiopulmonary resuscitation (CPR), and automated external defibrillators (AEDs) are critical for improving survival and neurological outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>Grassroots organizations like Project ADAM, founded in 1999 at the Children's Hospital of Wisconsin, have been instrumental in raising awareness and guiding schools and communities in developing cardiac emergency response plans (CERPs) over the past two decades. Project ADAM was successfully implemented within Miami-Dade County Public Schools. In under 2 years, 100% of schools in the district achieved Heart Safe School recognition, with eight cardiac arrest incidents reported on Project ADAM-affiliated campuses. Seven victims survived without neurological impairment due to the prompt activation of Cardiac Emergency Response Teams (CERT).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Annual implementation of CERPs, including hands-on, in-person drills supported by school administrators, can significantly improve survival rates during cardiac emergencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The successful implementation of Project ADAM within Miami-Dade County Public Schools highlights the importance of collaboration among stakeholders, strategic planning, and ongoing education to overcome challenges and ensure long-term program sustainability.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145772386","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":"Results From the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study","authors":"Samantha Hubbard,&nbsp;Cindy Hockaday-Hinsley,&nbsp;Leigh E. Szucs,&nbsp;Natalie Wilkins,&nbsp;Brieon Arthur,&nbsp;Leah Robin,&nbsp;Mary Schauer,&nbsp;Jenny Withycombe,&nbsp;Cheyenne Freeman,&nbsp;Colleen Crittenden Murray","doi":"10.1111/josh.70101","DOIUrl":"https://doi.org/10.1111/josh.70101","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This pilot study examined the effects of the Comprehensive Health Educator Core Knowledge and Skills professional development (CHECKS PD) package on health education (HEd) teacher instructional competencies in one US Pacific Northwest school district.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>During the 2021–2022 academic year, the CHECKS PD package was delivered to secondary school HEd teachers (<i>n</i> = 32). Pre/post surveys measured changes in HEd teachers' perceived instructional competencies (i.e., essential knowledge and skills). Wilcoxon signed-rank tests examined changes in teachers' (<i>n</i> = 15) perceived instructional competencies before and after participating in CHECKS PD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Following CHECKS PD participation, teachers perceived their instructional competencies improved in: assess student needs (<i>Z</i> = −2.26, <i>p</i> = 0.02), child/adolescent development (<i>Z</i> = −2.02, <i>p</i> = 0.04), communicate effectively and efficiently (<i>Z</i> = −2.20, <i>p</i> = 0.03), evaluate student performance (Z = −2.31, <i>p</i> = 0.02), plan instruction (<i>Z</i> = −2.70, <i>p</i> = 0.01), pedagogical content knowledge (<i>Z</i> = −2.08, <i>p</i> = 0.04), and professional standards and policies (<i>Z</i> = −2.56, <i>p</i> = 0.01).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Using the skills-focused CHECKS PD package may enhance HEd teachers' instructional competencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Future research with larger samples of HEd teachers from geographically diverse settings is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145739792","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}