Journal of School Health最新文献_第3页

Impact of a Chicago Public Schools Network Specialist Supporting Health and Wellness Policy Implementation on Student Grades 芝加哥公立学校网络专家支持健康和保健政策实施对学生成绩的影响。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-25 DOI: 10.1111/josh.70106

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.

背景：学校健康和健康相关政策与学生健康的改善有关，但实施情况各不相同。设立了一个健康芝加哥公立学校（CPS）网络专家职位，以支持13个CPS小学/中学网络之一的政策实施。这个准实验研究考察了专家职位对学生学习成绩的影响。方法：获取2021 ~ 2023年中学生青少年危险行为调查数据（N = 3651）。6-8年级学生的平均绩点（gpa）来自2018-2019学年和2022-2023学年的行政数据（N = 12,409）。计算差异中的差异模型，比较接受专家支持的网络和比较网络的变化。结果：专科教育对自我报告成绩有正向影响（调整优势比为2.23,95%可信区间[CI]为1.12-4.42），主要成绩为a或b的学生在干预网络中的调整患病率上升（75.08%-78.22%），而在比较网络中的调整患病率下降（84.40%-74.47%）。学生的gpa有改善的边缘趋势（系数：0.15;95% CI: -0.01 ~ 0.31, p = 0.07）。启示：地区层面的健康和保健政策实施导航员可以进一步推动学校的学术使命，支持在其他地区采用类似的职位。结论：支持学校帮助实施健康和健康相关政策可以提高学生的学习成绩。

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引用次数: 0

Household Food Insecurity, School Connectedness, and Psychosocial Adjustment in Early Adolescence 家庭粮食不安全、学校联系和青少年早期的社会心理适应。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-22 DOI: 10.1111/josh.70102

Catheryn A. Orihuela, Callista Cox, Retta Evans, Brianna Dotson, Sylvie Mrug

Background

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.

Methods

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.

Results

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.

Implications for School Health Policy, Practice, and Equity

Interventions aimed at improving school connectedness may lessen behavioral problems, especially among students experiencing food insecurity, reducing barriers to intermediate education.

Conclusions

These results suggest that food insecurity is associated with multiple psychosocial problems that may be alleviated by a greater sense of belonging at school.

背景：虽然粮食不安全通常在饥饿和身体健康的背景下进行研究，但它也会严重影响心理健康。鉴于压力与粮食不安全之间的联系，粮食不安全家庭中的青年面临内部化和外部化问题的风险更高。然而，对于可能保护青年免受粮食不安全对行为的有害影响的保护性因素，我们所知甚少。方法：样本包括288名青少年，他们完成了食物不安全、学校联系以及情绪和行为问题的评估。教师完成了关于学生注意力问题的调查。结果：在控制了社会人口统计学因素后，多元回归显示，更严重的粮食不安全与更高水平的焦虑/抑郁、攻击性和注意力问题有关。学校连通性缓和了食物不安全对违反规则行为的影响，例如，食物不安全只与报告学校连通性低的青少年的更多违反规则行为有关。对学校卫生政策、实践和公平的影响：旨在改善学校连通性的干预措施可能会减少行为问题，特别是在经历粮食不安全的学生中，减少接受中等教育的障碍。结论：这些结果表明，粮食不安全与多种社会心理问题有关，而在学校有更大的归属感可能会减轻这些问题。

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引用次数: 0

Promoting Mental Health Literacy Through Multi-Tiered Systems of Support 通过多层次支持系统促进精神卫生素养。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-19 DOI: 10.1111/josh.70104

Maiko Xiong, Hogun Lee

Background

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.

Contributions to Theory

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.

Implications for School Health Policy, Practice, and Equity

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.

Conclusions

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.

背景：学校越来越被认为是促进学生心理健康和福祉的关键场所，但许多学校缺乏建立全面和可持续支持的系统结构。对理论的贡献：本文通过提出在多层支持系统（MTSS）内整合心理健康素养（MHL）作为促进学生福祉的框架，为学校心理健康领域做出了贡献。虽然MHL通常作为独立课程或补充课程提供，但这种方法限制了可扩展性和可持续性。将心理健康纳入MTSS，使其成为预防和教学重点，确保促进心理健康成为学校日常结构的一部分。对学校卫生政策、实践和公平的影响：未来的研究应研究如何在不同的学校背景下将MHL纳入MTSS，并评估其长期影响。将这项工作与实践联系起来，对于确保所有学生都有公平的机会培养精神健康所必需的知识、技能和态度至关重要。结论：在MTSS的所有层次中嵌入MHL，使学校能够超越分散的干预措施，朝着推进教育和公共卫生目标的连贯方法迈进。这种整合有助于创造学校环境，持续培养心理健康知识，减少耻辱感，促进所有学生的福祉。

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引用次数: 0

Building a Cardiac Emergency Response Plan in a Large School District: Guide for Providers, Administrators, and Policymakers 在大型学区建立心脏紧急反应计划：提供者、管理者和决策者指南

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-18 DOI: 10.1111/josh.70103

Melissa Olen, Ronald Kanter, Shira Kastan-Goldstein, Jennifer Ayala, Brenda Wilder, Vanessa Robles, Melissa Marquez, Laura Hernandez, Richard Lamphier

Background

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.

Contributions to Practice

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).

Implications for School Health Policy, Practice, and Equity

Annual implementation of CERPs, including hands-on, in-person drills supported by school administrators, can significantly improve survival rates during cardiac emergencies.

Conclusions

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.

背景：心脏骤停是年轻运动员死亡的主要原因，也是一种罕见但具有破坏性的事件，通常由未确诊的结构性心脏异常、心肌病或遗传性通道病引起。早期发现、心肺复苏（CPR）和自动体外除颤器（aed）对于改善生存和神经预后至关重要。在过去的二十年里，像ADAM项目这样的草根组织在提高意识和指导学校和社区制定心脏紧急反应计划（cerp）方面发挥了重要作用。ADAM项目于1999年在威斯康星州儿童医院成立。ADAM项目在迈阿密戴德县公立学校成功实施。在不到两年的时间里，该地区100%的学校获得了心脏安全学校的认可，在亚当项目附属校园报告了8起心脏骤停事件。由于心脏紧急反应小组（CERT）的迅速启动，7名受害者没有神经损伤。对学校健康政策、实践和公平的影响每年实施cerp，包括由学校管理人员支持的亲身演练，可以显著提高心脏紧急情况下的存活率。ADAM项目在迈阿密戴德县公立学校的成功实施凸显了利益相关者之间合作、战略规划和持续教育的重要性，以克服挑战并确保项目的长期可持续性。

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引用次数: 0

Results From the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study 健康综合教育工作者核心知识与技能专业发展研究

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-12 DOI: 10.1111/josh.70101

Samantha Hubbard, Cindy Hockaday-Hinsley, Leigh E. Szucs, Natalie Wilkins, Brieon Arthur, Leah Robin, Mary Schauer, Jenny Withycombe, Cheyenne Freeman, Colleen Crittenden Murray

Background

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.

Methods

During the 2021–2022 academic year, the CHECKS PD package was delivered to secondary school HEd teachers (n = 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' (n = 15) perceived instructional competencies before and after participating in CHECKS PD.

Results

Following CHECKS PD participation, teachers perceived their instructional competencies improved in: assess student needs (Z = −2.26, p = 0.02), child/adolescent development (Z = −2.02, p = 0.04), communicate effectively and efficiently (Z = −2.20, p = 0.03), evaluate student performance (Z = −2.31, p = 0.02), plan instruction (Z = −2.70, p = 0.01), pedagogical content knowledge (Z = −2.08, p = 0.04), and professional standards and policies (Z = −2.56, p = 0.01).

Implications for School Health Policy, Practice, and Equity

Using the skills-focused CHECKS PD package may enhance HEd teachers' instructional competencies.

Conclusion

Future research with larger samples of HEd teachers from geographically diverse settings is needed.

本试点研究考察了综合健康教育工作者核心知识和技能专业发展（CHECKS PD）包对美国太平洋西北部一个学区健康教育（HEd）教师教学能力的影响。方法在2021-2022学年，对32名中学HEd教师发放检查PD包。前后调查测量了高等教育教师对教学能力（即基本知识和技能）的感知变化。Wilcoxon sign -rank测试检查了教师（n = 15）在参加检查PD之前和之后感知教学能力的变化。结果：参与检查PD后，教师认为自己的教学能力在以下方面有所提高：评估学生需求（Z = - 2.26, p = 0.02）、儿童/青少年发展（Z = - 2.02, p = 0.04）、有效沟通（Z = - 2.20, p = 0.03）、评估学生表现（Z = - 2.31, p = 0.02）、规划教学（Z = - 2.70, p = 0.01）、教学内容知识（Z = - 2.08, p = 0.04）、专业标准和政策（Z = - 2.56, p = 0.01）。对学校健康政策、实践和公平的启示使用以技能为重点的检查PD包可以提高高等教育教师的教学能力。结论未来的研究需要更多来自不同地区的高等教育教师样本。

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引用次数: 0

Adoption and Implementation of California State Transgender and Nonbinary Protections in Los Angeles Area High Schools 加州跨性别和非二元性别保护在洛杉矶地区高中的采用和实施。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-10 DOI: 10.1111/josh.70100

Rory P. O'Brien, Kevin Yu, Julie A. Cederbaum, Laura Ferguson, Jeremy T. Goldbach, Harmony Rhoades, John R. Blosnich

Background

California is a leader in adopting numerous transgender and nonbinary adolescent (TNBA)-protective education policies. However, the adoption and implementation of these policies remain largely unexamined. This study explored local school adoption and implementation of California state TNBA-protective policies.

Methods

Nine Los Angeles area high schools enrolled in another study (R01MD016082) participated in this explorative qualitative case study. Case study methods included document collection, campus observations, member checks, and seven student focus group discussions (FGDs; n = 39) between August 2022 and April 2024. Data were analyzed by multiple coders following the Framework Method to compare the implementation of school, district, and state policies.

Results

Implementation of name changes, gender-neutral restrooms, private accommodations, and sexual health education varied between schools and districts. While many schools did not meet state mandates to protect TNBA student access to education, others feasibly implemented these policies, and some adopted innovative approaches to protect TNBA. District oversight, publication of policies and facility access, staff training, funding, and infrastructure were key factors in successful implementation.

Implications for School Health Policy, Practice, and Equity

Study findings highlight the feasibility of the implementation of TNBA protections in schools, with recommendations to adopt gender transition planning, publish policies for student access, and ensure the availability of gender-neutral restrooms and private accommodations.

Conclusions

Implementation of these policies is feasible with sufficient support and oversight. TNBA-protective policies can be strengthened with accountability mechanisms and promotion of implementation strategies, such as technical assistance. Future research should examine the implementation of these policies statewide.

背景：加州在采取众多保护跨性别和非二元青少年（TNBA）的教育政策方面处于领先地位。然而，这些政策的采纳和执行在很大程度上仍未经审查。本研究探讨加州州tnba保护政策在当地学校的采用与执行情况。方法：参与另一项研究（R01MD016082）的九所洛杉矶地区高中参与了本探索性质的案例研究。案例研究方法包括在2022年8月至2024年4月期间收集文件、校园观察、成员检查和7个学生焦点小组讨论（fgd; n = 39）。数据由多个编码员按照框架方法进行分析，以比较学校、地区和州政策的实施情况。结果：不同学校和地区在更名、中性卫生间、私人住宿和性健康教育方面的实施情况各不相同。虽然许多学校没有达到国家规定的保护TNBA学生获得教育的要求，但其他学校可行地实施了这些政策，有些学校采用了创新的方法来保护TNBA。地区监督、政策和设施获取的公布、工作人员培训、资金和基础设施是成功实施的关键因素。对学校卫生政策、做法和公平的影响：研究结果强调了在学校实施TNBA保护措施的可行性，并建议通过性别过渡规划，公布学生使用政策，并确保提供性别中立的厕所和私人住宿。结论：只要有足够的支持和监督，这些政策的实施是可行的。可以通过问责机制和促进执行战略，例如技术援助，来加强保护tnba的政策。未来的研究应该检查这些政策在全州的实施情况。

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引用次数: 0

Evaluating a Nutrition Education Program's Impact on Knowledge and Eating Behavior Among Low-Income Youth: A Social Cognitive Theory Perspective 评估营养教育计划对低收入青年的知识和饮食行为的影响：一个社会认知理论的视角。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-04 DOI: 10.1111/josh.70099

Kahyun Nam, Pamela Hodges Kulinna, Margarita Pivovarova, Jongseon Kim, Omar Albaloul

Background

Childhood obesity disproportionately affects low-income Hispanic children. After-school programs (ASPs) provide opportunities to address nutritional disparities through targeted educational interventions.

Methods

This study evaluated a 5-week general nutrition education program in 80 third- to sixth-grade students at a Title I elementary school. Nutrition knowledge, self-efficacy, and dietary behaviors were assessed using the Healthy Plate Photo Method (HPPM) and healthy habits survey (HHS). Data were analyzed using ANCOVA and mediation analysis.

Results

Significant improvements occurred in nutriti`on knowledge (HPPM: R² = 0.51, p < 0.001; HHS: R² = 0.52, p < 0.001). Attendance positively predicted knowledge gains (β = 0.38–0.39). However, no significant changes were observed in self-efficacy (p = 0.53) or dietary behaviors (p = 0.82). Self-efficacy did not mediate the knowledge–behavior relationship.

Implications for School Health Policy, Practice, and Equity.

Brief ASP nutrition interventions can effectively enhance foundational knowledge among underserved populations. However, achieving behavioral change may require longer interventions incorporating self-efficacy building strategies and environmental supports. Schools should integrate family and community components to address socioeconomic barriers affecting dietary practices.

Conclusions

While ASPs successfully improve nutrition knowledge, translating knowledge into sustained dietary behavior changes may require comprehensive, multi-level interventions addressing individual, family, and community factors.

背景：儿童肥胖不成比例地影响低收入西班牙裔儿童。课后计划（asp）通过有针对性的教育干预提供了解决营养差异的机会。方法：本研究评估了一所小学80名三至六年级学生为期5周的普通营养教育计划。采用健康餐盘照片法（HPPM）和健康习惯调查（HHS）对营养知识、自我效能感和饮食行为进行评估。采用方差分析和中介分析对数据进行分析。结果：营养知识有显著改善（HPPM: R2 = 0.51, p 2 = 0.52, p）。对学校卫生政策、实践和公平性的影响：简短的ASP营养干预可以有效提高服务不足人群的基础知识。然而，实现行为改变可能需要更长时间的干预，包括自我效能建立策略和环境支持。学校应结合家庭和社区因素，解决影响饮食习惯的社会经济障碍。结论：虽然asp成功地提高了营养知识，但将知识转化为持续的饮食行为改变可能需要针对个人、家庭和社区因素的全面、多层次的干预措施。

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引用次数: 0

Advancing Rural School Safety: A Community-Engaged Model for Behavioral Threat Assessment 促进农村学校安全：社区参与的行为威胁评估模型。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-04 DOI: 10.1111/josh.70094

Daniela M. Susnara, M. Blake Berryhill, Jennifer Humber, Holly Morgan, Elizabeth K. Wilson, Karyn Bowen

Background

Behavioral threat assessment and management (BTAM) has been shown to improve school safety and promote a positive school climate. While some states' departments of education mandate BTAM, others leave the decision of its adoption to local districts, creating variability in its implementation and usage across the country.

Contributions to Practice

This paper shares insights on implementing and training high school educators and local law enforcement in BTAM in rural school districts within a state that does not mandate its use. The paper highlights effective community engagement strategies and their role in overcoming barriers, particularly in communities that may be resistant to change.

Implications for School Health Policy, Practice, and Equity

The findings suggest that proactive BTAM implementation can improve student safety and foster an environment conducive to learning. Furthermore, it underscores the importance of community buy-in for successful program adoption.

Conclusions

While BTAM is not universally mandated, this paper demonstrates that through strategic community engagement and targeted training, rural districts can successfully implement BTAM to enhance school safety and student well-being.

背景：行为威胁评估与管理（BTAM）已被证明可以改善学校安全，促进积极的学校氛围。虽然一些州的教育部门授权使用BTAM，但其他州的教育部门将其采用的决定权留给了当地地区，这就造成了其在全国范围内的实施和使用的差异。对实践的贡献：本文分享了在没有强制使用BTAM的州内农村学区实施和培训高中教育工作者和当地执法的见解。该报告强调了有效的社区参与战略及其在克服障碍方面的作用，特别是在可能抗拒变革的社区中。对学校健康政策、实践和公平的影响：研究结果表明，主动实施BTAM可以提高学生的安全性，营造有利于学习的环境。此外，它还强调了社区支持对项目成功采用的重要性。结论：虽然BTAM没有被普遍强制执行，但本文表明，通过战略性社区参与和有针对性的培训，农村地区可以成功实施BTAM，以增强学校安全和学生福祉。

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引用次数: 0

Universal School Meal Policies and Perceived Stigma: Quantitative Evidence From Eight US States 普遍学校供餐政策和感知耻辱：来自美国八个州的定量证据。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-04 DOI: 10.1111/josh.70098

Dania Orta-Aleman, Monica D. Zuercher, Leah E. Chapman, Marlene B. Schwartz, Caitlin D. French, Anisha I. Patel, Lorrene Ritchie, Juliana Cohen, Wendi Gosliner

Background

Universal school meals (USMs) policies, which provide free meals to all students regardless of income, have the potential to improve child nutrition and reduce stigma. Quantitative evidence on the association between USM and stigma is limited.

Methods

Leveraging a natural policy variation in state-level USM implementation, we surveyed 1066 middle and high school students from eight US states (four with USM, four without) during the 2022–2023 school year. Stigma was measured as self-reported embarrassment about eating school lunch. We used generalized estimating equations to examine the associations between USM, embarrassment, and lunch participation.

Results

Overall about one in nine students (11.5%) across all surveyed states reported embarrassment, which was associated with 11% less frequent (aRR = 0.89, 95% CI: 0.83–0.97). School lunch participation overall, especially among those from low-income families. While USM was associated with lower odds of embarrassment among students from low-income families, higher-income students in USM states were more likely to feel embarrassed.

Implications

Addressing stigma requires pairing USM with strategies to enhance meal quality, cultural relevance, and inclusive messaging.

Conclusions

USM can alleviate stigma for lower-income students yet may increase embarrassment among higher-income peers, highlighting the need for comprehensive approaches benefiting all socioeconomic groups.

背景：普遍学校供餐政策为所有学生提供免费膳食，无论其收入如何，都有可能改善儿童营养并减少耻辱感。关于USM和柱头之间的关联的定量证据是有限的。方法：利用各州实施USM的自然政策变化，我们在2022-2023学年调查了来自美国8个州（4个有USM， 4个没有）的1066名初高中学生。耻辱感是指在吃学校午餐时自我报告的尴尬。我们使用广义估计方程来检验USM、尴尬和午餐参与之间的关系。结果：总体而言，在所有被调查的州中，大约九分之一的学生（11.5%）报告了尴尬，这与11%的频率降低有关（aRR = 0.89, 95% CI: 0.83-0.97）。学校午餐的总体参与率，尤其是来自低收入家庭的学生。低收入家庭的学生感到尴尬的几率较低，而高收入家庭的学生则更容易感到尴尬。含义：解决耻辱需要将USM与提高膳食质量，文化相关性和包容性信息传递的策略配对。结论：USM可以减轻低收入学生的耻辱感，但可能会增加高收入同龄人的尴尬，强调需要综合方法使所有社会经济群体受益。

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引用次数: 0

Learning Modalities During COVID-19 and Adolescent Mental Health in North Carolina 北卡罗来纳州COVID-19和青少年心理健康期间的学习方式

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-12-02 DOI: 10.1111/josh.70093

Justin Cole Gilbert, Martie P. Thompson, Sophia Ryan, Manan Roy

Background

The mental health of youth represents a critical public health issue and has worsened over the course of the pandemic, partially attributed to social isolation and school closures.

Methods

This analysis leveraged data on school learning modality (COVID-19 School Data Hub), emergency department (ED) visits (North Carolina SHEPS data), and school-district characteristics (National Center for Education Statistics) to investigate how school learning modality predicts mental health-related ED visitation in the state of North Carolina. Generalized linear mixed models were employed to quantify how the odds of mental health ED visitation varied with school learning modality. Models adjust for school-level covariates (e.g., broadband, student:teacher ratio) and patient-level characteristics (age, sex). Patient and school data are nested within counties, which were included as a random effect to address potential clustering within the data.

Results

In-person (odds ratios [OR]: 0.92, 95% CI: 0.85–0.99) and hybrid (odds ratios: 0.95, 95% CI: 0.93–0.98) modalities were associated with lower ORs for ED visits due to mental health compared to a virtual learning modality.

Implications for School Health Policy, Practice, and Equity

School districts should consider increasing the provision of mental health services for students during circumstances in which a virtual learning modality is utilized and consider adopting hybrid learning rather than virtual learning when feasible.

Conclusions

School administrators should seek to balance students' mental health and learning needs in times of crisis.

背景：青年的心理健康是一个重要的公共卫生问题，在大流行期间恶化了，部分原因是社会孤立和学校关闭。方法：本分析利用学校学习方式（COVID-19学校数据中心）、急诊科（ED）就诊（北卡罗来纳州SHEPS数据）和学区特征（国家教育统计中心）的数据，调查学校学习方式如何预测北卡罗来纳州与心理健康相关的ED就诊。采用广义线性混合模型来量化心理健康ED访问的几率随学校学习方式的变化。模型根据学校水平的协变量（例如，宽带、师生比例）和患者水平的特征（年龄、性别）进行调整。患者和学校数据嵌套在县内，这些县作为随机效应包括在内，以解决数据中潜在的聚类问题。结果：与虚拟学习模式相比，面对面（优势比[OR]: 0.92, 95% CI: 0.85-0.99）和混合（优势比：0.95,95% CI: 0.93-0.98）模式与心理健康导致的急诊科就诊的OR较低相关。对学校卫生政策、实践和公平的影响：学区应考虑在使用虚拟学习方式的情况下增加对学生的心理健康服务，并考虑在可行的情况下采用混合学习而不是虚拟学习。结论：在危机时刻，学校管理者应寻求平衡学生的心理健康和学习需求。

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引用次数: 0