Journal of School Health最新文献_第4页

Development of the Teacher Workplace Emotional Health Scale 教师职场情绪健康量表的编制。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-25 DOI: 10.1111/josh.70075

Yin-Che Chen, Hui-Chuang Chu

Background

Teacher well-being in Taiwan is challenged by excessive workloads, administrative demands, after-hours digital communications, and societal expectations, leading to stress, burnout, and diminished job satisfaction. Existing tools often assess isolated constructs without integrating emerging stressors like social media pressure.

Methods

Following a six-stage scale development framework, the Teacher Workplace Emotional Health Scale was created, integrating emotional labor, emotional intelligence, job burnout, and social media pressure. Literature review, expert validation, pretesting, exploratory factor analysis, and confirmatory factor analysis were conducted with teachers from multiple regions and school levels.

Results

The final 25-item scale demonstrated good reliability (α = 0.859) and validity. The four-factor model outperformed a unidimensional model. Job burnout explained the greatest variance, while social media stress emerged as a significant factor in emotional health. Emotional labor scored highest among subconstructs, indicating frequent emotional regulation demands.

Implications for School Health Policy, Practice, and Equity

The scale offers a practical tool for monitoring teacher emotional health, guiding targeted interventions, and informing policies on workload, emotional intelligence training, burnout prevention, and digital communication boundaries, ensuring equitable support across regions.

Conclusions

The validated multidimensional scale captures both traditional and emerging emotional challenges in teaching, enabling culturally relevant strategies to improve teacher well-being and sustain educational quality.

背景：台湾教师的幸福感受到过重的工作量、行政要求、下班后的数位通讯和社会期望的挑战，导致压力、倦怠和工作满意度下降。现有的工具经常评估孤立的结构，而没有整合新出现的压力因素，如社交媒体压力。方法：采用六阶段量表编制框架，编制《教师职场情绪健康量表》，整合情绪劳动、情绪智力、工作倦怠和社交媒体压力四个维度。对来自多个地区和学校层次的教师进行了文献查阅、专家验证、前测、探索性因子分析和验证性因子分析。结果：最终的25项量表具有良好的信度（α = 0.859）和效度。四因素模型优于一维模型。工作倦怠解释了最大的差异，而社交媒体压力成为影响情绪健康的重要因素。情绪劳动在次级构念中得分最高，表明频繁的情绪调节需求。对学校卫生政策、实践和公平的影响：该量表为监测教师情绪健康、指导有针对性的干预措施、告知有关工作量、情商培训、倦怠预防和数字通信边界的政策提供了实用工具，确保了跨地区的公平支持。结论：经过验证的多维度量表捕获了教学中传统和新兴的情感挑战，使文化相关策略能够提高教师幸福感并维持教育质量。

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引用次数: 0

Food Service Professionals' Perspectives on the Barriers and Facilitators to the Implementation of Nutrition Standards for School Food: A Mixed-Methods Systematic Review 食品服务专业人员对实施学校食品营养标准的障碍和促进因素的看法：一项混合方法的系统综述。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-21 DOI: 10.1111/josh.70078

Breda O'Mahony, Claire Kerins, Claire Barrett, Celine Murrin, Colette Kelly

Background

Internationally, nutrition standards for school food have been implemented. Food service professionals are key to their implementation. This mixed-methods systematic review provides an overview of the barriers and facilitators faced by food service professionals when implementing food/nutrition standards and provides an important link between policy and practice.

Methods

Peer-reviewed and grey literature were searched across electronic databases and public health organization websites. The Consolidated Framework for Implementation Research (CFIR) was used as a framework in the analysis.

Findings

Twenty-nine studies met the eligibility criteria. The most frequently cited barriers to the CFIR constructs/subconstructs were linked to the internal school setting. This included staffing, materials and equipment, and funding. Frequently cited facilitators coded to CFIR included external partnerships/connections and staff motivation to implement the standards.

Implications for School Health Policy, Practice, and Equity

Our findings highlight not only well-documented challenges such as funding and staffing but also the novel and pivotal insights from food service professionals that point to practical, systems-level solutions.

Conclusion

Researchers and practitioners can utilize the results to devise strategies to heighten implementation, as well as capitalize on factors that aid in the implementation process.

背景：国际上已经实施了学校食品营养标准。食品服务专业人员是实现这些目标的关键。这种混合方法的系统审查概述了食品服务专业人员在实施食品/营养标准时面临的障碍和促进因素，并提供了政策与实践之间的重要联系。方法：通过电子数据库和公共卫生组织网站检索同行评议文献和灰色文献。在分析中使用了实施研究综合框架（CFIR）作为框架。结果：29项研究符合入选标准。最常被提及的CFIR构念/子构念障碍与学校内部环境有关。这包括人员、材料和设备以及资金。CFIR经常引用的促成因素包括外部伙伴关系/联系和员工实施标准的动机。对学校健康政策、实践和公平的影响：我们的研究结果不仅突出了资金和人员配备等有充分记录的挑战，而且还突出了食品服务专业人员提出的实用的、系统级解决方案的新颖和关键见解。结论：研究人员和从业人员可以利用这些结果来制定策略以提高实施，并利用有助于实施过程的因素。

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引用次数: 0

Applying School as a Protective Factor in the Icelandic Prevention Model 将学校作为冰岛预防模式中的保护因素。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-17 DOI: 10.1111/josh.70084

Anne Abbott, Megan Lorraine Smith, Meredith Spivak, Taylor Neher

Background

While research has demonstrated the importance of K-12 environments for adolescent well-being, there have been numerous challenges to measuring and addressing this social environment. The School as a Protective Factor (SPF)-Framework and Brief instrument were established to meet this gap. This study investigates SPF in an academic-community partnership with a small, rural public school district.

Methods

A school-based survey of middle and high school students was implemented to track key risk and protective factors (including SPF) and a variety of health outcomes, including depression and suicidal ideation, from 2022 to 2025. SPF data were shared annually with school employees to focus on practical ways to improve the school environment.

Results

Analyses show SPF was significantly associated with depression and suicidal ideation. Over 3 years, depression rates at the population level decreased from 66% to 24%.

Implications for School Health Policy, Practice, and Equity

Findings support (1) the use of SPF-Framework and Brief instrument as meaningful tools in school-based efforts to address youth mental health, and (2) the utility of academic-school partnerships to support robust data collection, analysis, and translation into meaningful action.

Conclusions

Schools, researchers, and other partners may benefit from the SPF tools to create a shared understanding, provide clear direction for action, and act as a means of tracking and measuring progress over time.

背景：虽然研究已经证明了K-12环境对青少年健康的重要性，但在衡量和解决这种社会环境方面存在许多挑战。学校作为保护因素（SPF）框架和简要工具的建立是为了弥补这一差距。本研究调查了一个小型农村公立学区的学术社区伙伴关系中的SPF。方法：采用校本调查方法，追踪2022 - 2025年初高中学生的主要风险和保护因素（包括SPF）以及抑郁和自杀意念等各种健康结果。每年与学校员工分享SPF数据，重点关注改善学校环境的实际方法。结果：分析显示SPF与抑郁和自杀意念显著相关。在3年的时间里，抑郁症在人群中的发病率从66%下降到了24%。对学校健康政策、实践和公平的影响：研究结果支持(1)使用spf框架和Brief工具作为学校努力解决青少年心理健康问题的有意义的工具，以及(2)利用学术-学校合作伙伴关系来支持可靠的数据收集、分析和转化为有意义的行动。结论：学校、研究人员和其他合作伙伴可以从SPF工具中受益，以建立共同的理解，为行动提供明确的方向，并作为跟踪和衡量进展的手段。

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引用次数: 0

Insights From a Survey of School Nurses: Assessing the Challenges of Constipation in Schools 从学校护士调查的见解：评估便秘在学校的挑战。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-16 DOI: 10.1111/josh.70074

Andrew S. Chu, Eric H. Chiou

Objectives

School nurses are key responders to students with constipation, yet their experiences are underreported. This study surveyed their observations regarding constipation, identified barriers to student restroom access, and assessed educational needs.

Methods

In this descriptive, cross-sectional survey study, an anonymous online survey was distributed to school nurses participating in a virtual education series. The survey assessed nurse demographics, frequency of encounters with constipation and encopresis, school restroom policies, barriers to restroom use, accommodation requests, and training in constipation management.

Findings

Of 125 respondents, 95% encountered students with constipation at least monthly and 55% reported ≥ 6 encounters monthly. Commonly perceived barriers to restroom use included unclean bathrooms (48%) and bullying (42%). Half of schools relied on teacher discretion for restroom access; only 37% of nurses were aware their schools had formal policies. While 64% received accommodation requests at least monthly, only 38% had training in constipation management. Most nurses expressed interest in additional education.

Implications for School Health Policy, Practice, and Equity

Targeted educational interventions and school-wide policy development are necessary to support school nurses and mitigate restrictions that could exacerbate constipation in students.

Conclusions

Constipation and encopresis are frequent concerns, particularly in younger grades. Environmental and policy-related barriers may contribute to toileting difficulties. School nurses reported variable communication with providers and the need for further education.

目的：学校护士是便秘学生的关键反应者，但他们的经历被低估了。这项研究调查了他们对便秘的观察，确定了学生卫生间使用的障碍，并评估了教育需求。方法：在这项描述性横断面调查研究中，对参加虚拟教育系列的学校护士进行了匿名在线调查。该调查评估了护士的人口统计数据、遇到便秘和便秘的频率、学校厕所政策、厕所使用障碍、住宿要求和便秘管理培训。结果：在125名受访者中，95%的人每月至少遇到便秘的学生，55%的人每月≥6次。人们普遍认为使用厕所的障碍包括不干净的浴室（48%）和欺凌（42%）。一半的学校依靠教师的自由裁量权来使用厕所；只有37%的护士知道他们的学校有正式的政策。虽然64%的人至少每月收到住宿请求，但只有38%的人接受过便秘管理方面的培训。大多数护士表示有兴趣接受额外的教育。对学校卫生政策、实践和公平的影响：有针对性的教育干预和全校范围的政策制定对于支持学校护士和减轻可能加剧学生便秘的限制是必要的。结论：便秘和尿潴留是常见的问题，特别是在低年级。环境和政策方面的障碍可能造成如厕困难。学校护士报告了与医疗服务提供者的不同沟通以及进一步教育的需要。

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引用次数: 0

School-Based Health Center Use for Mental and Behavioral Health Disorders Before and After the COVID-19 Pandemic: A Mixed-Methods Study 基于学校的健康中心在COVID-19大流行前后使用精神和行为健康障碍：一项混合方法研究

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-16 DOI: 10.1111/josh.70090

Connie Cai, Alvina Pan, Brandon M. Smith, Gabriela Calderon, Sara B. Johnson, Katherine A. Connor

Background

School-based health centers (SBHCs) provide accessible healthcare for children, but not all have dedicated mental health providers. The COVID-19 pandemic and school shutdowns were associated with worsened student mental health, but the impact on the utilization of SBHCs without mental health providers remains unclear. This study examines utilization before and after school shutdowns at one such SBHC.

Methods

Data are from a SBHC at a school serving 1600 K-8 students and includes electronic health records (EHR) and staff interviews. Visits between 2016 and 2023 (n = 6223) were characterized by whether the student had a mental and/or behavioral health diagnosis (MBHD) and whether the visit addressed a mental health concern. Negative binomial regression was used to compare visit rates, controlling for age, gender, and MBHD. Staff interviews (n = 9) were analyzed for emergent themes.

Results

The proportion of visits by students with a MBHD rose from 11.2% to 17.6% (p < 0.01) post-shutdowns. These students visited the SBHC more frequently than peers before (IRR 1.5 [1.25–1.94]) and after shutdowns (IRR 1.39 [1.14–1.69]). Qualitative findings underscored increased needs post-shutdowns.

Implications for School Health Policy, Practice, and Equity

Additional support for SBHCs includes expanded partnerships with teachers and mental health providers.

Conclusions

Students with MBHDs increasingly relied on their SBHC, emphasizing the link between physical and mental healthcare.

背景：以学校为基础的健康中心（shhcs）为儿童提供可获得的医疗保健，但并非所有的学校都有专门的心理健康提供者。COVID-19大流行和学校停课与学生心理健康状况恶化有关，但对没有心理健康服务提供者的shhcs使用率的影响尚不清楚。本研究考察了一个此类shbhc在学校关闭前后的利用率。方法：数据来自一所招收1600名K-8年级学生的学校的shbhc，包括电子健康记录（EHR）和工作人员访谈。2016年至2023年期间的访问（n = 6223）的特征是学生是否有心理和/或行为健康诊断（MBHD），以及访问是否解决了心理健康问题。采用负二项回归比较访视率，控制年龄、性别和MBHD。对员工访谈（n = 9）进行突发主题分析。结果：患有MBHD的学生的就诊比例从11.2%上升到17.6% (p对学校卫生政策、实践和公平的影响：对shbhcs的额外支持包括扩大与教师和心理健康提供者的合作关系。结论：mbhd学生越来越依赖于他们的shbhc，强调身心健康之间的联系。

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引用次数: 0

A Systematic Review of Secondary Traumatic Stress in School Personnel: A Synthesis of Quantitative Findings 学校人员继发性创伤应激的系统回顾：定量研究结果的综合。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-15 DOI: 10.1111/josh.70087

Paige M. Klemme, Barbara Pierce, Jack E. Turman Jr, James R. Brown, Sadaaki Fukui

Background

Secondary traumatic stress (STS) in school personnel is under-researched, with limited data on its frequency and susceptibility. This systematic review examines the extent of STS and the factors contributing to it among school personnel, defined as individuals employed or contracted by US school systems.

Methods

The review includes only studies that utilized the Professional Quality of Life Scale (ProQOL) and/or the STS Scale (STSS). A comprehensive search identified 18 peer-reviewed publications (2012–2021).

Findings

Thirteen authors used the ProQOL, while six used the STSS, with half of the latter reporting moderate or higher STS levels. Studies using ProQOL scoring methods found average STS levels. Limitations include a lack of sample diversity, as most participants were white (32.4%–97.2%), female (70.9%–93.2%), and teachers (12/18 studies). Many variables had inconsistent findings across studies. Other variables such as leadership practices and school safety showed significant associations with STS.

Implications

These data can be used to better understand factors associated with STS and to inform the development of effective preventative and reactive strategies to reduce the impact of STS on school personnel.

Conclusion

Continued research needs to occur assessing STS in school personnel to better inform best practices for prevention and reactive strategies.

背景：学校人员的继发性创伤应激（STS）研究不足，其频率和易感性的数据有限。本系统综述调查了学校人员（定义为美国学校系统雇用或签约的个人）中STS的程度和导致STS的因素。方法：本综述仅包括使用专业生活质量量表（ProQOL）和/或STS量表（STSS）的研究。一项全面的搜索确定了18篇同行评审的出版物（2012-2021）。结果：13位作者使用ProQOL， 6位作者使用STSS，其中一半的作者报告了中等或更高的STS水平。使用ProQOL评分方法的研究发现平均STS水平。局限性包括缺乏样本多样性，因为大多数参与者是白人（32.4%-97.2%）、女性（70.9%-93.2%）和教师（12/18项研究）。许多变量在不同的研究中有不一致的发现。其他变量如领导实践和学校安全与STS有显著关联。启示：这些数据可用于更好地了解与STS有关的因素，并为制定有效的预防和应对策略提供信息，以减少STS对学校人员的影响。结论：需要继续研究评估学校人员的STS，以更好地为预防和反应策略的最佳实践提供信息。

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引用次数: 0

A New Program for Determining Abnormal Growth Curves in School Health Checkups 一种确定学校健康体检异常生长曲线的新方案。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-11 DOI: 10.1111/josh.70088

Keisuke Wada, Yuki Kawashima-Sonoyama, Hiroto Abe, Akihiro Toya, Hironori Kobayashi, Takeshi Taketani

Background

In Japan, school health examinations frequently utilize growth curves. This study aimed to develop and validate a custom-designed program that enables the rapid and accurate detection of growth abnormalities in children and adolescents.

Methods

We created a novel screening tool named the Growth Assessment Program for Schools (GAPS), implemented using Visual Basic for Applications (VBA) in Microsoft Excel. Using the 2021 school health checkup data (IZUMO 2021; 12,573 students, aged 6–15 years) from Izumo City, we validated the program's accuracy against both the frequently used abnormal growth curve determination program (V4) and an expert review committee.

Results

The GAPS tool enables one-click generation of individualized growth curves and automated identification of abnormal patterns. It successfully detected growth disorders, including cases such as precocious puberty, that were initially overlooked by tV4 (341 cases, 2.9%). Compared to V4, the GAPS tool demonstrated improved sensitivity (0.99) and positive predictive value (0.16), though with a higher false positive rate (0.24).

Implications for School Health Policy, Practice, and Equity

GAPS allows for immediate application by school personnel, including non-specialist school physicians, enabling real-time health surveillance and improving the quality of school-based pediatric care.

Conclusion

We developed and validated GAPS, a user-friendly and highly efficient tool for detecting abnormal growth curves in school health settings in Japan. It offers advantages in speed, accuracy, and usability over existing programs. This program also holds potential use in broader populations, provided population-specific growth data are available.

背景：在日本，学校健康检查经常使用生长曲线。本研究旨在开发和验证一个定制设计的程序，该程序能够快速准确地检测儿童和青少年的生长异常。方法：我们创建了一种新的筛选工具，称为学校成长评估程序（GAPS），使用Microsoft Excel中的Visual Basic for Applications （VBA）实现。利用出云市2021年学校健康体检数据（IZUMO 2021; 12,573名6-15岁学生），我们针对常用的异常生长曲线测定程序（V4）和专家评审委员会验证了该程序的准确性。结果：gap工具可以一键生成个性化生长曲线，并自动识别异常模式。它成功地发现了生长障碍，包括性早熟等病例，这是tV4最初忽视的（341例，2.9%）。与V4相比，GAPS工具显示出更高的敏感性（0.99）和阳性预测值（0.16），尽管假阳性率更高（0.24）。对学校卫生政策、实践和公平性的影响：GAPS允许学校人员（包括非专业学校医生）立即应用，从而实现实时健康监测并提高校本儿科护理的质量。结论：我们开发并验证了GAPS，这是一种用户友好且高效的工具，用于检测日本学校卫生机构的异常生长曲线。与现有程序相比，它在速度、准确性和可用性方面具有优势。如果有特定人群的增长数据，该计划也有可能在更广泛的人群中使用。

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引用次数: 0

Missing Care, Missing Class: Analyzing the Overlooked Relationship Between Unmet Healthcare Needs and Absenteeism 缺失关怀、缺失班级：未满足医疗需求与缺勤被忽视的关系分析。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-09 DOI: 10.1111/josh.70082

Wendy Castillo, Jeremy Singer

Background

Health-related issues are perhaps the most common reason for student absences, as nearly every student has missed school due to an illness or injury at some point. Researchers in medicine and education have thoroughly documented the relationship between health and attendance.

Methods

Descriptive trends are analyzed. Ordinary Least Squares regression is applied to the data in the National Survey of Children's Health. Our variable of interest was my child needed care and did not receive it, and our dependent variable was the number of days missed due to illness or injury.

Results

Students who needed healthcare and did not receive it were significantly more likely to miss school due to illness or injury, even after accounting for insurance status, chronic illness, and demographic factors. The most commonly missed types of care were dental, medical, and mental health services.

Implications for School Health Policy, Practice, and Equity

These results suggest that improving access to timely healthcare, particularly through school and community initiatives, is an important strategy for reducing chronic absenteeism.

Conclusions

The relationship found in this study remained stable over time even as overall health-related absences have increased since the COVID-19 pandemic. These findings underscore that barriers to care, especially appointment availability and logistical constraints, are not just healthcare system issues but educational ones as well.

背景：与健康有关的问题可能是学生缺课最常见的原因，因为几乎每个学生都因某种程度的疾病或受伤而缺课。医学和教育领域的研究人员已经详细记录了健康和出勤率之间的关系。方法：描述性趋势分析。对全国儿童健康调查数据进行了普通最小二乘回归分析。我们感兴趣的变量是我的孩子需要照顾但没有得到照顾，我们的因变量是由于生病或受伤而缺勤的天数。结果：即使在考虑了保险状况、慢性疾病和人口因素后，需要医疗保健但没有得到医疗保健的学生因疾病或受伤而缺课的可能性明显更高。最常错过的护理类型是牙科、医疗和心理健康服务。对学校卫生政策、实践和公平性的影响：这些结果表明，改善获得及时医疗保健的机会，特别是通过学校和社区倡议，是减少长期缺勤的重要策略。结论：本研究中发现的关系随着时间的推移保持稳定，即使自COVID-19大流行以来，与健康相关的总体缺勤有所增加。这些发现强调了护理的障碍，特别是预约和后勤限制，不仅是医疗保健系统问题，也是教育问题。

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引用次数: 0

Sexual Misconduct Policies in Secondary Schools: A Mixed-Method Analysis of In-Person and Online Behaviors and Consequences 中学性行为不端政策：对面对面和在线行为及其后果的混合方法分析。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-09 DOI: 10.1111/josh.70076

Megan K. Maas, Kyla M. Cary, Jacob Nason, Carrie A. Moylan, Christia S. Brown

Background

As students' use of mobile devices during school hours continues to increase, cyberbullying and online sexual harassment now occur during school hours, on school grounds via personal devices. Despite this growing reality, there is little knowledge about secondary school efforts to address it.

Methods

To understand what is needed to construct or reform policies that reflect students' online experiences, we used a mixed method approach to identify and analyze language (e.g., definitions, disciplinary measures) in sexual misconduct policy documents from a large, representative sample of secondary school districts in a midwestern state.

Results

Although few districts (14.7%) maintained separate or distinct policy documents related to sexual misconduct, the majority (80.9%) defined sexual harassment within a policy document, most commonly within broader codes of conduct or student handbooks. Only 14.1% of districts maintained cyberbullying policies containing information on online sexual misconduct, and approximately one third of districts included discussion of any form of online sexual misconduct within any policy documents.

Implications for School Health Policy, Practice, and Equity

Secondary school administrators should address the ever-growing occurrence of online sexual misconduct (and its impact on students) by expanding sexual misconduct policies that detail how online misconduct will not be tolerated and how survivors of digital sexual violence (e.g., image-based sexual abuse) will be protected.

背景：随着学生在上课时间使用移动设备的情况持续增加，网络欺凌和在线性骚扰现在在上课时间通过个人设备在校园内发生。尽管这一日益严重的现实，但人们对中学解决这一问题的努力知之甚少。方法：为了了解构建或改革反映学生在线体验的政策所需的内容，我们使用混合方法方法从中西部州的一个大型代表性中学学区样本中识别和分析性行为不端政策文件中的语言（例如，定义，纪律措施）。结果：虽然少数地区（14.7%）维持与性行为不端相关的单独或不同的政策文件，但大多数地区（80.9%）在政策文件中定义了性骚扰，最常见的是在更广泛的行为准则或学生手册中。只有14.1%的地区制定了包含网上不当性行为信息的网络欺凌政策，大约三分之一的地区在任何政策文件中讨论了任何形式的网上不当性行为。对学校卫生政策、实践和公平的影响：中学管理人员应通过扩大性行为不端政策来解决日益增长的网络性行为不端（及其对学生的影响），详细说明如何不容忍在线不当行为，以及如何保护数字性暴力（例如基于图像的性虐待）的幸存者。

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引用次数: 0

Developing a Validated Family-School Partnership Assessment for Child Health and Well-Being: A Multidimensional Approach 为儿童健康和福祉制定有效的家庭-学校伙伴关系评估：多维方法。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2025-09-06 DOI: 10.1111/josh.70065

Leah M. Lessard, Sara T. Stacy, Carmen M. Culotta, Karen Glueckert

Background

Family-school partnerships (FSPs) play an important role in supporting child health and well-being. The current study aimed to develop and validate a psychometrically sound instrument to assess FSPs within the context of child health.

Methods

The instrument was developed through a mixed-methods three-phased approach, including pilot testing with 105 parent/caregiver (n = 53) and school staff (n = 52) participants. Analytic methods included principal component analysis (PCA) followed by exploratory factor analysis (EFA) that used polychoric correlations.

Results

Results of the PCA and EFA analyses refined the instrument to 24 items across two factors: communication, engagement, and culture (14-items), and opportunities and supports for family engagement (10-items).

Implications for School Health Policy and Practice

The Family-School Partnership Assessment (FSPA) offers a validated framework to enhance school health initiatives through improved partnership strategies. The FSPA promotes inclusive practices and structured approaches for collaborative family engagement.

Conclusions

The FSPA is a feasible and psychometrically valid measure for assessing FSPs within the context of child health.

背景：家庭-学校伙伴关系（FSPs）在支持儿童健康和福祉方面发挥重要作用。目前的研究旨在开发和验证一种心理测量学上健全的工具来评估儿童健康背景下的fsp。方法：该工具是通过混合方法的三阶段方法开发的，包括对105名家长/照顾者（n = 53）和学校工作人员（n = 52）的参与者进行试点测试。分析方法包括主成分分析（PCA）和探索性因子分析（EFA）。结果：PCA和EFA分析的结果将工具细化到24个项目，涉及两个因素：沟通、参与和文化（14个项目），以及家庭参与的机会和支持（10个项目）。对学校卫生政策和实践的影响：家庭-学校伙伴关系评估（FSPA）提供了一个有效的框架，通过改进伙伴关系战略来加强学校卫生倡议。FSPA提倡包容的做法和结构化的方法来促进家庭合作。结论：在儿童健康的背景下，FSPA是一种可行且心理测量有效的评估FSPs的方法。

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引用次数: 0