Journal of School Health最新文献_第4页

Impact of School Gardens on Nutrition Education Among Limited-Income Communities in Alabama 学校菜园对阿拉巴马州低收入社区营养教育的影响。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-26 DOI: 10.1111/josh.13513

Sofia O. Sanchez PhD, MBA, RD, Katie Funderburk PhD, RD, Erin Reznicek MS, Sondra M. Parmer PhD, J. B. Hinnant PhD

BACKGROUND

We sought to determine the impact of school gardens and nutrition education on student fruit and vegetable consumption from limited-income communities in Alabama.

METHODS

Third grade students at 99 Alabama schools with and without gardens on-site were randomized to receive either nutrition education or to a wait-list control group. Multi-level models were used to assess the effects of treatment and control with and without school gardens.

RESULTS

Students attending schools with gardens demonstrated highest consumption of fruits and vegetables prior to treatment. Nutrition education alone translated into significant dietary improvements. Both gardens and education translated into greatest dietary improvements.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Devising financially accessible, practical, and culturally relevant ways to improve student health through garden and nutrition education may help improve student diet. Forming comprehensive Extension, SNAP-Ed, and school collaboration to support gardens, nutrition education, and healthy school policies and systems can be a way to support and sustain healthy student learning environments.

CONCLUSIONS

Combined gardening and nutrition education is associated with increases in fruit and vegetable consumption among majority rural, Southern students from limited-resource communities.

背景：我们试图确定学校菜园和营养教育对阿拉巴马州低收入社区学生水果和蔬菜消费的影响：方法：对阿拉巴马州 99 所学校的三年级学生进行随机分组，让他们接受营养教育或等待名单对照组。采用多层次模型来评估有无学校菜园的治疗和对照组的效果：结果：有花园的学校的学生在治疗前的水果和蔬菜消费量最高。仅营养教育就显著改善了饮食。菜园和教育对饮食的改善最大：通过花园和营养教育来改善学生的健康状况，可以帮助改善学生的饮食。形成全面的推广、SNAP-Ed 和学校合作，以支持园艺、营养教育和健康的学校政策和制度，可以成为支持和维持学生健康学习环境的一种方式：结论：园艺和营养教育的结合与来自资源有限社区的大多数南方农村学生水果和蔬菜消费量的增加有关。

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引用次数: 0

The Impact of Lockdown in Cyberbullying in Primary Education: Transitions of Cyberbullying and Bullying 封锁对小学教育中网络欺凌的影响：网络欺凌和欺凌的过渡。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-25 DOI: 10.1111/josh.13505

Vicente J. Llorent PhD, Carolina Seade-Mejía PhD, Ximena Vélez-Calvo PhD, Elena Nasaescu PhD

BACKGROUND

The COVID-19 pandemic triggered a worldwide socio-sanitary crisis, continuing to impact societies worldwide. With many school systems shifted to online education, the current study presents a unique opportunity to investigate relevant phenomena related to serious health issues during the schooling and later in life, cyberbullying and bullying. This study began just before the COVID-19 lockdown was declared and resumed 5 months later allowing to explore 2 main objectives: first, to explore whether cyberbullying increased during the lockdown, and second, to analyze transitions from to time of bullying and cyberbullying.

METHODS

The participants included 792 students from sixth and seventh years of Primary Education (Mean_age = 10.81, SD = 0.85) in Ecuador. This is a quantitative longitudinal study. Cyberbullying and bullying scales were used for data collection before the lockdown in January and February 2020 (T1), and after 5 months of lockdown, at the end of the same academic year in July 2020 (T2). Descriptive, comparative and predictive analyses, a latent transition analysis was used to identify latent status of cyberbullying and bullying behavior at T1 and T2.

RESULTS

The results revealed a significant increase of cyberbullying after 5 months of the lockdown. Interestingly, only a small percentage of students who were uninvolved in cyberbullying and bullying in T1 remained uninvolved in T2.

CONCLUSIONS

The discussion explores the dynamics of cyberbullying involvement and examines changes in the roles and groups of bullying and cyberbullying after 5 months of lockdown. The political- and school-related implications of these findings are thoroughly discussed.

背景：COVID-19 大流行引发了一场世界性的社会卫生危机，并继续影响着世界各地的社会。随着许多学校系统转向在线教育，当前的研究提供了一个独特的机会，以调查与在校期间和以后生活中的严重健康问题、网络欺凌和恃强凌弱有关的相关现象。本研究在 COVID-19 封锁宣布前开始，5 个月后恢复，旨在探究两个主要目标：第一，探究封锁期间网络欺凌是否增加；第二，分析欺凌和网络欺凌的时间过渡：参与者包括厄瓜多尔小学六年级和七年级的 792 名学生（平均年龄 = 10.81，标准差 = 0.85）。这是一项定量纵向研究。在 2020 年 1 月和 2 月封锁前（T1）和封锁 5 个月后，即 2020 年 7 月同一学年结束时（T2），使用网络欺凌和欺凌量表收集数据。通过描述性分析、比较分析和预测分析，采用潜伏转换分析来确定 T1 和 T2 阶段网络欺凌和欺凌行为的潜伏状态：结果表明，封锁 5 个月后，网络欺凌行为明显增加。有趣的是，只有一小部分在 T1 阶段没有参与网络欺凌和霸凌行为的学生在 T2 阶段仍然没有参与网络欺凌和霸凌行为：讨论探讨了参与网络欺凌的动态，并研究了封锁 5 个月后欺凌和网络欺凌的角色和群体的变化。对这些发现的政治和学校相关影响进行了深入讨论。

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引用次数: 0

Implementing LEARN: Comprehensive Suicide Prevention Training for High School Students, Parents, and School Personnel 实施 LEARN：针对高中生、家长和学校工作人员的自杀预防综合培训。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-24 DOI: 10.1111/josh.13516

Elaine Walsh PhD, RN, PMHCNS-BC, FAAN, Zoe Tapp MPH, Emma Mallonee MPH, Camille Hakansson MPA, Ambyr Leigh MPH, Megan Reibel MEd

BACKGROUND

Adolescent suicide is a public health issue, and school is an ideal setting for prevention activities. LEARN is a peer-led gatekeeper training for high school personnel, parents, and students. The purpose of this study was to evaluate the effectiveness of LEARN as a gatekeeper training.

METHODS

Paired t tests were used to compare pre- and post-training surveys for 4983 LEARN participants.

RESULTS

Participants reported an increased likelihood of engaging in each LEARN step: looking for signs, empathizing and listening, asking about suicide thoughts and plans, reducing danger, and connecting the person with help. Most participants were highly satisfied with the peer trainer's delivery of content.

CONCLUSIONS

LEARN gatekeeper training was successfully implemented in high schools with students, parents, and school personnel. All groups reported increases in likelihood of approaching and providing support and connections for at-risk individuals and rated the trainer as effective, indicating satisfaction with the peer-led training format.

背景：青少年自杀是一个公共卫生问题，而学校是开展预防活动的理想场所。LEARN 是一种由同龄人主导的守门员培训，培训对象为高中教职员工、家长和学生。本研究旨在评估 LEARN 作为把关人培训的有效性：方法：对 4983 名 LEARN 参与者的培训前后调查进行了配对 t 检验：结果：参与者表示参与 LEARN 各个步骤的可能性都有所提高：寻找征兆、换位思考和倾听、询问自杀想法和计划、减少危险以及为患者提供帮助。大多数参与者对同伴培训师的授课内容非常满意：LEARN守门人培训在高中的学生、家长和学校工作人员中成功实施。所有群体都报告说，他们接触高危人群并为其提供支持和联系的可能性增加了，并认为培训师的培训很有效，这表明他们对同伴指导的培训形式感到满意。

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引用次数: 0

Creating Lasting Conditions for Meaningful Recess Reform: A 5-School Exploration 为有意义的课间休息改革创造持久条件：5 所学校的探索。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-24 DOI: 10.1111/josh.13511

Rebecca A. London PhD, Gabriella Alvarez MPH, William V. Massey PhD, Anna Farello PhD, Betania Santos MS

BACKGROUND

When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states.

METHODS

We conducted a mixed-methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools.

RESULTS

We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Program implementation research often refers to “buy-in” as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy-in in the recess context.

CONCLUSIONS

Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success.

背景：课间休息如果实施得当，对儿童的健康成长来说是学校一天中至关重要的一部分。我们在 3 个州的 5 所小学探索了课间休息改进流程的实施情况：我们开展了一项混合方法实施研究，在一学年内对每所学校进行了三次访问，收集了观察、访谈、调查和焦点小组数据。定性数据按主题进行编码，并对各学校的数据进行分析。定量数据以表格形式列出，并按时间和学校进行汇总：结果：我们观察到每所学校的课间操质量都有所提高，其中三所学校进步最大。定量数据显示，总体效果不明显；但有一所学校有显著改善。四项标准有助于提高课间操改革的质量和可持续性：员工参与、与其他项目的整合、学生领导力和课间操交流：计划实施研究通常将 "接受 "作为成功采用计划的关键因素。我们提供了一种工具，有助于在课间休息环境中实现 "买进"：改变课间休息环境需要个人和机构承诺重视课间休息这一重要的学习环境。学校管理者必须领导变革进程，并创建支持变革成功的机构基础设施。

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引用次数: 0

Support for a Weight-Inclusive Curriculum? Exploring Partner Perspectives and Influences on Nutrition Education in Vermont High Schools 支持体重包容性课程？探索合作伙伴对佛蒙特州高中营养教育的看法和影响。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-24 DOI: 10.1111/josh.13510

Deborah Hinchey EdD, MPH, Bernice Raveche Garnett ScD, MPH, Janet Gamble MTeach, RDN, Lizzy Pope PhD, RDN

Background

The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying.

Methods

This study investigates perspectives of 10 potential partners with interest in and potential to influence nutrition education. Through qualitative interviews and document analysis, researchers explored support for a weight-inclusive curriculum and factors that influence high school nutrition curricular content and implementation.

Results

Findings indicate that partners hold both weight-inclusive and weight-normative values, guidance around nutrition curricular content is lacking, and state-level policy is crucial to the valuing and implementation of consistent curricula.

Implications for School Health Policy, Practice, and Equity

Lack of guidance or mandated curricular content contributes to inequities across the state. Weight-inclusive curricular materials are needed. Administration must take an active role in providing access to professional development and state policy support for curricular implementation is essential.

Conclusions

Weight-inclusive curriculum could serve to improve health outcomes for adolescents. However, successful implementation of, or changes to, health and nutrition curricula will require support and engagement from partners at all ecological levels.

背景：体重标准的营养教育方法在全美国的健康教育计划中占主导地位，尽管有证据表明这种模式会导致负面结果，包括体重循环、偏见和污名化、饮食行为紊乱的发展以及基于体重的欺凌：本研究调查了对营养教育感兴趣并有可能施加影响的 10 个潜在合作伙伴的观点。通过定性访谈和文件分析，研究人员探讨了对体重全纳课程的支持，以及影响高中营养课程内容和实施的因素：研究结果表明，合作伙伴同时持有体重全纳和体重规范两种价值观，缺乏有关营养课程内容的指导，而国家层面的政策对于重视和实施一致的课程至关重要：对学校卫生政策、实践和公平的影响：缺乏指导或强制规定的课程内容导致了全州范围内的不公平。需要编写包含体重的课程材料。行政部门必须在提供专业发展机会方面发挥积极作用，州政府对课程实施的政策支持也至关重要：结论：体重全纳课程可以改善青少年的健康状况。然而，健康和营养课程的成功实施或改变需要所有生态层面合作伙伴的支持和参与。

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引用次数: 0

Planning for Long-Term Recovery: The Impact of COVID-19 on Educators Working With Children From Seasonal and Migrant Farmworker Families 规划长期恢复：COVID-19 对从事季节性和流动性农民工家庭子女工作的教育工作者的影响。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-22 DOI: 10.1111/josh.13514

Javier I. Rosado PhD, Lisandra Torres-Aponte PhD, Yuxia Wang MPH

BACKGROUND

Education faced challenges during the COVID-19 pandemic. Although the United States has declared an end to the public health emergency, schools continue to be impacted. While considerable research has focused on the impact of the pandemic on students, fewer studies have focused on educators, and even less on educators who specialize in working with marginalized student populations.

METHODS

This study measured the impact of the pandemic impact on educators working with students from seasonal and migrant farmworker families to understand what supports educators need as schools plan for long-term recovery. A total of 1024 educators including early childhood education and K-12 teachers, as well as administrators, completed a COVID-19 questionnaire between October 2020 and January 2021, measuring their experiences as well as personal and work-related stressors during the pandemic.

RESULTS

Educators underwent difficult COVID-19 experiences and faced several factors contributing to personal and work-related stress. Personal stress factors included concerns about they themselves, or family members, becoming ill, concerns about the emotional/mental health of their family, and fear of loss/reduction in employment. Work-related stress factors included concerns about the emotional and mental health of co-workers.

CONCLUSION

Educators working with migrant children need additional supports—including support from administrators, psychological services, and opportunities to give/receive colleague/peer support.

背景：在 COVID-19 大流行期间，教育面临着挑战。尽管美国已宣布结束公共卫生紧急状态，但学校仍然受到影响。虽然大量研究都集中在大流行病对学生的影响上，但关注教育工作者的研究较少，而关注专门从事边缘化学生群体工作的教育工作者的研究就更少了：本研究衡量了大流行对从事季节性和移民农民工家庭学生工作的教育工作者的影响，以了解学校在制定长期恢复计划时，教育工作者需要哪些支持。在 2020 年 10 月至 2021 年 1 月期间，共有 1024 名教育工作者（包括幼儿教育和 K-12 教师以及行政人员）填写了 COVID-19 问卷，测量了他们在大流行期间的经历以及与个人和工作相关的压力：教育工作者经历了艰难的 COVID-19 体验，面临着导致个人和工作压力的多种因素。个人压力因素包括担心自己或家人生病、担心家人的情绪/心理健康以及担心失去/减少工作。与工作相关的压力因素包括对同事情绪和心理健康的担忧：与移民儿童一起工作的教育工作者需要额外的支持，包括来自管理者的支持、心理服务以及给予/接受同事/同伴支持的机会。

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引用次数: 0

Lifetime History of Head or Traumatic Brain Injury Before Age 9 and School Outcomes: Results From the Adolescent Brain Cognitive Development Study 9 岁前的终生头部或脑外伤史与学校成绩：青少年大脑认知发展研究的结果。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-21 DOI: 10.1111/josh.13508

Dana Waltzman PhD, Juliet Haarbauer-Krupa PhD, Jill Daugherty PhD, Kelly Sarmiento MPH, Deborah A. Yurgelun-Todd PhD, Erin C. McGlade PhD

BACKGROUND

Limited information about school outcomes among children (especially early childhood) with lifetime history of head injury, including traumatic brain injury (TBI), may inhibit efforts to support their academics and physical and mental health.

METHODS

Baseline data (2016-2018) from the Adolescent Brain Cognitive Development (ABCD) study were analyzed to describe associations between parent-proxy reported lifetime history of head injury or TBI before age 9 and school outcomes and behavioral challenges among 9- and 10-year-old children.

RESULTS

Having a lifetime history of head injury before age 9 was associated with increased odds of parent-perceived poor school performance (adjusted odds ratio [AOR] = 1.44, 95% confidence interval [CI] = 1.14-1.81), a drop in grades (AOR = 1.28, 95%CI = 1.06-1.54), recent receipt of detentions or suspensions (AOR = 1.29, 95%CI = 1.02-1.65), and receipt of special educational services (AOR = 1.23, 95%CI = 1.08-1.41). Of those with a lifetime history of head injury, males displayed poorer school outcomes and greater behavioral challenges than females. Similar associations were observed between lifetime history of TBI before age 9 and worse school outcomes, with males continuing to demonstrate stronger associations.

CONCLUSIONS

These findings underscore the importance of screening for history of head injury and TBI and providing training for school professionals to help ensure students with a history of head or traumatic brain injury have appropriate supports in place.

背景：有关终生有头部损伤（包括创伤性脑损伤）史的儿童（尤其是幼儿期儿童）在校学习成绩的信息有限，这可能会阻碍对其学业和身心健康的支持：有关终生有头部损伤史（包括创伤性脑损伤（TBI））的儿童（尤其是幼儿期儿童）的学校成绩的信息有限，这可能会抑制为支持他们的学业和身心健康所做的努力：对青少年脑认知发展（ABCD）研究的基线数据（2016-2018 年）进行了分析，以描述家长代理报告的 9 岁前终生头部受伤或 TBI 史与 9 岁和 10 岁儿童的学校成绩和行为挑战之间的关联：9岁前终生有头部受伤史与家长认为的在校表现不佳（调整赔率 [AOR] = 1.44，95% 置信区间 [CI] = 1.14-1.81）、成绩下降（AOR = 1.28，95%CI = 1.06-1.54）、最近被留校察看或停学（AOR = 1.29，95%CI = 1.02-1.65）以及接受特殊教育服务（AOR = 1.23，95%CI = 1.08-1.41）的几率增加有关。与女性相比，有终生头部受伤史的男性的学习成绩更差，行为挑战更大。在9岁前终生有过创伤性脑损伤史与较差的学习成绩之间也发现了类似的关联，其中男性的关联性更强：这些发现强调了筛查头部损伤和创伤性脑损伤病史以及为学校专业人员提供培训的重要性，以帮助确保有头部或创伤性脑损伤病史的学生获得适当的支持。

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引用次数: 0

Psychological Distress and Associated Factors Among Elementary School Teachers: A Cross-Sectional Study 小学教师的心理压力及相关因素：横断面研究

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-21 DOI: 10.1111/josh.13512

Farnaz Rahmani PhD, Elnaz Asghari PhD, Reza Naghdi Sadeh MD, Mina Hosseinzadeh PhD, Leila Gholizadeh PhD

BACKGROUND

Teachers can face demanding and stressful working conditions. Classroom environments in elementary schools are dynamic and challenging, which can be mentally and emotionally exhausting for teachers. This study aimed to investigate the prevalence of psychological distress and identify associated factors among elementary school teachers.

METHODS

This is an analytical, observational cross-sectional study. The participants consisted of 450 teachers selected using the cluster sampling method from elementary schools of Tabriz, Iran. Multiple regression analysis was performed to examine the associations between teachers' psychological distress and potential factors.

RESULTS

The study found a significant proportion of participants (54.2%) experiencing psychological distress. Multiple regression analysis revealed age, sex, work experience, school type, family income status, teachers' efficacy, emotional labor, and presenteeism were statistically associated with teachers' psychological distress.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

To address teachers' psychological distress, schools need to adopt policies that promote teacher well-being and mental health support.

CONCLUSION

The high prevalence of psychological distress among elementary school teachers raises concerns and highlights the need for attention. Schools and administrators must provide teachers with the resources and support they need to succeed in their roles. Interventions targeting the identified associated factors must be planned to improve the mental health of elementary school teachers and enhance their overall performance.

背景：教师的工作条件要求高，压力大。小学的课堂环境充满活力和挑战，可能会让教师身心疲惫。本研究旨在调查小学教师心理困扰的普遍程度，并找出相关因素：这是一项分析性、观察性横断面研究。研究对象包括从伊朗大不里士市小学中采用聚类抽样法选出的 450 名教师。对教师的心理困扰与潜在因素之间的关联进行了多元回归分析：研究发现，相当大比例的参与者（54.2%）有心理困扰。多元回归分析表明，年龄、性别、工作经验、学校类型、家庭收入状况、教师工作效率、情绪劳动和旷课与教师的心理困扰存在统计学关联：为了解决教师的心理困扰，学校需要采取促进教师福祉和心理健康支持的政策：结论：小学教师心理困扰的高发率引起了人们的关注，并凸显了关注的必要性。学校和管理者必须为教师提供成功履行职责所需的资源和支持。必须针对已发现的相关因素制定干预计划，以改善小学教师的心理健康，提高他们的整体工作表现。

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引用次数: 0

Ethical Considerations in School-Based Mental Health Screening and Service Provision—A Commentary 校本心理健康筛查和服务提供中的伦理考量--评论。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-21 DOI: 10.1111/josh.13520

Lisa S. Peterson PhD, Victor Villarreal PhD

引用次数: 0

Characteristics Associated With Measles, Mumps, and Rubella Coverage and Exemptions After a School Immunization Law Change in Washington, 2019-2020 华盛顿州 2019-2020 年学校免疫接种法变更后麻疹、腮腺炎和风疹覆盖率和豁免率的相关特征。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2024-10-21 DOI: 10.1111/josh.13504

Tyler Moore MPH, Katherine Graff BSN, RN, Teal R. Bell MPH

BACKGROUND

We aimed to better understand the impact of statewide legislation removing personal belief exemptions (PBEs) for the measles, mumps, and rubella (MMR) school immunization requirement and factors associated with resulting health-seeking behaviors.

METHODS

We used chi-squared tests and logistic regression models to determine individual- and school-level characteristics associated with holding a MMR PBE and with post-law MMR immunization status among students linked to the Washington State Immunization Information System.

RESULTS

Of students with a MMR PBE pre-law change, 43.0% completed the MMR vaccine series and 40.4% sought another exemption type. Religious exemptions made up most new MMR exemptions signed (71.8%), followed by medical exemptions (18.5%), and religious membership exemptions (9.7%). Students were more likely to complete the vaccine series post-law change if they attended a school with a low school-level MMR exemption rate, a public school, or held a lower number of school-required immunization exemptions.

CONCLUSIONS

This study confirms previous concerns that parents might replace their PBE with another exemption type; however, nearly half the students in the cohort completed the MMR vaccine series. Our findings suggest that targeted immunization policies can increase MMR coverage 1-year post-law change but must account for a replacement effect when exemption categories are eliminated.

背景：我们旨在更好地了解全州立法取消麻疹、流行性腮腺炎和风疹（MMR）学校免疫接种要求的个人信仰豁免（PBE）的影响，以及与由此产生的健康寻求行为相关的因素：我们使用卡方检验和逻辑回归模型来确定与持有麻疹、流行性腮腺炎和风疹（MMR）个人免责声明相关的个人和学校层面的特征，以及与华盛顿州免疫信息系统相关联的学生的麻疹、流行性腮腺炎和风疹（MMR）法后免疫状况：在法律变更前持有麻风腮预防接种许可的学生中，43.0%完成了麻风腮系列疫苗接种，40.4%寻求其他类型的豁免。新签署的麻风腮疫苗豁免中，宗教豁免占大多数（71.8%），其次是医疗豁免（18.5%）和宗教成员豁免（9.7%）。如果学生就读的学校麻腮风疫苗豁免率较低、公立学校或持有学校要求的免疫豁免数量较少，那么他们更有可能在法律修改后完成疫苗系列接种：本研究证实了之前的担忧，即家长可能会用另一种豁免类型取代他们的 PBE；然而，近一半的学生完成了麻腮风疫苗系列接种。我们的研究结果表明，有针对性的免疫接种政策可以提高麻腮风疫苗接种率，但必须考虑到免种类别取消后的替代效应。

{"title":"Characteristics Associated With Measles, Mumps, and Rubella Coverage and Exemptions After a School Immunization Law Change in Washington, 2019-2020","authors":"Tyler Moore MPH, Katherine Graff BSN, RN, Teal R. Bell MPH","doi":"10.1111/josh.13504","DOIUrl":"10.1111/josh.13504","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>We aimed to better understand the impact of statewide legislation removing personal belief exemptions (PBEs) for the measles, mumps, and rubella (MMR) school immunization requirement and factors associated with resulting health-seeking behaviors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>We used chi-squared tests and logistic regression models to determine individual- and school-level characteristics associated with holding a MMR PBE and with post-law MMR immunization status among students linked to the Washington State Immunization Information System.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Of students with a MMR PBE pre-law change, 43.0% completed the MMR vaccine series and 40.4% sought another exemption type. Religious exemptions made up most new MMR exemptions signed (71.8%), followed by medical exemptions (18.5%), and religious membership exemptions (9.7%). Students were more likely to complete the vaccine series post-law change if they attended a school with a low school-level MMR exemption rate, a public school, or held a lower number of school-required immunization exemptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>This study confirms previous concerns that parents might replace their PBE with another exemption type; however, nearly half the students in the cohort completed the MMR vaccine series. Our findings suggest that targeted immunization policies can increase MMR coverage 1-year post-law change but must account for a replacement effect when exemption categories are eliminated.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1031-1039"},"PeriodicalIF":1.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479338","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}

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