Jennifer Murphy, Katherine A Borge, Danielle R Harrell, Alex Javna, Kaija Craft
Background: While adolescent mental health needs have continued to rise, schools have become a central location for adolescents seeking support for mental health needs, and approximately 96% of public schools in the United States report providing some form of mental health care to students. This study aims to explore school social workers' current challenges and priorities in their roles.
Methods: Qualitative focus groups with current school social workers in Virginia (N = 16) were conducted for this study. Participants worked in middle and high schools for a minimum of 3 years across the state. Braun and Clarke's steps for thematic analysis were used to guide coding and themes.
Results: The current study found 3 primary themes: (1) role confusion due to vast scope of responsibilities within their schools; (2) a disconnect between desired roles and assigned roles and responsibilities; and (3) lack of formal model of service provision.
Implications for school health policy, practice, and equity: Focus should be placed on the integration of current models of school social work practice to ensure the effective utilization of their services.
Conclusions: The study reveals important information regarding the current and future state of school social work practice.
{"title":"\"We Want to be There to Support … Do We Have the Capacity to Do That?\" Current Priorities and Challenges in School Social Work.","authors":"Jennifer Murphy, Katherine A Borge, Danielle R Harrell, Alex Javna, Kaija Craft","doi":"10.1111/josh.13507","DOIUrl":"https://doi.org/10.1111/josh.13507","url":null,"abstract":"<p><strong>Background: </strong>While adolescent mental health needs have continued to rise, schools have become a central location for adolescents seeking support for mental health needs, and approximately 96% of public schools in the United States report providing some form of mental health care to students. This study aims to explore school social workers' current challenges and priorities in their roles.</p><p><strong>Methods: </strong>Qualitative focus groups with current school social workers in Virginia (N = 16) were conducted for this study. Participants worked in middle and high schools for a minimum of 3 years across the state. Braun and Clarke's steps for thematic analysis were used to guide coding and themes.</p><p><strong>Results: </strong>The current study found 3 primary themes: (1) role confusion due to vast scope of responsibilities within their schools; (2) a disconnect between desired roles and assigned roles and responsibilities; and (3) lack of formal model of service provision.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Focus should be placed on the integration of current models of school social work practice to ensure the effective utilization of their services.</p><p><strong>Conclusions: </strong>The study reveals important information regarding the current and future state of school social work practice.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479337","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}
This study explored the cardiac emergency preparedness of school employees in Illinois, as well as their attitudes toward cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) training.
METHODS
One thousand two hundred seventy-six school employees completed an online survey regarding their school's cardiac emergency preparedness, as well as their access to CPR/AED training, confidence and willingness to perform CPR/AED, and attitudes toward CPR policies and mandates.
RESULTS
In total, results from 1273 school employees were analyzed. School employees in Illinois are not prepared to respond to a cardiac emergency, but desire training, plans, and drills. Demographic analyses revealed statistically significant differences in cardiac emergency preparedness between individuals of different personal and school characteristics.
CONCLUSIONS
School employees in Illinois are not prepared to respond to a cardiac emergency. To increase preparedness for cardiac emergencies at school, schools should implement CPR/AED training for all employees, cardiac emergency response plans, and cardiac emergency response drills.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
Policies should be implemented at the state and local level to support cardiac emergency preparedness in schools, including mandated CPR/AED training for all school employees, cardiac emergency response plans for every building, and required cardiac emergency response drills.
{"title":"Is Anyone Ready to Save a Life? An Examination of Cardiac Emergency Preparedness in Schools","authors":"Heather K. Baker EdD","doi":"10.1111/josh.13517","DOIUrl":"10.1111/josh.13517","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>This study explored the cardiac emergency preparedness of school employees in Illinois, as well as their attitudes toward cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>One thousand two hundred seventy-six school employees completed an online survey regarding their school's cardiac emergency preparedness, as well as their access to CPR/AED training, confidence and willingness to perform CPR/AED, and attitudes toward CPR policies and mandates.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>In total, results from 1273 school employees were analyzed. School employees in Illinois are not prepared to respond to a cardiac emergency, but desire training, plans, and drills. Demographic analyses revealed statistically significant differences in cardiac emergency preparedness between individuals of different personal and school characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>School employees in Illinois are not prepared to respond to a cardiac emergency. To increase preparedness for cardiac emergencies at school, schools should implement CPR/AED training for all employees, cardiac emergency response plans, and cardiac emergency response drills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>Policies should be implemented at the state and local level to support cardiac emergency preparedness in schools, including mandated CPR/AED training for all school employees, cardiac emergency response plans for every building, and required cardiac emergency response drills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 12","pages":"1111-1118"},"PeriodicalIF":1.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11693813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142479340","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}
Lluís Forcadell-Díez MPH, PhD, Vanesa Pérez-Martínez MPH, Elisabeth Guitart MPH, Belén Sanz-Barbero MPH, PhD, Carmen Vives-Cases PhD, María José López MPH, PhD, Olga Juárez PhD, Glòria Pérez MD, MPH, PhD
INTRODUCTION
Gender-based violence is a worldwide problem. School-based socio-educational interventions could be effective in preventing gender-based violence. We assessed the effectiveness of the Let's focus! program, aimed at health and equitable interpersonal relationships among high school students.
METHODS
We conducted a quasi-experimental study in an intervention group (IG, n = 560) and a comparison group (CG, n = 366) of secondary school students in Terrassa, Spain between 2019 and 2021. Specifically, we performed an online questionnaire on sexism, acceptance of violence and machismo at baseline and after the intervention. We calculated multivariate linear regression models including satisfaction with the intervention, to evaluate the change in the variables' mean between CG and IG.
RESULTS
In comparison to the CG, in the IG hostile and benevolent sexism, and acceptance of violence decreased from baseline to after-intervention, in the group of participants highly satisfied with the intervention (42.4%); machismo did not vary. The multivariate regression analyses showed that the intervention was effective in reducing hostile sexism (β = −6.40; CI95% (−11.92; −0.88)), benevolent sexism (β = −5.57; CI95% (−10.52;−0.61)), and acceptance of violence (β = −4.79; CI95% (−9.50; −0.09)) in highly satisfied students from the IG, in comparison to the ones from the CG, regardless of their age or gender.
DISCUSSION
Let's Focus! was effective in reducing sexism and decreasing acceptance of violence among students that were highly satisfied with the intervention.
{"title":"Evaluation of the Let's Focus! (Posem el Focus) Socioeducational Intervention: Promoting Healthy and Equitable Relationships in High Schools","authors":"Lluís Forcadell-Díez MPH, PhD, Vanesa Pérez-Martínez MPH, Elisabeth Guitart MPH, Belén Sanz-Barbero MPH, PhD, Carmen Vives-Cases PhD, María José López MPH, PhD, Olga Juárez PhD, Glòria Pérez MD, MPH, PhD","doi":"10.1111/josh.13498","DOIUrl":"10.1111/josh.13498","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> INTRODUCTION</h3>\u0000 \u0000 <p>Gender-based violence is a worldwide problem. School-based socio-educational interventions could be effective in preventing gender-based violence. We assessed the effectiveness of the <i>Let's focus!</i> program, aimed at health and equitable interpersonal relationships among high school students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>We conducted a quasi-experimental study in an intervention group (IG, n = 560) and a comparison group (CG, n = 366) of secondary school students in Terrassa, Spain between 2019 and 2021. Specifically, we performed an online questionnaire on sexism, acceptance of violence and machismo at baseline and after the intervention. We calculated multivariate linear regression models including satisfaction with the intervention, to evaluate the change in the variables' mean between CG and IG.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>In comparison to the CG, in the IG hostile and benevolent sexism, and acceptance of violence decreased from baseline to after-intervention, in the group of participants highly satisfied with the intervention (42.4%); machismo did not vary. The multivariate regression analyses showed that the intervention was effective in reducing hostile sexism (β = −6.40; CI95% (−11.92; −0.88)), benevolent sexism (β = −5.57; CI95% (−10.52;−0.61)), and acceptance of violence (β = −4.79; CI95% (−9.50; −0.09)) in highly satisfied students from the IG, in comparison to the ones from the CG, regardless of their age or gender.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> DISCUSSION</h3>\u0000 \u0000 <p>Let's Focus! was effective in reducing sexism and decreasing acceptance of violence among students that were highly satisfied with the intervention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 10","pages":"893-917"},"PeriodicalIF":1.8,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199279","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}
Ryan J. Coller MD, MPH, Gregory P. DeMuri MD, Jens C. Eickhoff PhD, Kristina Singh-Verdeflor MPH, Gemma Warner MSSW, Sabrina M. Butteris MD, Mary L. Ehlenbach MD, Danielle Gerber BA, Barbara Katz MA, Shawn Koval MA, Michelle M. Kelly MD, PhD
BACKGROUND
Disparities in school attendance exist for children with medical complexity (CMC) due to COVID-19. Longitudinal changes in family-reported school safety perceptions and predictors of full-time, in-person school attendance are unknown.
METHODS
This was a prospective, longitudinal cohort study with 3 survey waves (June 2021-June 2022) among English- and Spanish-speaking families of CMC aged 5 to 17 years and pre-pandemic school attendance. Changes in Health Belief Model perceptions and full-time in-person school attendance were estimated using multivariate generalized linear modeling with repeated measures.
RESULTS
Among 1601 respondents (52.9% of 3073 invited), 86.8% participated in all 3 surveys. School safety perceptions improved with time; however, perceived susceptibility to COVID-19 increased. Full-time in-person school attendance rose from 48.4% to 90.0% from wave 1 to 3 (p < .0001), and was associated with motivation, benefits, and cues. For example, families with low compared to high motivation for in-person attendance had 76% versus 98% predicted probability for child's school attendance, respectively at wave 3 (p < .0001).
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
Probability of full-time in-person school attendance was associated with several health belief model perceptions. School health policy and programs may benefit from promoting family motivation, benefits, and cues during future respiratory illness epidemics including COVID-19.
CONCLUSIONS
In-person school attendance improved for CMC over time. Opportunities exist to continue optimizing in-person attendance and family-perceived safety for CMC at school.
{"title":"School Perceptions and Attendance for Children With Medical Complexity During COVID-19 Over Time","authors":"Ryan J. Coller MD, MPH, Gregory P. DeMuri MD, Jens C. Eickhoff PhD, Kristina Singh-Verdeflor MPH, Gemma Warner MSSW, Sabrina M. Butteris MD, Mary L. Ehlenbach MD, Danielle Gerber BA, Barbara Katz MA, Shawn Koval MA, Michelle M. Kelly MD, PhD","doi":"10.1111/josh.13503","DOIUrl":"10.1111/josh.13503","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Disparities in school attendance exist for children with medical complexity (CMC) due to COVID-19. Longitudinal changes in family-reported school safety perceptions and predictors of full-time, in-person school attendance are unknown.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>This was a prospective, longitudinal cohort study with 3 survey waves (June 2021-June 2022) among English- and Spanish-speaking families of CMC aged 5 to 17 years and pre-pandemic school attendance. Changes in Health Belief Model perceptions and full-time in-person school attendance were estimated using multivariate generalized linear modeling with repeated measures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Among 1601 respondents (52.9% of 3073 invited), 86.8% participated in all 3 surveys. School safety perceptions improved with time; however, perceived susceptibility to COVID-19 increased. Full-time in-person school attendance rose from 48.4% to 90.0% from wave 1 to 3 (p < .0001), and was associated with motivation, benefits, and cues. For example, families with low compared to high motivation for in-person attendance had 76% versus 98% predicted probability for child's school attendance, respectively at wave 3 (p < .0001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>Probability of full-time in-person school attendance was associated with several health belief model perceptions. School health policy and programs may benefit from promoting family motivation, benefits, and cues during future respiratory illness epidemics including COVID-19.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>In-person school attendance improved for CMC over time. Opportunities exist to continue optimizing in-person attendance and family-perceived safety for CMC at school.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1009-1018"},"PeriodicalIF":1.8,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11521758/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142127100","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}
The COVID-19 pandemic significantly impacted students' education, mental health, and social well-being. Our research explores the experiences and perceptions of teachers and counselors of the psychological impact of COVID-19 school closures on secondary school students after returning to school.
Methods
In this qualitative study, 21 teachers and counselors in Iran were purposefully involved and interviewed in-depth using a semi-structured format. The data was analyzed using Van Manen's 6-step phenomenological method, and Lincoln and Guba's criteria were implemented to maintain accuracy and trustworthiness.
Results
We have identified 15 categories and 6 themes. These themes encompass issues such as low self-esteem due to emotional or psychological damage, instability within schools, challenges faced by students with family problems, lack of motivation and patience among students, frustration experienced by students, and emotional detachment.
Implications for School Health Policy, Practice, and Equity
To effectively guide and educate students, teachers and counselors must prioritize the psychological well-being of students absent from school due to illness or pandemics. They must also take adequate measures to address any arising psychological complications.
Conclusion
Teachers and counselors must recognize and consider the psychological consequences of students absent; this will help develop effective measures to address and alleviate psychological complications.
{"title":"Teachers and Counselors Talk: The Psychological Impact of COVID-19 School Closures on Secondary School Students","authors":"Reza Saadat Mehr PhD, Aram Karimian PhD Candidate, Mehrdad Abdullahzadeh PhD Candidate, Fereshteh Bakhshian PhD","doi":"10.1111/josh.13501","DOIUrl":"10.1111/josh.13501","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic significantly impacted students' education, mental health, and social well-being. Our research explores the experiences and perceptions of teachers and counselors of the psychological impact of COVID-19 school closures on secondary school students after returning to school.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this qualitative study, 21 teachers and counselors in Iran were purposefully involved and interviewed in-depth using a semi-structured format. The data was analyzed using Van Manen's 6-step phenomenological method, and Lincoln and Guba's criteria were implemented to maintain accuracy and trustworthiness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We have identified 15 categories and 6 themes. These themes encompass issues such as low self-esteem due to emotional or psychological damage, instability within schools, challenges faced by students with family problems, lack of motivation and patience among students, frustration experienced by students, and emotional detachment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>To effectively guide and educate students, teachers and counselors must prioritize the psychological well-being of students absent from school due to illness or pandemics. They must also take adequate measures to address any arising psychological complications.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Teachers and counselors must recognize and consider the psychological consequences of students absent; this will help develop effective measures to address and alleviate psychological complications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 10","pages":"957-964"},"PeriodicalIF":1.8,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142074405","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}
Although principles of the health promoting school (HPS) approach are followed worldwide, differences between countries in the implementation are reported. The aim of the current study was (1) to examine the implementation of the HPS approach in European countries in terms of different implementation indicators, that is, percentage of schools implementing the HPS approach, implementation of core components, and positioning on so-called HPS-related spectra, (2) to explore patterns of consistency between the implementation indicators across countries, and (3) to examine perceived barriers and facilitators to the implementation of the HPS approach across countries.
Methods
This study analyzed data from a survey that was part of the Schools for Health in Europe network's Monitoring Task 2020. The survey was completed by HPS representatives of 24 network member countries.
Results
Large variations exist in (the influencing factors for) the implementation of the HPS approach in European countries. Observed patterns show that countries with higher percentages of schools implementing the HPS approach also score higher on the implementation of the core components and, in terms of spectra, more toward implementing multiple HPS core components, add-in strategies, action-oriented research and national-level driven dissemination. In each country a unique mix of barriers and facilitators was observed.
Conclusion
Countries committed to implementing the HPS approach in as many schools as possible also seem to pay attention to the quality of implementation. For a complete and accurate measurement of implementation, the use of multiple implementation indicators is desirable.
{"title":"Implementation of the Health Promoting School Approach in Europe: A Cross-Sectional Study Among National Representatives","authors":"Nina Bartelink PhD, Patricia van Assema PhD, Gerjanne Vennegoor MSc, Kathelijne Bessems PhD","doi":"10.1111/josh.13499","DOIUrl":"10.1111/josh.13499","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although principles of the health promoting school (HPS) approach are followed worldwide, differences between countries in the implementation are reported. The aim of the current study was (1) to examine the implementation of the HPS approach in European countries in terms of different implementation indicators, that is, percentage of schools implementing the HPS approach, implementation of core components, and positioning on so-called HPS-related spectra, (2) to explore patterns of consistency between the implementation indicators across countries, and (3) to examine perceived barriers and facilitators to the implementation of the HPS approach across countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study analyzed data from a survey that was part of the Schools for Health in Europe network's Monitoring Task 2020. The survey was completed by HPS representatives of 24 network member countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Large variations exist in (the influencing factors for) the implementation of the HPS approach in European countries. Observed patterns show that countries with higher percentages of schools implementing the HPS approach also score higher on the implementation of the core components and, in terms of spectra, more toward implementing multiple HPS core components, add-in strategies, action-oriented research and national-level driven dissemination. In each country a unique mix of barriers and facilitators was observed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Countries committed to implementing the HPS approach in as many schools as possible also seem to pay attention to the quality of implementation. For a complete and accurate measurement of implementation, the use of multiple implementation indicators is desirable.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 10","pages":"975-984"},"PeriodicalIF":1.8,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001169","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}
Taylor Neher DrPH, Megan Smith PhD, Kelly Rossetto PhD, Irma Mujak MPH, Alyssa Romero BS, Kaydin Griffin BS
BACKGROUND
Youth mental health rates of depression and anxiety continue to climb. Schools have a role to play to support youth mental health but often struggle to navigate community expectations.
METHODS
Focus groups (n = 17) were conducted with over 100 participants to understand community perceptions on the role of schools.
RESULTS
Three themes emerged around what schools should be doing: (1) provide accurate education about mental health, (2) create mental health promoting environments that positively supports young people, and (3) act as a common space to bring community members and organizations together for their young people.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
School professionals and systems should be equipped to adequately address youth mental health. The current US institutional response to this crisis is underdeveloped and exacerbates equity issues and health outcome disparities. Schools need institutional support for addressing mental health in ways that incorporate building a shared understanding with families and providing efforts to prevent and detect rather than just treat mental health.
CONCLUSIONS
Schools should work with their communities to promote shared understanding and accountability for all to engage in building rich protective environments that promote mental well-being for kids in their care.
{"title":"Understanding Community Perceptions on the Role of Schools in Youth Mental Health","authors":"Taylor Neher DrPH, Megan Smith PhD, Kelly Rossetto PhD, Irma Mujak MPH, Alyssa Romero BS, Kaydin Griffin BS","doi":"10.1111/josh.13493","DOIUrl":"10.1111/josh.13493","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Youth mental health rates of depression and anxiety continue to climb. Schools have a role to play to support youth mental health but often struggle to navigate community expectations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Focus groups (n = 17) were conducted with over 100 participants to understand community perceptions on the role of schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Three themes emerged around what schools should be doing: (1) provide accurate education about mental health, (2) create mental health promoting environments that positively supports young people, and (3) act as a common space to bring community members and organizations together for their young people.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>School professionals and systems should be equipped to adequately address youth mental health. The current US institutional response to this crisis is underdeveloped and exacerbates equity issues and health outcome disparities. Schools need institutional support for addressing mental health in ways that incorporate building a shared understanding with families and providing efforts to prevent and detect rather than just treat mental health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Schools should work with their communities to promote shared understanding and accountability for all to engage in building rich protective environments that promote mental well-being for kids in their care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 10","pages":"950-956"},"PeriodicalIF":1.8,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908171","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}
Rhiannon Lee White PhD, Jamie Sherson, Carmen Young, Ted Noon PhD
BACKGROUND
Physical activity is beneficial to physical, social, and emotional well-being, and schools are required to provide opportunities to engage in physical activity. While physical education and school sport have been extensively researched, little is known about the value of informal, unstructured, exercise opportunities.
METHODS
This study involved interviews with 19 adolescent girls who attended “extra” exercise opportunities provided by their school. The 3 opportunities were: (1) informal before-school exercise sessions at school, (2) before-school sport training, and (3) externally provided exercise sessions in a community setting during school hours.
RESULTS
Students perceived all opportunities as valuable with benefits to confidence, social well-being, and emotional well-being. The informal exercise sessions held greater benefits to confidence as confidence transferred from the physical activity context into the academic classroom more so than for those participating in sport. Social benefits were greater for those exercising before school as this opportunity created new relationships with teachers and with students from other classes and year groups.
CONCLUSIONS
The opportunity to engage in informal exercise with peers before school widened social networks, increased confidence, changed the overall school climate, and increased attendance.
{"title":"The Value of an Informal Before-School Exercise Opportunity for Adolescent Girls Living in a Low-Socioeconomic Community","authors":"Rhiannon Lee White PhD, Jamie Sherson, Carmen Young, Ted Noon PhD","doi":"10.1111/josh.13497","DOIUrl":"10.1111/josh.13497","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Physical activity is beneficial to physical, social, and emotional well-being, and schools are required to provide opportunities to engage in physical activity. While physical education and school sport have been extensively researched, little is known about the value of informal, unstructured, exercise opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>This study involved interviews with 19 adolescent girls who attended “extra” exercise opportunities provided by their school. The 3 opportunities were: (1) informal before-school exercise sessions at school, (2) before-school sport training, and (3) externally provided exercise sessions in a community setting during school hours.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Students perceived all opportunities as valuable with benefits to confidence, social well-being, and emotional well-being. The informal exercise sessions held greater benefits to confidence as confidence transferred from the physical activity context into the academic classroom more so than for those participating in sport. Social benefits were greater for those exercising before school as this opportunity created new relationships with teachers and with students from other classes and year groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>The opportunity to engage in informal exercise with peers before school widened social networks, increased confidence, changed the overall school climate, and increased attendance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 2","pages":"142-152"},"PeriodicalIF":1.8,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11748829/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908170","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}
Avanti Adhia ScD, Ruby Lucas MPH, Ann E. Richey BA, Megan Rogers MS, Nikki Van Wagner MA, Laurie Dils MSW, Frederick P. Rivara MD, MPH, Betty Bekemeier PhD, MPH, RN, FAAN
BACKGROUND
Schools are important contexts for preventing sexual violence (SV) among adolescents. Evaluating whether programming is effective requires surveying youth about SV experiences. However, school communities often have concerns about asking students, particularly those in middle school, about these experiences. This study sought to understand the types of concerns that school district leaders have related to surveying middle school students about SV and to identify ways to mitigate these concerns.
METHODS
We conducted semi-structured interviews with superintendents and school board members (n = 19) across Washington State and used inductive thematic analysis.
RESULTS
Concerns regarding surveying students about SV centered around 3 main themes: community norms and misconceptions, parental/caregiver discomfort, and survey language and administration. Concerns were particularly salient for sixth-grade students. Suggestions for mitigating concerns included: providing clear motivation and reframing messaging to community members, involving parents and students in the survey process, and modifying survey language and administration.
CONCLUSIONS
Researchers administering surveys to middle school students on sensitive topics including SV may face pushback and must consider flexible approaches to allow research and evaluation to be conducted.
{"title":"School District Leader Perspectives on Surveying Middle School Youth About Sexual Violence","authors":"Avanti Adhia ScD, Ruby Lucas MPH, Ann E. Richey BA, Megan Rogers MS, Nikki Van Wagner MA, Laurie Dils MSW, Frederick P. Rivara MD, MPH, Betty Bekemeier PhD, MPH, RN, FAAN","doi":"10.1111/josh.13496","DOIUrl":"10.1111/josh.13496","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Schools are important contexts for preventing sexual violence (SV) among adolescents. Evaluating whether programming is effective requires surveying youth about SV experiences. However, school communities often have concerns about asking students, particularly those in middle school, about these experiences. This study sought to understand the types of concerns that school district leaders have related to surveying middle school students about SV and to identify ways to mitigate these concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>We conducted semi-structured interviews with superintendents and school board members (n = 19) across Washington State and used inductive thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Concerns regarding surveying students about SV centered around 3 main themes: community norms and misconceptions, parental/caregiver discomfort, and survey language and administration. Concerns were particularly salient for sixth-grade students. Suggestions for mitigating concerns included: providing clear motivation and reframing messaging to community members, involving parents and students in the survey process, and modifying survey language and administration.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Researchers administering surveys to middle school students on sensitive topics including SV may face pushback and must consider flexible approaches to allow research and evaluation to be conducted.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 1","pages":"34-44"},"PeriodicalIF":1.8,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11739540/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903425","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}
Millions of children are diagnosed with a traumatic brain injury (TBI) each year, most being mild TBI (mTBI). The effect of mTBIs on academic performance is of significant importance. We investigate mTBI's impact on parent-reported academic outcomes in school-aged pediatric participants.
Methods
This cross-sectional survey study queried parents (N = 285) regarding letter grade performance and the presence or absence of academic accommodations before and after an mTBI, including complicated mTBI (c-mTBI, or mTBI with radiographic abnormality).
Results
We found a parent-reported decline in letter grades following c-mTBI (p < .001), with no significant change following uncomplicated mTBIs. Degree and length of recovery were also associated with grade changes (p < .05). Those with no academic accommodations prior to the injury showed significant decreases in grades after injury regardless of post-injury accommodation status (p < .05).
Implications of School Health Policy, Practice, and Equity
This study underscores the need for an improved framework of support to maximize academic performance of children following mTBI, especially in those with a c-mTBI and still recovering from their injury.
Conclusion
Our study identifies children who are at risk for adverse academic outcomes following mTBI. We encourage efforts to better support school nurses in this effort, including improved communication between health care teams and school teams.
{"title":"Parent-Reported Academic Outcomes After a Mild Traumatic Brain Injury in the Pediatric Population","authors":"Andrew Kramer DO, Justin Foley MD, Colby Hansen MD, Masaru Teramoto PhD, MPH","doi":"10.1111/josh.13502","DOIUrl":"10.1111/josh.13502","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Millions of children are diagnosed with a traumatic brain injury (TBI) each year, most being mild TBI (mTBI). The effect of mTBIs on academic performance is of significant importance. We investigate mTBI's impact on parent-reported academic outcomes in school-aged pediatric participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This cross-sectional survey study queried parents (N = 285) regarding letter grade performance and the presence or absence of academic accommodations before and after an mTBI, including complicated mTBI (c-mTBI, or mTBI with radiographic abnormality).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found a parent-reported decline in letter grades following c-mTBI (p < .001), with no significant change following uncomplicated mTBIs. Degree and length of recovery were also associated with grade changes (p < .05). Those with no academic accommodations prior to the injury showed significant decreases in grades after injury regardless of post-injury accommodation status (p < .05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications of School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>This study underscores the need for an improved framework of support to maximize academic performance of children following mTBI, especially in those with a c-mTBI and still recovering from their injury.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Our study identifies children who are at risk for adverse academic outcomes following mTBI. We encourage efforts to better support school nurses in this effort, including improved communication between health care teams and school teams.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 1","pages":"5-16"},"PeriodicalIF":1.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11739546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894784","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}
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