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.
{"title":"A Systematic Review of Secondary Traumatic Stress in School Personnel: A Synthesis of Quantitative Findings","authors":"Paige M. Klemme, Barbara Pierce, Jack E. Turman Jr, James R. Brown, Sadaaki Fukui","doi":"10.1111/josh.70087","DOIUrl":"10.1111/josh.70087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Continued research needs to occur assessing STS in school personnel to better inform best practices for prevention and reactive strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071013","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}
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。
{"title":"A New Program for Determining Abnormal Growth Curves in School Health Checkups","authors":"Keisuke Wada, Yuki Kawashima-Sonoyama, Hiroto Abe, Akihiro Toya, Hironori Kobayashi, Takeshi Taketani","doi":"10.1111/josh.70088","DOIUrl":"10.1111/josh.70088","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145042033","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}
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.
{"title":"Missing Care, Missing Class: Analyzing the Overlooked Relationship Between Unmet Healthcare Needs and Absenteeism","authors":"Wendy Castillo, Jeremy Singer","doi":"10.1111/josh.70082","DOIUrl":"10.1111/josh.70082","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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 <i>my child needed care and did not receive it</i>, and our dependent variable was the <i>number of days missed due to illness or injury</i>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These results suggest that improving access to timely healthcare, particularly through school and community initiatives, is an important strategy for reducing chronic absenteeism.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031017","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}
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.
{"title":"Sexual Misconduct Policies in Secondary Schools: A Mixed-Method Analysis of In-Person and Online Behaviors and Consequences","authors":"Megan K. Maas, Kyla M. Cary, Jacob Nason, Carrie A. Moylan, Christia S. Brown","doi":"10.1111/josh.70076","DOIUrl":"10.1111/josh.70076","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 12","pages":"1112-1120"},"PeriodicalIF":1.8,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031068","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}
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.
{"title":"Developing a Validated Family-School Partnership Assessment for Child Health and Well-Being: A Multidimensional Approach","authors":"Leah M. Lessard, Sara T. Stacy, Carmen M. Culotta, Karen Glueckert","doi":"10.1111/josh.70065","DOIUrl":"10.1111/josh.70065","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The instrument was developed through a mixed-methods three-phased approach, including pilot testing with 105 parent/caregiver (<i>n</i> = 53) and school staff (<i>n</i> = 52) participants. Analytic methods included principal component analysis (PCA) followed by exploratory factor analysis (EFA) that used polychoric correlations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy and Practice</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The FSPA is a feasible and psychometrically valid measure for assessing FSPs within the context of child health.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 12","pages":"1017-1025"},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006772","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}
Shichen Zheng, Susan L. Stewart, Elisa K. Tong, Theresa H. Keegan, Melanie S. Dove
Background
Since 2016, California has prohibited e-cigarette use alongside smoking in K-12 schools. School tobacco policies may reduce student e-cigarette use.
Methods
We analyzed 2022 to 2023 California Healthy Kids Survey (CHKS) and School Staff Survey data (n = 219,114). Multivariable logistic regression was used to examine associations between student and staff awareness of school tobacco policies and current e-cigarette use, adjusting for demographics.
Results
Among students, 5.2% reported current e-cigarette use; 69.6% knew of a school policy. Most staff knew the policy (91.2%), but fewer endorsed consistent enforcement (88.2%) or prevention education (61.7%). Compared to students reporting no policy, those aware of one (OR = 0.54, p < 0.0001) or unsure (OR = 0.40, p < 0.0001) had lower use. Higher staff knowledge was associated with increased use (OR = 1.2, p = 0.0199), while enforcement agreement was associated with lower use (OR = 0.81, p = 0.0019).
Conclusions
Student knowledge and staff perceptions of policy enforcement were associated with lower e-cigarette use. Findings suggest that consistent enforcement and school-wide communication, not just policy presence, are essential for impact.
Implications
Improving policy visibility and staff training on enforcement may strengthen school policies and reduce tobacco use.
{"title":"Student and Staff Knowledge of School Tobacco Policies and Student E-Cigarette Use, California 2022–2023","authors":"Shichen Zheng, Susan L. Stewart, Elisa K. Tong, Theresa H. Keegan, Melanie S. Dove","doi":"10.1111/josh.70077","DOIUrl":"10.1111/josh.70077","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Since 2016, California has prohibited e-cigarette use alongside smoking in K-12 schools. School tobacco policies may reduce student e-cigarette use.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analyzed 2022 to 2023 California Healthy Kids Survey (CHKS) and School Staff Survey data (<i>n</i> = 219,114). Multivariable logistic regression was used to examine associations between student and staff awareness of school tobacco policies and current e-cigarette use, adjusting for demographics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among students, 5.2% reported current e-cigarette use; 69.6% knew of a school policy. Most staff knew the policy (91.2%), but fewer endorsed consistent enforcement (88.2%) or prevention education (61.7%). Compared to students reporting no policy, those aware of one (OR = 0.54, <i>p</i> < 0.0001) or unsure (OR = 0.40, <i>p</i> < 0.0001) had lower use. Higher staff knowledge was associated with increased use (OR = 1.2, <i>p</i> = 0.0199), while enforcement agreement was associated with lower use (OR = 0.81, <i>p</i> = 0.0019).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Student knowledge and staff perceptions of policy enforcement were associated with lower e-cigarette use. Findings suggest that consistent enforcement and school-wide communication, not just policy presence, are essential for impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Improving policy visibility and staff training on enforcement may strengthen school policies and reduce tobacco use.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006767","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}
Limited research has examined whether fear in schools contributes to relationships between community violence exposure and negative outcomes for children. This study aimed to explore the relationship between community violence exposure in early childhood and school suspension, examining whether fear in schools and teacher-reported externalizing behavior mediated this relationship.
Methods
Data from the LONGSCAN consortium and path models were used to examine the relationship between violence exposure at age six, fear in schools at age six, teacher-reported externalizing behaviors at age eight, and suspension ages 11–12.
Results
Findings indicated both fear in schools and teacher-reported externalizing behavior mediated the relationship between violence exposure and school suspension.
Implications for School Health Policy, Practice, and Equity
Findings suggest policies prohibiting suspension in childhood and the provision of additional services in schools may help prevent children who are exposed to community violence from experiencing school suspension and its associated consequences. Trauma-informed schools, increased provision of mental health services, and increasing school bonds may all help to reduce school fear and ultimately improve student outcomes, particularly for minoritized students.
Conclusions
Future research using larger, more generalizable data is needed to better understand detected relationships.
{"title":"Community Violence Exposure and Fear in Schools: Paths to Suspension Following Community Violence Exposure in Early Childhood","authors":"Abigail S. Novak, Rebekah Reysen","doi":"10.1111/josh.70083","DOIUrl":"10.1111/josh.70083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Limited research has examined whether fear in schools contributes to relationships between community violence exposure and negative outcomes for children. This study aimed to explore the relationship between community violence exposure in early childhood and school suspension, examining whether fear in schools and teacher-reported externalizing behavior mediated this relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data from the LONGSCAN consortium and path models were used to examine the relationship between violence exposure at age six, fear in schools at age six, teacher-reported externalizing behaviors at age eight, and suspension ages 11–12.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings indicated both fear in schools and teacher-reported externalizing behavior mediated the relationship between violence exposure and school suspension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings suggest policies prohibiting suspension in childhood and the provision of additional services in schools may help prevent children who are exposed to community violence from experiencing school suspension and its associated consequences. Trauma-informed schools, increased provision of mental health services, and increasing school bonds may all help to reduce school fear and ultimately improve student outcomes, particularly for minoritized students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Future research using larger, more generalizable data is needed to better understand detected relationships.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006744","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}
The opioid crisis continues to claim lives across the United States, which has led to increased attention toward harm reduction strategies as methods for addressing this public health issue. Specifically, naloxone, an opioid overdose reversal drug, became available over-the-counter in 2023, greatly improving its accessibility. However, despite this progress, general awareness about how to use naloxone remains limited, especially among youth who are being increasingly impacted by the opioid epidemic.
Implications for School Health Policy, Practice, and Equity
Integrating opioid overdose response and naloxone education into high school health curricula is a promising strategy to equip students with the knowledge to recognize the signs of an overdose and respond effectively. Pilot programs and trainings have already demonstrated the effectiveness of such educational initiatives. However, widespread implementation of such education remains a challenge without broader community support and systemic action. For this reason, policy-level interventions, such as those being done in Texas, Virginia, Colorado, and Massachusetts, could play a crucial role in bridging this gap and implementing life-saving education into classrooms.
{"title":"Opioid Overdose Response and Naloxone Education in Schools","authors":"Suhanee Mitragotri, Scott G. Weiner","doi":"10.1111/josh.70089","DOIUrl":"10.1111/josh.70089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The opioid crisis continues to claim lives across the United States, which has led to increased attention toward harm reduction strategies as methods for addressing this public health issue. Specifically, naloxone, an opioid overdose reversal drug, became available over-the-counter in 2023, greatly improving its accessibility. However, despite this progress, general awareness about how to use naloxone remains limited, especially among youth who are being increasingly impacted by the opioid epidemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Integrating opioid overdose response and naloxone education into high school health curricula is a promising strategy to equip students with the knowledge to recognize the signs of an overdose and respond effectively. Pilot programs and trainings have already demonstrated the effectiveness of such educational initiatives. However, widespread implementation of such education remains a challenge without broader community support and systemic action. For this reason, policy-level interventions, such as those being done in Texas, Virginia, Colorado, and Massachusetts, could play a crucial role in bridging this gap and implementing life-saving education into classrooms.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145006803","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}
Anneke Vang Hjort, Adrian Bauman, Sofie Rolff Carlsen, Johanne Triantafyllou Lorenzen, Charlotte Demant Klinker
Background
Understanding current practice is crucial for implementing Health Promoting Schools (HPS) and Whole School Approaches to Physical Activity (WSA-PA). This study validated two survey tools to assess HPS and WSA-PA implementation, respectively.
Methods
Content validity was established via literature review and expert and target group consultations. Teachers at Danish schools for vulnerable youth (ages 16–25) completed surveys in fall 2023. Structural validity was assessed using confirmatory factor analysis, construct validity via the Multitrait-Multimethod (MTMM) approach, and reliability with Cronbach's Alpha, Omega H, and Intraclass Correlation Coefficient.
Results
A total of 921 staff at 78 schools participated (72% response rate). The HPS scale had 24 items, while the WSA-PA had 21 across various subfactors, such as school ethos, health services, and resources. Statistical analyses demonstrated good structural validity (e.g., RMSEA = 0.023 for HPS, RMSEA = 0.043 for WSA-PA) and acceptable reliability. MTMM confirmed both convergent and discriminant validity.
Implications for School Health Policy, Practice, and Equity
These tools can help schools monitor and improve HPS and WSA-PA implementation, supporting equity and informing national policies.
Conclusion
The validated tools can guide schools in enhancing HPS and WSA-PA practices. Further research should refine these instruments.
{"title":"A Novel Survey for Assessing Health-Promoting School Practices and Capacity: Validation and Adaptability to Physical Activity","authors":"Anneke Vang Hjort, Adrian Bauman, Sofie Rolff Carlsen, Johanne Triantafyllou Lorenzen, Charlotte Demant Klinker","doi":"10.1111/josh.70071","DOIUrl":"10.1111/josh.70071","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding current practice is crucial for implementing Health Promoting Schools (HPS) and Whole School Approaches to Physical Activity (WSA-PA). This study validated two survey tools to assess HPS and WSA-PA implementation, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Content validity was established via literature review and expert and target group consultations. Teachers at Danish schools for vulnerable youth (ages 16–25) completed surveys in fall 2023. Structural validity was assessed using confirmatory factor analysis, construct validity via the Multitrait-Multimethod (MTMM) approach, and reliability with Cronbach's Alpha, Omega H, and Intraclass Correlation Coefficient.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 921 staff at 78 schools participated (72% response rate). The HPS scale had 24 items, while the WSA-PA had 21 across various subfactors, such as school ethos, health services, and resources. Statistical analyses demonstrated good structural validity (e.g., RMSEA = 0.023 for HPS, RMSEA = 0.043 for WSA-PA) and acceptable reliability. MTMM confirmed both convergent and discriminant validity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These tools can help schools monitor and improve HPS and WSA-PA implementation, supporting equity and informing national policies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The validated tools can guide schools in enhancing HPS and WSA-PA practices. Further research should refine these instruments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 12","pages":"1047-1059"},"PeriodicalIF":1.8,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144994278","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}
Water safety education is essential to prevent drowning. In Australia, while water safety education is included in the school curriculum, the focus is often on skill attainment rather than knowledge.
Methods
This study assessed water safety knowledge in Grade 5 and 6 students (aged 9–11 years). Surveys were conducted with students and parents. Additionally, swim teachers conducted standardized knowledge assessments.
Results
Matched surveys were completed by 99 students and their parents. Students' mean knowledge score was 8.7 (SD = 2.4) out of 15. Private swimming lessons and speaking English at home were linked to higher knowledge scores. Only 55.6% of students achieved the knowledge standards in swim teacher assessments. Parents overestimated their child's knowledge in 42.1% of cases, underestimated it in 31.6%, and accurately assessed it in 26.3% of cases.
Implications for School Health Policy, Practice, and Equity
Water safety knowledge gaps are notable for students who lack swimming lessons or speak a language other than English at home, suggesting a need for tailored approaches. Educators face challenges integrating water safety education into classroom learning, highlighting the need for resources and support.
Conclusions
Ongoing support and resources for teachers are essential to ensure all children develop essential water safety knowledge and skills.
{"title":"Measuring Australian Primary School Children's Water Safety Knowledge: Alignment With the Victorian Water Safety Certificate","authors":"Lauren Petrass, Hannah Calverley, Bernadette Matthews","doi":"10.1111/josh.70081","DOIUrl":"10.1111/josh.70081","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Water safety education is essential to prevent drowning. In Australia, while water safety education is included in the school curriculum, the focus is often on skill attainment rather than knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study assessed water safety knowledge in Grade 5 and 6 students (aged 9–11 years). Surveys were conducted with students and parents. Additionally, swim teachers conducted standardized knowledge assessments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Matched surveys were completed by 99 students and their parents. Students' mean knowledge score was 8.7 (SD = 2.4) out of 15. Private swimming lessons and speaking English at home were linked to higher knowledge scores. Only 55.6% of students achieved the knowledge standards in swim teacher assessments. Parents overestimated their child's knowledge in 42.1% of cases, underestimated it in 31.6%, and accurately assessed it in 26.3% of cases.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Water safety knowledge gaps are notable for students who lack swimming lessons or speak a language other than English at home, suggesting a need for tailored approaches. Educators face challenges integrating water safety education into classroom learning, highlighting the need for resources and support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Ongoing support and resources for teachers are essential to ensure all children develop essential water safety knowledge and skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976780","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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