The COVID-19 pandemic affected school students in several ways, including mental health issues, physical activity, or education. The objective of this paper is to shed light on an underexplored aspect of the pandemic by estimating its impact on the provision and utilization of routine school-based medical services by school doctors in Austria.
Methods
We utilize survey-based data on school medical services collected by the Austrian Ministry of Education, Science and Research in the 2018/2019 and 2019/2020 school years. We compare both years using fixed-effects regression.
Results
In the 2019/20 school year, compared to 2018/19, we observe a decline in engagement of school health professionals in health-promoting school projects (−4.3%-points) and in first-aid training sessions (−8.6%-points). Most networking activities with other school-based advisory teams decreased; only membership of a school-based crisis team increased (+6.9%-points). The share of compulsory check-ups (−24.8%-points) and student-initiated medical consultations (−17.7%-points) decreased significantly.
Implications for School Health Policy, Practice, and Equity
Findings outline the need for strategies to provide school-based medical services in crises, especially in countries where school health professionals are key points of contact for medical concerns.
Conclusions
Our results indicate a significant reduction in routine school medical services during the pandemic.
{"title":"Impact of the COVID-19 Pandemic on School-Based Medical Services in Austria","authors":"Walter Hyll","doi":"10.1111/josh.70069","DOIUrl":"10.1111/josh.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic affected school students in several ways, including mental health issues, physical activity, or education. The objective of this paper is to shed light on an underexplored aspect of the pandemic by estimating its impact on the provision and utilization of routine school-based medical services by school doctors in Austria.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We utilize survey-based data on school medical services collected by the Austrian Ministry of Education, Science and Research in the 2018/2019 and 2019/2020 school years. We compare both years using fixed-effects regression.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In the 2019/20 school year, compared to 2018/19, we observe a decline in engagement of school health professionals in health-promoting school projects (−4.3%-points) and in first-aid training sessions (−8.6%-points). Most networking activities with other school-based advisory teams decreased; only membership of a school-based crisis team increased (+6.9%-points). The share of compulsory check-ups (−24.8%-points) and student-initiated medical consultations (−17.7%-points) decreased significantly.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings outline the need for strategies to provide school-based medical services in crises, especially in countries where school health professionals are key points of contact for medical concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our results indicate a significant reduction in routine school medical services during the pandemic.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 12","pages":"1026-1035"},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976814","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}
Wenhao Zhang, Brianna Routh, Molly Stenberg, Haley Scott
Background
U.S. Department of Agriculture Child Nutrition Programs provide essential nutrition supporting student health and academic outcomes. Rural school nutrition professionals (SNPs) face challenges such as staff shortages, limited resources, and inadequate training. This study evaluates a flexible training program tailored to address these issues.
Methods
Guided by the Theory of Planned Behavior and Lippitt-Knoster model, an observational cohort study design with pre- and post-training evaluations measured SNPs' knowledge, confidence, and behavioral intention. Participants completed 40-h director or 8-h staff training delivered through live virtual, asynchronous virtual, and in-person formats. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and three-way cross-tabulations.
Results
Participants demonstrated significant improvements in confidence levels and knowledge of both school nutrition basics and culinary skills. High behavioral intentions toward desirable practices were observed among participants. Flexible delivery formats enhanced participation and satisfaction, with virtual options especially beneficial for rural settings.
Implications for School Health Policy, Practice, and Equity
Flexible, theory-based training models addressing rural SNPs' specific needs improve school meal quality, staff retention, and equitable access to nutrition education.
Conclusions
Tailored training programs incorporating diverse methods and incentives strengthen rural SNP capacity, enhancing health outcomes for students.
{"title":"The Impact of Nutrition Training Programs on Knowledge, Confidence, and Behavioral Intention Among School Nutrition Professionals","authors":"Wenhao Zhang, Brianna Routh, Molly Stenberg, Haley Scott","doi":"10.1111/josh.70058","DOIUrl":"10.1111/josh.70058","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>U.S. Department of Agriculture Child Nutrition Programs provide essential nutrition supporting student health and academic outcomes. Rural school nutrition professionals (SNPs) face challenges such as staff shortages, limited resources, and inadequate training. This study evaluates a flexible training program tailored to address these issues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Guided by the Theory of Planned Behavior and Lippitt-Knoster model, an observational cohort study design with pre- and post-training evaluations measured SNPs' knowledge, confidence, and behavioral intention. Participants completed 40-h director or 8-h staff training delivered through live virtual, asynchronous virtual, and in-person formats. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and three-way cross-tabulations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants demonstrated significant improvements in confidence levels and knowledge of both school nutrition basics and culinary skills. High behavioral intentions toward desirable practices were observed among participants. Flexible delivery formats enhanced participation and satisfaction, with virtual options especially beneficial for rural settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Flexible, theory-based training models addressing rural SNPs' specific needs improve school meal quality, staff retention, and equitable access to nutrition education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Tailored training programs incorporating diverse methods and incentives strengthen rural SNP capacity, enhancing health outcomes for students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"924-932"},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976766","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}
Cynthya Maya-Hernández, Araceli Salazar-Coronel, Antonio Amadeo Carmona-Chávez, Alicia Muñoz-Espinosa, Carmen Morales-Ruán, Alejandra Jiménez-Aguilar
Background
The Mexican government has implemented two nationwide initiatives to improve the food environment in schools: the 2010 General Guidelines for Dispensing and Distributing Foods and Beverages in Public School Stores (Guidelines), and the 2015 National School Drinking Fountain Program (PNBE). Nevertheless, a 2018 assessment of 10 middle schools in Mexico City revealed high consumption of sugar-sweetened beverages and limited use of drinking fountains.
Methods
A qualitative study was carried out in 2018–2019 to explore the perceptions of 13 stakeholders (school principals, food store personnel, one drinking fountain coordinator, and government representatives) regarding the barriers and opportunities associated with the Guidelines and PNBE initiatives. Content analysis was performed using ATLAS.ti v8.0.
Results
Both initiatives yielded positive outcomes such as higher water consumption in specific neighborhoods, greater use of refillable bottles, and improved oversight efforts by school authorities. However, their full implementation has been hindered by systemic and behavioral barriers, including student preference for ultra-processed foods, minimal parental involvement, inadequate fountain maintenance, and weak policy enforcement. Study participants recommended updating the food and beverage regulations, launching additional educational campaigns, and fostering intersectoral collaboration.
Implications for School Health Policy, Practice, and Equity
Advancing healthier and more equitable school food environments demands urgent action to remove contextual and structural barriers, foster stakeholder engagement, and introduce more robust enforcement mechanisms.
Conclusions
Strengthening policy enforcement, fostering participatory decision-making, and addressing systemic barriers are essential.
{"title":"Compliance, Barriers, and Improvement Areas of Two Food Programs in Mexican Middle Schools: Stakeholders' Perceptions","authors":"Cynthya Maya-Hernández, Araceli Salazar-Coronel, Antonio Amadeo Carmona-Chávez, Alicia Muñoz-Espinosa, Carmen Morales-Ruán, Alejandra Jiménez-Aguilar","doi":"10.1111/josh.70070","DOIUrl":"10.1111/josh.70070","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The Mexican government has implemented two nationwide initiatives to improve the food environment in schools: the 2010 <i>General Guidelines for Dispensing and Distributing Foods and Beverages in Public School Stores</i> (Guidelines), and the 2015 <i>National School Drinking Fountain Program</i> (<i>PNBE</i>). Nevertheless, a 2018 assessment of 10 middle schools in Mexico City revealed high consumption of sugar-sweetened beverages and limited use of drinking fountains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative study was carried out in 2018–2019 to explore the perceptions of 13 stakeholders (school principals, food store personnel, one drinking fountain coordinator, and government representatives) regarding the barriers and opportunities associated with the Guidelines and PNBE initiatives. Content analysis was performed using ATLAS.ti v8.0.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both initiatives yielded positive outcomes such as higher water consumption in specific neighborhoods, greater use of refillable bottles, and improved oversight efforts by school authorities. However, their full implementation has been hindered by systemic and behavioral barriers, including student preference for ultra-processed foods, minimal parental involvement, inadequate fountain maintenance, and weak policy enforcement. Study participants recommended updating the food and beverage regulations, launching additional educational campaigns, and fostering intersectoral collaboration.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Advancing healthier and more equitable school food environments demands urgent action to remove contextual and structural barriers, foster stakeholder engagement, and introduce more robust enforcement mechanisms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Strengthening policy enforcement, fostering participatory decision-making, and addressing systemic barriers are essential.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 12","pages":"1036-1046"},"PeriodicalIF":1.8,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976844","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}
Amber Shields, Yunhee Chang, David Holben, Richard Balkin, Aleshia Hall-Campbell
Background
Research on the value of technologically-advanced equipment for school meal practices is limited. This study aimed to investigate whether the use of this equipment is associated with two best practices in school meals—the frequency of scratch cooking and the incorporation of locally-sourced ingredients.
Methods
Data were collected through a cross-sectional survey from a sample of U.S. K-12 public school nutrition directors and managers stratified by USDA FNS region, state, and urbanicity. Ordered logit models were used to estimate the associations between the use of technologically advanced equipment and the frequency of scratch cooking and incorporation of local products.
Results
The responses from 241 directors and managers revealed that both best practices were performed less than half the time. Total use of technologically-advanced equipment was found to be consistently positively associated with the use of local/regional products in meals (OR = 1.09, 95% CI: 1.03–1.16). There was little evidence of a significant association between equipment use and scratch cooking frequency.
Implications for School Health Policy, Practice, and Equity
The correlation between equipment use and local food integration highlights the need for targeted interventions addressing nutritional disparity.
Conclusions
The correlation between equipment use and local food integration highlights the need for targeted interventions addressing nutritional disparity.
{"title":"Use of Innovative Kitchen Equipment Promotes Use of Locally-Sourced Foods in School Meals","authors":"Amber Shields, Yunhee Chang, David Holben, Richard Balkin, Aleshia Hall-Campbell","doi":"10.1111/josh.70051","DOIUrl":"10.1111/josh.70051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research on the value of technologically-advanced equipment for school meal practices is limited. This study aimed to investigate whether the use of this equipment is associated with two best practices in school meals—the frequency of scratch cooking and the incorporation of locally-sourced ingredients.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected through a cross-sectional survey from a sample of U.S. K-12 public school nutrition directors and managers stratified by USDA FNS region, state, and urbanicity. Ordered logit models were used to estimate the associations between the use of technologically advanced equipment and the frequency of scratch cooking and incorporation of local products.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The responses from 241 directors and managers revealed that both best practices were performed less than half the time. Total use of technologically-advanced equipment was found to be consistently positively associated with the use of local/regional products in meals (OR = 1.09, 95% CI: 1.03–1.16). There was little evidence of a significant association between equipment use and scratch cooking frequency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The correlation between equipment use and local food integration highlights the need for targeted interventions addressing nutritional disparity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The correlation between equipment use and local food integration highlights the need for targeted interventions addressing nutritional disparity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"913-923"},"PeriodicalIF":1.8,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976817","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 purpose of this study was to investigate the role of adverse childhood experiences (i.e., ACEs) and intersecting identities (i.e., gender and ethnicity) on school engagement among adolescents in the United States.
Methods
We analyzed the 2021 National Survey of Children's Health Data.
Results
We first identified four ACE classes, with each class representing different proportions of intersecting identities: No ACEs, Multiple Low Risk, Mental Health Issues, and Multiple High Risk. We then found significant differences in school engagement across the ACE class memberships and eight different intersecting identities, both separately and together. When we investigated ACE class memberships and intersecting identities separately, the results underscored the pervasive negative impact of the Multiple High Risk class on school engagement across all intersecting identities. Regarding intersecting identities, Asian female adolescents exhibited the highest school engagement levels, while White male adolescents had the lowest. When considering both ACE class memberships and intersecting identities, Asian male, Black female, Black male, Hispanic male, and White male adolescents in the Multiple High Risk class demonstrated lower school engagement levels, which contrasted with the results when examining only either intersecting identities or ACEs.
Implications for School Health Policy, Practice, and Equity
These findings highlight the importance of addressing both factors in school health policies and practices to better support various adolescent populations.
Conclusions
Our study provides a foundation for future studies and informs the development of more equitable, trauma-informed school policies and practices to foster student engagement.
{"title":"Role of Adverse Childhood Experiences and Intersecting Identities on Adolescents' School Engagement in the United States*","authors":"Juhee K. Cavins, Hye Yeon Lee, Isak Kim","doi":"10.1111/josh.70072","DOIUrl":"10.1111/josh.70072","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The purpose of this study was to investigate the role of adverse childhood experiences (i.e., ACEs) and intersecting identities (i.e., gender and ethnicity) on school engagement among adolescents in the United States.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We analyzed the 2021 National Survey of Children's Health Data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We first identified four ACE classes, with each class representing different proportions of intersecting identities: <i>No ACEs, Multiple Low Risk, Mental Health Issues, and Multiple High Risk</i>. We then found significant differences in school engagement across the ACE class memberships and eight different intersecting identities, both separately and together. When we investigated ACE class memberships and intersecting identities separately, the results underscored the pervasive negative impact of the <i>Multiple High Risk</i> class on school engagement across all intersecting identities. Regarding intersecting identities, Asian female adolescents exhibited the highest school engagement levels, while White male adolescents had the lowest. When considering both ACE class memberships and intersecting identities, Asian male, Black female, Black male, Hispanic male, and White male adolescents in the <i>Multiple High Risk</i> class demonstrated lower school engagement levels, which contrasted with the results when examining only either intersecting identities or ACEs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These findings highlight the importance of addressing both factors in school health policies and practices to better support various adolescent populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Our study provides a foundation for future studies and informs the development of more equitable, trauma-informed school policies and practices to foster student engagement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 12","pages":"1060-1071"},"PeriodicalIF":1.8,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144976841","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}
Paige C. Chardavoyne, Neha Gupta, Marcus Erdman, Susan J. Boehmer, Robert P. Olympia
Background
School nurses are often tasked with identifying and managing mental and behavioral health concerns. The objective of this study was to better understand school nurse and school preparedness to identify and manage mental health conditions and psychological stressors.
Methods
The authors developed a questionnaire, which was electronically distributed to several National Association of School Nurses members during the 2021–2022 school year.
Results
A total of 994 questionnaires were completed and analyzed, a 50% response rate. Of school nurse respondents, 76% felt responsible for identifying depression; 40% reported that their school has naloxone; 22% reported that their school has an emergency preparedness and response plan for opioid overdose; and 18% screened for bullying in the past year.
Implications for School Health Policy, Practice, and Equity
School policies and guidelines for the critical areas identified in the present study should be considered.
Conclusions
Based on our national sample of school nurses, we have identified strengths and areas for improvement in school nurse and school preparedness to identify and manage mental health conditions and psychological stressors.
{"title":"Mental and Behavioral Health Services Provided by Schools in the United States: A National Survey of School Nurses*","authors":"Paige C. Chardavoyne, Neha Gupta, Marcus Erdman, Susan J. Boehmer, Robert P. Olympia","doi":"10.1111/josh.70067","DOIUrl":"10.1111/josh.70067","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School nurses are often tasked with identifying and managing mental and behavioral health concerns. The objective of this study was to better understand school nurse and school preparedness to identify and manage mental health conditions and psychological stressors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The authors developed a questionnaire, which was electronically distributed to several National Association of School Nurses members during the 2021–2022 school year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 994 questionnaires were completed and analyzed, a 50% response rate. Of school nurse respondents, 76% felt responsible for identifying depression; 40% reported that their school has naloxone; 22% reported that their school has an emergency preparedness and response plan for opioid overdose; and 18% screened for bullying in the past year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>School policies and guidelines for the critical areas identified in the present study should be considered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Based on our national sample of school nurses, we have identified strengths and areas for improvement in school nurse and school preparedness to identify and manage mental health conditions and psychological stressors.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"970-977"},"PeriodicalIF":1.8,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144859773","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, Anne Abbott, Meredith Spivak, Jason Shanks, Matthew Isbell, Angie Gribble, Megan Lorraine Smith
Background
The US is facing a youth mental health crisis. The Icelandic prevention model (IPM) may represent one promising way to address it. This paper describes using the IPM to promote youth mental health, with special attention given to the guiding principle of “embracing public schools as the natural hub of community efforts to support children and adolescents.”
Contributions to Practice
Communities for Youth (C4Y) leads academic-community partnerships that facilitate community-level approaches to improving youth mental health. While implementing the IPM, C4Y has learned valuable lessons about using the model to address youth mental health, particularly in intervention-hesitant communities. Opportunities and challenges are identified and addressed within the 10 steps of the IPM approach.
Implications for School Health Policy, Practice, and Equity
Using the IPM as a primary prevention approach to promote youth mental health may help schools and communities build shared understanding with families, enhance community partnerships, and improve the environments students live and learn in.
Conclusions
C4Y has demonstrated the potential of using the IPM to foster upstream prevention and improve youth mental health. Despite facing challenges, the initiative has achieved promising early outcomes, including reductions in moderate to severe depression symptoms and 6-month suicide ideation.
{"title":"Lessons Learned Applying the Icelandic Prevention Model to Youth Mental Health and Well-Being in Idaho","authors":"Taylor Neher, Anne Abbott, Meredith Spivak, Jason Shanks, Matthew Isbell, Angie Gribble, Megan Lorraine Smith","doi":"10.1111/josh.70068","DOIUrl":"10.1111/josh.70068","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The US is facing a youth mental health crisis. The Icelandic prevention model (IPM) may represent one promising way to address it. This paper describes using the IPM to promote youth mental health, with special attention given to the guiding principle of “embracing public schools as the natural hub of community efforts to support children and adolescents.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>Communities for Youth (C4Y) leads academic-community partnerships that facilitate community-level approaches to improving youth mental health. While implementing the IPM, C4Y has learned valuable lessons about using the model to address youth mental health, particularly in intervention-hesitant communities. Opportunities and challenges are identified and addressed within the 10 steps of the IPM approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Using the IPM as a primary prevention approach to promote youth mental health may help schools and communities build shared understanding with families, enhance community partnerships, and improve the environments students live and learn in.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>C4Y has demonstrated the potential of using the IPM to foster upstream prevention and improve youth mental health. Despite facing challenges, the initiative has achieved promising early outcomes, including reductions in moderate to severe depression symptoms and 6-month suicide ideation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"988-997"},"PeriodicalIF":1.8,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856836","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}
Maj-Britt M. R. Inhulsen, Maartje M. van Stralen, Femke van Nassau, Vincent Busch
Background
Poor sleep health is increasingly recognized as a public health issue. Despite the potential of school-based interventions, few have successfully improved adolescent sleep health. To enhance intervention effectiveness, feasibility, and relevance, it is essential to understand barriers and facilitators affecting the adoption, implementation, and sustainment. This study evaluates these aspects for the sleep health promoting school-based intervention Charge Your Brainzzz in Dutch secondary schools.
Methods
We conducted 12 semistructured interviews with teachers from five implementation schools, complemented by 372 questionnaires completed by second- and third-grade students from various educational tracks. Qualitative data were thematically analyzed and quantitative data were analyzed using descriptive statistics and tests.
Results
Adoption was supported by teachers who valued sleep education and considered it a responsibility of schools. The intervention was generally well implemented, engaging, and aligned with teacher competencies and school structures. However, teachers questioned whether it would sufficiently improve adolescents' sleep health and questioned the intervention's optimal compatibility across educational tracks and grades. Adolescent satisfaction was moderate, showing differences among educational tracks.
Implications for School Health Policy, Practice, and Equity
Involving stakeholders through participatory co-creation is recommended to better address adolescents' diverse needs. Given the strong influence of the (social) environment on sleep, expanding Charge Your Brainzzz into a broader, systems-oriented approach could yield greater and more lasting impact.
Conclusions
This study provides insights into the adoption, implementation, and sustainment of Charge Your Brainzzz. While well received, further co-creative tailoring and a broader systems approach are needed to improve its impact on sleep health.
Trial Registration
ISRCTN36701918
背景：睡眠健康状况不佳越来越被认为是一个公共卫生问题。尽管以学校为基础的干预具有潜力，但成功改善青少年睡眠健康的很少。为了提高干预措施的有效性、可行性和相关性，了解影响采用、实施和维持的障碍和促进因素至关重要。本研究对荷兰中学的睡眠健康促进校本干预Charge Your Brainzzz进行了这些方面的评估。方法：对5所实施学校的教师进行了12次半结构化访谈，并对来自不同教育方向的二、三年级学生进行了372份问卷调查。定性数据采用主题分析，定量数据采用描述性统计和检验分析。结果：重视睡眠教育并视睡眠教育为学校责任的教师支持收养。干预措施总体上实施良好，引人入胜，并与教师能力和学校结构相一致。然而，教师们质疑它是否能充分改善青少年的睡眠健康，并质疑干预在教育轨道和年级之间的最佳兼容性。青少年满意度为中等，表现出不同教育轨迹的差异。对学校卫生政策、实践和公平的影响：建议通过参与式共同创造让利益攸关方参与进来，以更好地解决青少年的各种需求。考虑到（社会）环境对睡眠的强烈影响，将Charge Your Brainzzz扩展到更广泛、面向系统的方法可能会产生更大、更持久的影响。结论：这项研究为Charge Your Brainzzz的采用、实施和维持提供了见解。虽然受到欢迎，但需要进一步的共同创意剪裁和更广泛的系统方法来改善其对睡眠健康的影响。试验注册：ISRCTN36701918。
{"title":"Process Evaluation of a School-Based Intervention Promoting Sleep Health in Adolescents: A Mixed-Methods Study","authors":"Maj-Britt M. R. Inhulsen, Maartje M. van Stralen, Femke van Nassau, Vincent Busch","doi":"10.1111/josh.70061","DOIUrl":"10.1111/josh.70061","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Poor sleep health is increasingly recognized as a public health issue. Despite the potential of school-based interventions, few have successfully improved adolescent sleep health. To enhance intervention effectiveness, feasibility, and relevance, it is essential to understand barriers and facilitators affecting the adoption, implementation, and sustainment. This study evaluates these aspects for the sleep health promoting school-based intervention Charge Your Brainzzz in Dutch secondary schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted 12 semistructured interviews with teachers from five implementation schools, complemented by 372 questionnaires completed by second- and third-grade students from various educational tracks. Qualitative data were thematically analyzed and quantitative data were analyzed using descriptive statistics and tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Adoption was supported by teachers who valued sleep education and considered it a responsibility of schools. The intervention was generally well implemented, engaging, and aligned with teacher competencies and school structures. However, teachers questioned whether it would sufficiently improve adolescents' sleep health and questioned the intervention's optimal compatibility across educational tracks and grades. Adolescent satisfaction was moderate, showing differences among educational tracks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Involving stakeholders through participatory co-creation is recommended to better address adolescents' diverse needs. Given the strong influence of the (social) environment on sleep, expanding Charge Your Brainzzz into a broader, systems-oriented approach could yield greater and more lasting impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study provides insights into the adoption, implementation, and sustainment of Charge Your Brainzzz. While well received, further co-creative tailoring and a broader systems approach are needed to improve its impact on sleep health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Trial Registration</h3>\u0000 \u0000 <p>ISRCTN36701918</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"944-954"},"PeriodicalIF":1.8,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823110","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}
Emily Richardson, Page D. Dobbs, Sarah Bemis, Hope Ballentine, Shristi Bhochhibhoya, Victor Kwaku Akakpo, Kylie Lovett
Background
Exploratory study aiming to assess the prevalence and time of initiation of menstrual health curriculum in US public school education standards by state.
Methods
US public school Kindergarten-12th grade education standards from each state's Department of Education website, including D.C. (n = 51), were searched for menstruation, menstrual, menses, menopause, period, menarche, reproduction, puberty, and growth and development.
Results
25.5% (n = 13) of US education standards include menstruation. Of these, constructs of comprehensive menstrual health were recorded including abnormal menstruation (n = 6), menstrual hygiene (n = 6), menopause (n = 1), and stigma (n = 7). Education is initiated in 3rd–5th grade (n = 6) and 6th–8th grade (n = 7). One state required boys and girls to be taught separately. Parents opt-out choice is allowed in (n = 6) and (n = 6) requires certified teachers.
Policy Implications
Isolating menstrual education as an independent framework is needed to advocate for educational inclusion in US public schools.
Conclusions
Menstrual health education is profoundly rare in US K-12 public education standards, despite 50 million students being impacted. Furthermore, comprehensive menstrual education does not currently exist in US education standards.
{"title":"State of Menstrual Health Education in 2024: Content Analysis of US K-12 Public School Education Standards","authors":"Emily Richardson, Page D. Dobbs, Sarah Bemis, Hope Ballentine, Shristi Bhochhibhoya, Victor Kwaku Akakpo, Kylie Lovett","doi":"10.1111/josh.70064","DOIUrl":"10.1111/josh.70064","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Exploratory study aiming to assess the prevalence and time of initiation of menstrual health curriculum in US public school education standards by state.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>US public school Kindergarten-12th grade education standards from each state's Department of Education website, including D.C. (<i>n</i> = 51), were searched for menstruation, menstrual, menses, menopause, period, menarche, reproduction, puberty, and growth and development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>25.5% (<i>n</i> = 13) of US education standards include menstruation. Of these, constructs of comprehensive menstrual health were recorded including abnormal menstruation (<i>n</i> = 6), menstrual hygiene (<i>n</i> = 6), menopause (<i>n</i> = 1), and stigma (<i>n</i> = 7). Education is initiated in 3rd–5th grade (<i>n</i> = 6) and 6th–8th grade (<i>n</i> = 7). One state required boys and girls to be taught separately. Parents opt-out choice is allowed in (<i>n</i> = 6) and (<i>n</i> = 6) requires certified teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Policy Implications</h3>\u0000 \u0000 <p>Isolating menstrual education as an independent framework is needed to advocate for educational inclusion in US public schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Menstrual health education is profoundly rare in US K-12 public education standards, despite 50 million students being impacted. Furthermore, comprehensive menstrual education does not currently exist in US education standards.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"962-969"},"PeriodicalIF":1.8,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838434","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}
Socio-emotional learning is increasingly recognized as essential for student well-being and academic success. The RRRR methodology (Resilience, Rights, and Respectful Relationships) integrates these principles into everyday teaching practice.
Methods
A case study was conducted in three Czech schools during the 2022/2023 academic year: two primary schools (one urban, one in a socially excluded area) and one vocational secondary school. A mixed-methods approach combined classroom observation, teacher interviews, and student feedback. RESULTS: Regular RRRR activities improved classroom dynamics, empathy, teamwork, and emotional regulation among students. Teachers reported enhanced well-being, greater stress resilience, and increased professional confidence.
Implications for School Health Policy, Practice, and Equity
Findings underscore the value of socio-emotional education in diverse school contexts. Wider adoption of the RRRR methodology could strengthen equity, inclusion, and mental health support within the Czech education system.
{"title":"Implementation of the RRRR Methodology in Education: Impacts on Students' Socio-Emotional Skills and Teachers' Well-Being","authors":"Veronika Bačová","doi":"10.1111/josh.70066","DOIUrl":"10.1111/josh.70066","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Socio-emotional learning is increasingly recognized as essential for student well-being and academic success. The RRRR methodology (Resilience, Rights, and Respectful Relationships) integrates these principles into everyday teaching practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A case study was conducted in three Czech schools during the 2022/2023 academic year: two primary schools (one urban, one in a socially excluded area) and one vocational secondary school. A mixed-methods approach combined classroom observation, teacher interviews, and student feedback. RESULTS: Regular RRRR activities improved classroom dynamics, empathy, teamwork, and emotional regulation among students. Teachers reported enhanced well-being, greater stress resilience, and increased professional confidence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings underscore the value of socio-emotional education in diverse school contexts. Wider adoption of the RRRR methodology could strengthen equity, inclusion, and mental health support within the Czech education system.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"978-987"},"PeriodicalIF":1.8,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838433","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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