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}
{"title":"Making a Difference: Bridging the Gap in Quality Healthcare Access for School Children From Urban Slums in Karachi, Pakistan","authors":"Romesa Ibrahim, Adina Sajjad, Kishwar Enam, Fyezah Jehan","doi":"10.1111/josh.70063","DOIUrl":"10.1111/josh.70063","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"998-1001"},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823109","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}
Rabies remains a life-threatening yet preventable disease, particularly among school-aged children in Thailand. Understanding how health literacy (HL) and protection motivation theory (PMT) influence rabies protective behaviors (RPB) is vital for school health interventions.
Methods
Using validated questionnaires, a cross-sectional study was conducted among 1751 Grade 4–6 students in Chonburi Province. HL, PMT constructs, and RPB were measured. Structural equation modeling was used to examine predictive relationships.
Results
HL was a strong predictor of RPB (β = 0.439, p < 0.001), especially in accessing, appraising, and applying health information. PMT constructs, particularly response efficacy and self-efficacy, also significantly predicted RPB (β = 0.200, p < 0.001). HL levels were higher among older students, private school attendees, and those with stronger academic performance.
Implications for School Health Policy, Practice, and Equity
Integrating HL and PMT frameworks into rabies education curricula may improve behavioral outcomes. Programs should be developmentally appropriate and address disparities across school types and student performance levels.
Conclusions
Strengthening HL and motivational factors through school-based education and multisectoral collaboration is critical to achieving rabies prevention goals and advancing child health equity in endemic settings.
{"title":"Strengthening Rabies Protection Behaviors Among Thai Children: The Role of Health Literacy and Protection Motivation","authors":"Mayurin Laorujisawat, Worrawit Nakpan, Araya Prasertchai, Theerawut Thammakun, Vuttajug Punsombut, Kowit Suwannahong","doi":"10.1111/josh.70059","DOIUrl":"10.1111/josh.70059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Rabies remains a life-threatening yet preventable disease, particularly among school-aged children in Thailand. Understanding how health literacy (HL) and protection motivation theory (PMT) influence rabies protective behaviors (RPB) is vital for school health interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using validated questionnaires, a cross-sectional study was conducted among 1751 Grade 4–6 students in Chonburi Province. HL, PMT constructs, and RPB were measured. Structural equation modeling was used to examine predictive relationships.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>HL was a strong predictor of RPB (<i>β</i> = 0.439, <i>p</i> < 0.001), especially in accessing, appraising, and applying health information. PMT constructs, particularly response efficacy and self-efficacy, also significantly predicted RPB (<i>β</i> = 0.200, <i>p</i> < 0.001). HL levels were higher among older students, private school attendees, and those with stronger academic performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Integrating HL and PMT frameworks into rabies education curricula may improve behavioral outcomes. Programs should be developmentally appropriate and address disparities across school types and student performance levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Strengthening HL and motivational factors through school-based education and multisectoral collaboration is critical to achieving rabies prevention goals and advancing child health equity in endemic settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"933-943"},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144818096","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}
Ayoub Hamdan Al-Rousan, Mohammad Nayef Ayasrah, Mohamad Ahmad Saleem Khasawneh, Yusra jadallah abed Khasawneh
Introduction
Puberty health, as a fundamental aspect of adolescent health, requires targeted and evaluated educational programs. However, to date, a comprehensive tool to measure the effectiveness of these programs has not been developed. Therefore, this study aimed at the design and psychometric validation of the Evaluation Scale for Puberty Health Education Programs (EPHEP-Scale) for students aged 10–18.
Method
To develop and validate this scale, a sequential exploratory mixed-methods design was used. The samples included 850 students aged 10 to 18 from four Arab countries. The study also utilized Exploratory Graph Analysis (EGA) from a network perspective.
Results
The results of the EFA and CFA showed that this scale includes six factors: Behavioral Reflexivity in Health Practices, Cognitive Resonance with Puberty, Transformative Impact on Self and Aspirations, Interpersonal Connectivity and Social Navigation, Emotional Synchrony and Adaptation, and Meta-Cognition and Reflective Learning. Additionally, network analysis further supported the six-factor structure of the EPHEP. These results indicate that the EPHEP-Scale is an accurate and reliable tool for evaluating puberty health education programs, making it suitable for use in various educational settings.
Implications for School Health Policy, Practice, and Equity
The EPHEP-Scale offers policymakers and school health practitioners a culturally validated, equity-focused tool to assess and refine puberty health curricula. By capturing psychosocial and behavioral dimensions, it enables targeted resource allocation, particularly in resource-limited or culturally diverse settings, and promotes equitable evaluation of program impacts across gender and regional contexts. Adoption of this instrument can support data-driven policy decisions to enhance access, reduce stigma, and ensure that all students benefit from high-quality, contextually relevant puberty education.
Conclusion
By providing a comprehensive framework to measure multiple aspects of puberty health development, the EPHEP enhances the effectiveness of these programs and enables their optimization for diverse student groups. With its broad impact on the design and implementation of educational initiatives, this scale plays a crucial role in improving the quality of life of puberties, as well as their mental and social well-being, ultimately fostering healthier and more inform
{"title":"Design, Psychometric Validation, and Network Analysis of the Evaluation Scale for Puberty Health Education Programs (EPHEP-Scale) for Students Aged 10–18","authors":"Ayoub Hamdan Al-Rousan, Mohammad Nayef Ayasrah, Mohamad Ahmad Saleem Khasawneh, Yusra jadallah abed Khasawneh","doi":"10.1111/josh.70060","DOIUrl":"10.1111/josh.70060","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Puberty health, as a fundamental aspect of adolescent health, requires targeted and evaluated educational programs. However, to date, a comprehensive tool to measure the effectiveness of these programs has not been developed. Therefore, this study aimed at the design and psychometric validation of the Evaluation Scale for Puberty Health Education Programs (EPHEP-Scale) for students aged 10–18.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To develop and validate this scale, a sequential exploratory mixed-methods design was used. The samples included 850 students aged 10 to 18 from four Arab countries. The study also utilized Exploratory Graph Analysis (EGA) from a network perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results of the EFA and CFA showed that this scale includes six factors: Behavioral Reflexivity in Health Practices, Cognitive Resonance with Puberty, Transformative Impact on Self and Aspirations, Interpersonal Connectivity and Social Navigation, Emotional Synchrony and Adaptation, and Meta-Cognition and Reflective Learning. Additionally, network analysis further supported the six-factor structure of the EPHEP. These results indicate that the EPHEP-Scale is an accurate and reliable tool for evaluating puberty health education programs, making it suitable for use in various educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The EPHEP-Scale offers policymakers and school health practitioners a culturally validated, equity-focused tool to assess and refine puberty health curricula. By capturing psychosocial and behavioral dimensions, it enables targeted resource allocation, particularly in resource-limited or culturally diverse settings, and promotes equitable evaluation of program impacts across gender and regional contexts. Adoption of this instrument can support data-driven policy decisions to enhance access, reduce stigma, and ensure that all students benefit from high-quality, contextually relevant puberty education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>By providing a comprehensive framework to measure multiple aspects of puberty health development, the EPHEP enhances the effectiveness of these programs and enables their optimization for diverse student groups. With its broad impact on the design and implementation of educational initiatives, this scale plays a crucial role in improving the quality of life of puberties, as well as their mental and social well-being, ultimately fostering healthier and more inform","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"864-879"},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800824","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}
Erin K. Howie, Samantha M. Harden, Juan Lemus, Brett Stone, Daheia J. Barr-Anderson, Christopher R. Long
Background
Little is known on the implementation of school recess policies to explore the policy-to-practice gap and to ultimately promote quality recess for all students. The purpose was to determine recess scheduling in a state requiring 40 min of daily recess.
Methods
A cross-sectional document analysis of public elementary schools' recess schedules from the 2023 to 2024 school year (n = 526 available schools). Schedules by grade level were compared between school grades, rurality, and minority enrollment.
Results
Schedules were obtained from 113 (n = 535 grade-level schedules) schools. Overall, 51.4% of grades received two daily recess periods. The average total duration of recess was 34.4 (SD 11.8) minutes. A total of 43% of grades had recess before lunch. Upper grades had a shorter recess duration compared to lower grades (B −1.2 min, p = 0.009) and were more likely to have their first recess in the afternoon (OR 4.8, p < 0.001). Urban (p = 0.017) and high minority enrollment (p = 0.020) schools were more likely to have recess immediately following lunch.
Implications for School Health Policy, Practice, and Equity
Schools should consider providing equal opportunities for recess duration and scheduling across grades and consider options for recess before lunch.
Conclusions
Recess scheduling varies in frequency, duration, and timing within one state-level recess requirement.
{"title":"When to Eat and When to Play: Variations in Recess and Lunch Scheduling Within a State 40-Min Recess Policy","authors":"Erin K. Howie, Samantha M. Harden, Juan Lemus, Brett Stone, Daheia J. Barr-Anderson, Christopher R. Long","doi":"10.1111/josh.70055","DOIUrl":"10.1111/josh.70055","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Little is known on the implementation of school recess policies to explore the policy-to-practice gap and to ultimately promote quality recess for all students. The purpose was to determine recess scheduling in a state requiring 40 min of daily recess.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional document analysis of public elementary schools' recess schedules from the 2023 to 2024 school year (<i>n</i> = 526 available schools). Schedules by grade level were compared between school grades, rurality, and minority enrollment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Schedules were obtained from 113 (<i>n</i> = 535 grade-level schedules) schools. Overall, 51.4% of grades received two daily recess periods. The average total duration of recess was 34.4 (SD 11.8) minutes. A total of 43% of grades had recess before lunch. Upper grades had a shorter recess duration compared to lower grades (<i>B</i> −1.2 min, <i>p</i> = 0.009) and were more likely to have their first recess in the afternoon (OR 4.8, <i>p</i> < 0.001). Urban (<i>p</i> = 0.017) and high minority enrollment (<i>p</i> = 0.020) schools were more likely to have recess immediately following lunch.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Schools should consider providing equal opportunities for recess duration and scheduling across grades and consider options for recess before lunch.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Recess scheduling varies in frequency, duration, and timing within one state-level recess requirement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"837-845"},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800826","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}
Rade Jovanović, Borko Katanić, Nebojša Trajković, Dušan Đorđević, Mima Stanković
Purpose
The purpose of this study was to investigate the effect of HIIT training on body composition and fitness in female adolescents and compare with regular physical education classes.
Method
A total participant sample consisted of 40 adolescent females from the secondary grammar school, who were randomly assigned to the experimental group (EG-16.44 ± 0.68 years) or the control group (CG-16.73 ± 0.62 years). The experimental group completed participation in a 12-week HIIT program, whereas the control group continued with their regular physical education classes. Testing of body composition and physical fitness was conducted in two stages: an initial test prior to the start of the experimental program, and a final measurement 12 weeks later.
Results
The main findings indicate that both EG and CG significantly improved most body composition (body mass: p = 0.008, p = 0.013; BMI (EG only): p = 0.005; body fat: p = 0.013, p = 0.013, respectively) and physical fitness parameters (handgrip strength (right): p = 0.017, p = 0.032; standing long jump: p = 0.000, p = 0.000; sit and reach (EG only): p = 0.001; SJ (CG only): p = 0.008; 4 × 10 agility running test: p = 0.016, p = 0.004; sit ups for 30s. (CG only): p = 0.000; throwing a medicine ball from lying on back: p = 0.000, p = 0.036; shuttle run (VO2max): p = 0.000, p = 0.012; shuttle run (m): p = 0.000, p = 0.003, respectively). There was no significant interaction between group and time.
Conclusion
Although both the HIIT and control groups demonstrated significant improvements, there were no significant differences between them. The findings suggest that HIIT training has the potential to be an effective method for improving physical fitness in school settings.
目的：探讨HIIT训练对女性青少年身体组成和体能的影响，并与常规体育课进行比较。方法：选取中学女生40例，随机分为实验组（EG-16.44±0.68岁）和对照组（CG-16.73±0.62岁）。实验组完成了为期12周的HIIT计划，而对照组继续他们的常规体育课。身体成分和体能测试分两个阶段进行：实验项目开始前的初始测试，以及12周后的最终测试。结果：主要发现EG和CG均能显著改善大部分体成分(体质量：p = 0.008, p = 0.013；BMI（仅限EG）： p = 0.005；体脂：p = 0.013, p = 0.013)和体质参数(握力（右）：p = 0.017, p = 0.032；立定跳远：p = 0.000, p = 0.000；坐下和伸手（仅限EG）： p = 0.001；SJ（仅CG）： p = 0.008；4 × 10敏捷跑步试验：p = 0.016, p = 0.004；仰卧起坐做30秒。（仅CG）： p = 0.000；仰卧投掷实心球：p = 0.000, p = 0.036；穿梭跑（VO2max）： p = 0.000, p = 0.012；穿梭跑(m): p = 0.000, p = 0.003)。各组与时间间无显著交互作用。结论：尽管HIIT组和对照组均表现出显著的改善，但两者之间没有显著差异。研究结果表明，HIIT训练有潜力成为在学校环境中提高身体素质的有效方法。
{"title":"School-Based High Intensity Interval Warm-Up Has Positive Effects on Physical Fitness in Adolescent Girls","authors":"Rade Jovanović, Borko Katanić, Nebojša Trajković, Dušan Đorđević, Mima Stanković","doi":"10.1111/josh.70057","DOIUrl":"10.1111/josh.70057","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to investigate the effect of HIIT training on body composition and fitness in female adolescents and compare with regular physical education classes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total participant sample consisted of 40 adolescent females from the secondary grammar school, who were randomly assigned to the experimental group (EG-16.44 ± 0.68 years) or the control group (CG-16.73 ± 0.62 years). The experimental group completed participation in a 12-week HIIT program, whereas the control group continued with their regular physical education classes. Testing of body composition and physical fitness was conducted in two stages: an initial test prior to the start of the experimental program, and a final measurement 12 weeks later.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The main findings indicate that both EG and CG significantly improved most body composition (body mass: <i>p</i> = 0.008, <i>p</i> = 0.013; BMI (EG only): <i>p</i> = 0.005; body fat: <i>p</i> = 0.013, <i>p</i> = 0.013, respectively) and physical fitness parameters (handgrip strength (right): <i>p</i> = 0.017, <i>p</i> = 0.032; standing long jump: <i>p</i> = 0.000, <i>p</i> = 0.000; sit and reach (EG only): <i>p</i> = 0.001; SJ (CG only): <i>p</i> = 0.008; 4 × 10 agility running test: <i>p</i> = 0.016, <i>p</i> = 0.004; sit ups for 30s. (CG only): <i>p</i> = 0.000; throwing a medicine ball from lying on back: <i>p</i> = 0.000, <i>p</i> = 0.036; shuttle run (VO2max): <i>p</i> = 0.000, <i>p</i> = 0.012; shuttle run (m): <i>p</i> = 0.000, <i>p</i> = 0.003, respectively). There was no significant interaction between group and time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Although both the HIIT and control groups demonstrated significant improvements, there were no significant differences between them. The findings suggest that HIIT training has the potential to be an effective method for improving physical fitness in school settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"855-863"},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800825","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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