{"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}
Knowledge about oral health becomes essential, especially during school years when the prevalence of dental problems is high. The objective was to assess whether an educational intervention improves teachers' knowledge of oral health.
Methods
The sample was obtained through a census of elementary school teachers from public schools in Brazil. A structured questionnaire, consisting of questions about demographic data, knowledge of dental caries and periodontal disease, oral hygiene practices, preventive dentistry, and attitudes toward oral health, was administered three times: before, immediately after, and three months after the educational intervention. An educational intervention was conducted through a face-to-face session (1-h lecture) in all schools, addressing oral health topics (aforementioned). Descriptive analysis and comparison tests (McNemar and Wilcoxon) were employed to assess the impact of the intervention on teachers' knowledge.
Results
Eighty-three teachers agreed to participate (89% adherence rate), and 53 teachers completed all three questionnaires (64% final retention rate). The results showed that the intervention improved teachers' knowledge immediately after and three months after the intervention (p < 0.05) in responses related to knowledge of dental caries, periodontal disease, oral hygiene practices, and preventive dentistry.
Conclusions
This study demonstrated that teachers' knowledge of oral health improved after the intervention.
{"title":"Enhancing Oral Health Knowledge Among Elementary School Teachers: Outcomes of A Quasi-Experimental Educational Intervention","authors":"Taís Zacaria, Fernanda Ruffo Ortiz","doi":"10.1111/josh.70062","DOIUrl":"10.1111/josh.70062","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Knowledge about oral health becomes essential, especially during school years when the prevalence of dental problems is high. The objective was to assess whether an educational intervention improves teachers' knowledge of oral health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample was obtained through a census of elementary school teachers from public schools in Brazil. A structured questionnaire, consisting of questions about demographic data, knowledge of dental caries and periodontal disease, oral hygiene practices, preventive dentistry, and attitudes toward oral health, was administered three times: before, immediately after, and three months after the educational intervention. An educational intervention was conducted through a face-to-face session (1-h lecture) in all schools, addressing oral health topics (aforementioned). Descriptive analysis and comparison tests (McNemar and Wilcoxon) were employed to assess the impact of the intervention on teachers' knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Eighty-three teachers agreed to participate (89% adherence rate), and 53 teachers completed all three questionnaires (64% final retention rate). The results showed that the intervention improved teachers' knowledge immediately after and three months after the intervention (<i>p</i> < 0.05) in responses related to knowledge of dental caries, periodontal disease, oral hygiene practices, and preventive dentistry.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study demonstrated that teachers' knowledge of oral health improved after the intervention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 11","pages":"955-961"},"PeriodicalIF":1.8,"publicationDate":"2025-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805170","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}
Children's enjoyment of school (ES) and academic performance (AP) are two important factors of educational success. This study investigated the mechanism of the effect of school-home communication (SHC) on ES and AP, testing the mediating roles of caregiver participation in school activities (CPSA), interactive learning (IL), and cultural learning (CL).
Methods
We used a nationally representative sample of 4935 children (ages 6–12) from the 2019 National Household Education Surveys. We employed structural equation models (SEM) to analyze the direct and indirect pathways among SHC, ES, and AP.
Results
Results showed that SHC positively predicted both ES and AP. CL partially mediated these associations, while IL only significantly mediated the association between SHC and ES.
Discussion
These findings highlighted the importance of caregiver involvement, including bridging communication, direct school participation, and home-based enrichment. Implications include schools promoting structured communication systems and encouraging culturally responsive homework.
{"title":"School-Home Communication Predicts Children's Enjoyment of School and Academic Performance in the USA: A Mediation Analysis","authors":"Jiawen Cui, Hao Wen","doi":"10.1111/josh.70053","DOIUrl":"10.1111/josh.70053","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Children's enjoyment of school (ES) and academic performance (AP) are two important factors of educational success. This study investigated the mechanism of the effect of school-home communication (SHC) on ES and AP, testing the mediating roles of caregiver participation in school activities (CPSA), interactive learning (IL), and cultural learning (CL).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a nationally representative sample of 4935 children (ages 6–12) from the 2019 National Household Education Surveys. We employed structural equation models (SEM) to analyze the direct and indirect pathways among SHC, ES, and AP.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results showed that SHC positively predicted both ES and AP. CL partially mediated these associations, while IL only significantly mediated the association between SHC and ES.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>These findings highlighted the importance of caregiver involvement, including bridging communication, direct school participation, and home-based enrichment. Implications include schools promoting structured communication systems and encouraging culturally responsive homework.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"827-836"},"PeriodicalIF":1.8,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785817","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}
Effective health education fosters lifelong well-being, but traditional educator-centered methods in Morocco may limit student engagement and comprehension. Understanding educator-student communication is key to designing early interventions that enhance learning.
Methods
This exploratory quantitative study analyzed health education sessions in Moroccan elementary schools using the Roter Interaction Analysis System (RIAS). Data from 135 students (ages 7–12) were collected via audio recordings, coded in AtlasTi, and analyzed in SPSS to assess communication patterns and learning outcomes.
Results
Analysis of 1221 utterances showed interactive sessions (e.g., Stress Management, Handwashing) significantly boosted engagement and post-test gains (p < 0.001), while directive teaching limited participation. Educators using simplification, open-ended questions, and scaffolding enhanced involvement. Word frequency analysis revealed educators' instructional focus and students' emotional-cognitive responses. Smaller classes and older students had higher engagement. Pre/post-test results confirmed significant knowledge gains (p < 0.001), highlighting communication's impact on learning.
Implications for School Health Policy, Practice, and Equity
Findings underscore the need for educator training on interactive strategies and adapting teaching methods based on class size and cognitive development. Strengthening communication practices can enhance health education effectiveness and equity.
Conclusion
Implementing teacher training modules on communication and piloting small-group, topic-specific sessions (e.g., on hygiene and mental health) can directly improve learning outcomes and equity in school-based health education.
{"title":"Insights Into Educator-Learner Communication via the Roter Interaction Analysis System to Improve Health Education in Moroccan Elementary School","authors":"Khadija Daoudi, Abdellah Gantare","doi":"10.1111/josh.70056","DOIUrl":"10.1111/josh.70056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Effective health education fosters lifelong well-being, but traditional educator-centered methods in Morocco may limit student engagement and comprehension. Understanding educator-student communication is key to designing early interventions that enhance learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This exploratory quantitative study analyzed health education sessions in Moroccan elementary schools using the Roter Interaction Analysis System (RIAS). Data from 135 students (ages 7–12) were collected via audio recordings, coded in AtlasTi, and analyzed in SPSS to assess communication patterns and learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis of 1221 utterances showed interactive sessions (e.g., Stress Management, Handwashing) significantly boosted engagement and post-test gains (<i>p</i> < 0.001), while directive teaching limited participation. Educators using simplification, open-ended questions, and scaffolding enhanced involvement. Word frequency analysis revealed educators' instructional focus and students' emotional-cognitive responses. Smaller classes and older students had higher engagement. Pre/post-test results confirmed significant knowledge gains (<i>p</i> < 0.001), highlighting communication's impact on learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Findings underscore the need for educator training on interactive strategies and adapting teaching methods based on class size and cognitive development. Strengthening communication practices can enhance health education effectiveness and equity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Implementing teacher training modules on communication and piloting small-group, topic-specific sessions (e.g., on hygiene and mental health) can directly improve learning outcomes and equity in school-based health education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"846-854"},"PeriodicalIF":1.8,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785815","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}
Victoria E. Goldman, Jacqueline Antoun, Panteha Hayati Rezvan, Kevin Fang
Background
School absenteeism and health have a close bidirectional link: children with medical conditions miss more school, and chronic absenteeism is tied to poor health outcomes. Despite rising absenteeism, tools to assess school attendance in healthcare settings remain underexplored. Brief, standardized attendance screening may help address this gap.
Methods
A school attendance screening tool was integrated into the electronic medical records at two clinics. Charts of 699 patients (ages 5–17) from October 2022 were analyzed for screening completion, attendance patterns, and absence reasons. Two or more absences per month were considered a positive screen for chronic absenteeism risk.
Results
Attendance screening was completed in 70% (n = 489), with no significant demographic differences between screened and unscreened. Approximately 15% (n = 72) screened positive for chronic absenteeism risk. The most common reasons were acute (62.5%) or chronic (11.1%) medical issues. Asthma was more prevalent among those who screened positive (p = 0.023).
Implications
Healthcare-based attendance screening is feasible, although opportunities remain to increase provider screening. Given high rates of medically related absences, healthcare providers are uniquely positioned to identify and support youth at risk.
Conclusion
Integrating screening into routine medical care can enable early interventions for absenteeism, improving health and educational outcomes.
{"title":"School Absenteeism Screening in the Healthcare Setting: Linking Education and Medicine","authors":"Victoria E. Goldman, Jacqueline Antoun, Panteha Hayati Rezvan, Kevin Fang","doi":"10.1111/josh.70052","DOIUrl":"10.1111/josh.70052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School absenteeism and health have a close bidirectional link: children with medical conditions miss more school, and chronic absenteeism is tied to poor health outcomes. Despite rising absenteeism, tools to assess school attendance in healthcare settings remain underexplored. Brief, standardized attendance screening may help address this gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A school attendance screening tool was integrated into the electronic medical records at two clinics. Charts of 699 patients (ages 5–17) from October 2022 were analyzed for screening completion, attendance patterns, and absence reasons. Two or more absences per month were considered a positive screen for chronic absenteeism risk.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Attendance screening was completed in 70% (<i>n</i> = 489), with no significant demographic differences between screened and unscreened. Approximately 15% (<i>n</i> = 72) screened positive for chronic absenteeism risk. The most common reasons were acute (62.5%) or chronic (11.1%) medical issues. Asthma was more prevalent among those who screened positive (<i>p</i> = 0.023).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Healthcare-based attendance screening is feasible, although opportunities remain to increase provider screening. Given high rates of medically related absences, healthcare providers are uniquely positioned to identify and support youth at risk.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Integrating screening into routine medical care can enable early interventions for absenteeism, improving health and educational outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"820-826"},"PeriodicalIF":1.8,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144785816","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}
School-Based Health Centers (SBHCs) have the capacity to overcome youth barriers to care. However, most schools do not have on-campus SBHCs. At Denver Health, a large safety net hospital with 19 SBHCs in Denver Public Schools, we developed a SBHC virtual care program (VCP) to link school nurses with SBHC providers to provide medical care and address gaps in care for children attending the DPS schools without an on-campus SBHC.
Contributions to Practice
In establishing the SBHC VCP, several important steps emerged that others could consider when establishing similar programs. This manuscript will lay out helpful frameworks in the establishment of this SBHC VCP, including a theory of change model, a process map, and an appointment flow diagram.
Implications for School Health Policy, Practice, and Equity
Since August of 2021, this program has been rolled out to 58 schools and seen close to 900 visits. The development of a SBHC VCP provides a framework for other SBHCs nationwide.
Conclusions
Novel mechanisms such as the DPS SBHC VCP's framework can be leveraged within other SBHCs to expand SBHC reach to schools without an on-campus SBHC.
{"title":"A Roadmap for Designing and Implementing a Hub-and-Spoke Virtual School-Based Health Clinic in Denver Colorado","authors":"Honora Quinn Burnett, Sandra Cherabie, Shelley Jackson Worstell, Karen Espinoza, Karen Sosa-Sanchez, Sonja O'Leary","doi":"10.1111/josh.70049","DOIUrl":"10.1111/josh.70049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School-Based Health Centers (SBHCs) have the capacity to overcome youth barriers to care. However, most schools do not have on-campus SBHCs. At Denver Health, a large safety net hospital with 19 SBHCs in Denver Public Schools, we developed a SBHC virtual care program (VCP) to link school nurses with SBHC providers to provide medical care and address gaps in care for children attending the DPS schools without an on-campus SBHC.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>In establishing the SBHC VCP, several important steps emerged that others could consider when establishing similar programs. This manuscript will lay out helpful frameworks in the establishment of this SBHC VCP, including a theory of change model, a process map, and an appointment flow diagram.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Since August of 2021, this program has been rolled out to 58 schools and seen close to 900 visits. The development of a SBHC VCP provides a framework for other SBHCs nationwide.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Novel mechanisms such as the DPS SBHC VCP's framework can be leveraged within other SBHCs to expand SBHC reach to schools without an on-campus SBHC.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"900-907"},"PeriodicalIF":1.8,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627517","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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