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}
Ikemsinachi C. Nzenwa, Amy J. Kaplan, Gretchen F. Felopulos, Stephany Zhivotovsky, Robin Cogan, Rebecca Robbins, Sunny G. Hallowell, Chana A. Sacks, Peter T. Masiakos, Cornelia L. Griggs
Background
Firearm violence is the leading cause of death among US children and adolescents, and school nurses are increasingly recognized as key partners in prevention efforts. While school nurses are uniquely positioned to counsel on firearm safety, existing training curricula often lack content tailored to their specific roles and settings.
Methods
We adapted a hospital-based curriculum for school nurses, comprising a didactic session on firearm violence, secure storage, and counseling frameworks, followed by standardized patient simulations. The pilot was conducted at a single academic medical center, and qualitative survey data were collected. The program's feasibility, acceptability, and efficacy were assessed using a pretest–posttest design.
Results
Thirty school nurses participated, with 43.3% having prior firearm safety training and 10.0% trained to counsel on firearm safety. Post-training, confidence in counseling increased, particularly in discussing Extreme Risk Protection Orders and asking about the 5 Ls (locked, loaded, little children, low mood, and learned household members). Perceptions of the importance of screening and counseling also improved, while concerns about interference with student encounters decreased.
Implications for School Health Policy, Practice, and Equity
By equipping school nurses with trauma-informed, proactive violence prevention tools, this curriculum expands their role as trusted, frontline leaders in creating safe, supportive environments. When embedded within holistic frameworks, school nurse-led efforts can help ensure all students thrive.
Conclusion
This pilot training enhanced school nurses' confidence and perceptions of firearm safety counseling, setting the stage for efforts to expand its reach to additional locations and participants.
{"title":"Equipping School Nurses to Address Firearm Safety: A Pilot Curriculum Study","authors":"Ikemsinachi C. Nzenwa, Amy J. Kaplan, Gretchen F. Felopulos, Stephany Zhivotovsky, Robin Cogan, Rebecca Robbins, Sunny G. Hallowell, Chana A. Sacks, Peter T. Masiakos, Cornelia L. Griggs","doi":"10.1111/josh.70050","DOIUrl":"10.1111/josh.70050","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Firearm violence is the leading cause of death among US children and adolescents, and school nurses are increasingly recognized as key partners in prevention efforts. While school nurses are uniquely positioned to counsel on firearm safety, existing training curricula often lack content tailored to their specific roles and settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We adapted a hospital-based curriculum for school nurses, comprising a didactic session on firearm violence, secure storage, and counseling frameworks, followed by standardized patient simulations. The pilot was conducted at a single academic medical center, and qualitative survey data were collected. The program's feasibility, acceptability, and efficacy were assessed using a pretest–posttest design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Thirty school nurses participated, with 43.3% having prior firearm safety training and 10.0% trained to counsel on firearm safety. Post-training, confidence in counseling increased, particularly in discussing Extreme Risk Protection Orders and asking about the 5 Ls (locked, loaded, little children, low mood, and learned household members). Perceptions of the importance of screening and counseling also improved, while concerns about interference with student encounters decreased.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>By equipping school nurses with trauma-informed, proactive violence prevention tools, this curriculum expands their role as trusted, frontline leaders in creating safe, supportive environments. When embedded within holistic frameworks, school nurse-led efforts can help ensure all students thrive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This pilot training enhanced school nurses' confidence and perceptions of firearm safety counseling, setting the stage for efforts to expand its reach to additional locations and participants.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"810-819"},"PeriodicalIF":1.8,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627518","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 climate plays a vital role in adolescent development. However, most prior studies have relied on cross-sectional designs and have overlooked the relationship between psychological flexibility and the disciplinary structure of school climate. Guided by authoritative school climate theory, this study explores the longitudinal associations between psychological flexibility and school climate.
Methods
A four-wave longitudinal study was conducted with 1119 adolescents (M = 13.15 years, SD = 1.26; 50.2% female), assessed every 6 months over 1.5 years. Data were analyzed using Random Intercept Cross-Lagged Panel Modeling (RI-CLPM).
Results
The findings show that at the within-person level, psychological flexibility and school climate influence each other and have reciprocal relationship. Specifically, there is a bidirectional and reciprocal relationship between psychological flexibility and the disciplinary structure of school climate (school engagement, rule fairness, and school safety). In contrast, psychological flexibility exerts a unidirectional influence on social support (teacher-student relationships, student–student relationships) and clarity of expectations.
Conclusions
These results provide novel insights into the interplay between psychological flexibility and school climate, with implications for educational and psychological interventions aimed at improving adolescent mental health and perceived school climate.
{"title":"Temporal Directional Relationship Between Psychological Flexibility and School Climate Among Adolescents: A Random Intercept Cross-Lagged Panel Model","authors":"Dongyan Ding, Shuanghu Fang","doi":"10.1111/josh.70040","DOIUrl":"10.1111/josh.70040","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>School climate plays a vital role in adolescent development. However, most prior studies have relied on cross-sectional designs and have overlooked the relationship between psychological flexibility and the disciplinary structure of school climate. Guided by authoritative school climate theory, this study explores the longitudinal associations between psychological flexibility and school climate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A four-wave longitudinal study was conducted with 1119 adolescents (<i>M</i> = 13.15 years, SD = 1.26; 50.2% female), assessed every 6 months over 1.5 years. Data were analyzed using Random Intercept Cross-Lagged Panel Modeling (RI-CLPM).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings show that at the within-person level, psychological flexibility and school climate influence each other and have reciprocal relationship. Specifically, there is a bidirectional and reciprocal relationship between psychological flexibility and the disciplinary structure of school climate (school engagement, rule fairness, and school safety). In contrast, psychological flexibility exerts a unidirectional influence on social support (teacher-student relationships, student–student relationships) and clarity of expectations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results provide novel insights into the interplay between psychological flexibility and school climate, with implications for educational and psychological interventions aimed at improving adolescent mental health and perceived school climate.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"795-809"},"PeriodicalIF":1.8,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627519","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}
Sarina A. Attri, Andrew E. Springer, Steven H. Kelder
Background
Given the importance of school connectedness for healthy adolescent development, this scoping review aimed to identify and describe intervention strategies used to increase school connectedness among adolescents.
Methods
Guided by the Arksey and O'Malley framework, we conducted a scoping review of school-based intervention studies published between 2011 and 2023 targeting school connectedness among adolescents. Intervention strategies were organized using a social-ecological framework.
Findings
There were 24 included studies across 12 countries, targeting students aged 10–20 years. Various theories, study designs, and measurement tools were used. Interventions were primarily classroom-based, with common strategies including lessons, skill-building, and role plays. Most targeted the individual or interpersonal level rather than the organizational level. Despite it generally being a secondary outcome, 11 of the 23 interventions had a positive effect on school connectedness.
Implications for School Health Policy, Practice, and Equity
There are promising strategies across multiple social-ecological levels that can be used to increase school connectedness among adolescents.
Conclusions
A diversity of promising intervention strategies have been implemented to increase school connectedness. Future studies need to further define school connectedness, explore strategies at the organizational level, and measure the effectiveness of different strategies.
{"title":"A Scoping Review of School Connectedness Interventions for Adolescents*","authors":"Sarina A. Attri, Andrew E. Springer, Steven H. Kelder","doi":"10.1111/josh.70036","DOIUrl":"10.1111/josh.70036","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Given the importance of school connectedness for healthy adolescent development, this scoping review aimed to identify and describe intervention strategies used to increase school connectedness among adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Guided by the Arksey and O'Malley framework, we conducted a scoping review of school-based intervention studies published between 2011 and 2023 targeting school connectedness among adolescents. Intervention strategies were organized using a social-ecological framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>There were 24 included studies across 12 countries, targeting students aged 10–20 years. Various theories, study designs, and measurement tools were used. Interventions were primarily classroom-based, with common strategies including lessons, skill-building, and role plays. Most targeted the individual or interpersonal level rather than the organizational level. Despite it generally being a secondary outcome, 11 of the 23 interventions had a positive effect on school connectedness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>There are promising strategies across multiple social-ecological levels that can be used to increase school connectedness among adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>A diversity of promising intervention strategies have been implemented to increase school connectedness. Future studies need to further define school connectedness, explore strategies at the organizational level, and measure the effectiveness of different strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 10","pages":"880-899"},"PeriodicalIF":1.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12302016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144602143","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}
Rebecca E. Hasson, Michele Marenus, Amy Wassmann, Andria B. Eisman, Thomas Templin, Lexie R. Beemer, Tiwaloluwa A. Ajibewa, Anna Schwartz, Lynn Malinoff, Ronald F. Zernicke
Background
Many school-based physical activity (PA) interventions are implemented without adequately assessing their contextual fit, which can hinder their effectiveness and sustainment, ultimately reducing their impact on student health and well-being. This study aimed to assess the pre-implementation fit of the Interrupting Prolonged Sitting with ACTivity (InPACT) classroom PA intervention in one resource-limited intermediate school district (ISD; encompassing 16 local districts and 32 elementary schools) in central Michigan.
Methods
Assessments were conducted by the regional school health coordinator and ISD support staff during 2020–2021, using the Hexagon Discussion and Analysis Tool. Ratings on a 5-point Likert scale were totaled for need, fit, support, evidence, usability, and capacity.
Results
The first assessment score was 19/30; the second assessment score was 28/30, indicating a 47% increase in fit over a year. Field notes revealed a growing need for school-based PA due to limited opportunities during COVID-19. Improvements in support, fit, evidence, usability, and capacity were linked to enhanced knowledge and capacity of the regional school health coordinator.
Implications for School Health Policy, Practice, and Equity
The initial misalignment between intervention and context highlights the importance of addressing contextual barriers in resource-limited schools to effectively promote PA equity.
Conclusions
By conducting multiple assessments, schools can identify and address barriers to intervention fit, increasing readiness and the likelihood of successful implementation.
{"title":"Evaluating InPACT Intervention-Context Fit in Resource-Limited School Districts in Central Michigan","authors":"Rebecca E. Hasson, Michele Marenus, Amy Wassmann, Andria B. Eisman, Thomas Templin, Lexie R. Beemer, Tiwaloluwa A. Ajibewa, Anna Schwartz, Lynn Malinoff, Ronald F. Zernicke","doi":"10.1111/josh.70042","DOIUrl":"10.1111/josh.70042","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many school-based physical activity (PA) interventions are implemented without adequately assessing their contextual fit, which can hinder their effectiveness and sustainment, ultimately reducing their impact on student health and well-being. This study aimed to assess the pre-implementation fit of the Interrupting Prolonged Sitting with ACTivity (InPACT) classroom PA intervention in one resource-limited intermediate school district (ISD; encompassing 16 local districts and 32 elementary schools) in central Michigan.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Assessments were conducted by the regional school health coordinator and ISD support staff during 2020–2021, using the Hexagon Discussion and Analysis Tool. Ratings on a 5-point Likert scale were totaled for need, fit, support, evidence, usability, and capacity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The first assessment score was 19/30; the second assessment score was 28/30, indicating a 47% increase in fit over a year. Field notes revealed a growing need for school-based PA due to limited opportunities during COVID-19. Improvements in support, fit, evidence, usability, and capacity were linked to enhanced knowledge and capacity of the regional school health coordinator.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>The initial misalignment between intervention and context highlights the importance of addressing contextual barriers in resource-limited schools to effectively promote PA equity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>By conducting multiple assessments, schools can identify and address barriers to intervention fit, increasing readiness and the likelihood of successful implementation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 9","pages":"699-709"},"PeriodicalIF":1.8,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585504","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}
There is extensive research on the importance of school connectedness (SC). However, studies vary in how SC is operationalized, and little work has investigated factors that promote SC or how it relates to psychological outcomes, especially positive ones.
Method
This study includes a narrative review of the definitions/operationalizations, theoretical foundations, and predictors of SC as well as a systematic review of 90 empirical articles that assessed at least two components of SC (i.e., school attachment/belonging, teacher attachment, peer attachment) and at least one of seven psychological outcomes (i.e., mental health, depression, anxiety, suicidal ideation/behavior, well-being, resilience, self-esteem) as a dependent variable.
Results
Both individual and school factors can promote SC. SC relates to both positive adjustment and psychopathology; less is known regarding SC and positive adjustment relative to psychopathology.
Conclusions
SC should be conceptualized as a multi-component construct, with three key components: school attachment/belonging, teacher attachment, and peer attachment (especially with prosocial peers). Given that SC relates to multiple aspects of student mental health, it is an important target for promoting students' well-being.
{"title":"A Review of School Connectedness: Definitions, Antecedents, and Psychological Outcomes","authors":"Anqi Peng, Meagan M. Patterson","doi":"10.1111/josh.70037","DOIUrl":"10.1111/josh.70037","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is extensive research on the importance of school connectedness (SC). However, studies vary in how SC is operationalized, and little work has investigated factors that promote SC or how it relates to psychological outcomes, especially positive ones.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study includes a narrative review of the definitions/operationalizations, theoretical foundations, and predictors of SC as well as a systematic review of 90 empirical articles that assessed at least two components of SC (i.e., school attachment/belonging, teacher attachment, peer attachment) and at least one of seven psychological outcomes (i.e., mental health, depression, anxiety, suicidal ideation/behavior, well-being, resilience, self-esteem) as a dependent variable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Both individual and school factors can promote SC. SC relates to both positive adjustment and psychopathology; less is known regarding SC and positive adjustment relative to psychopathology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>SC should be conceptualized as a multi-component construct, with three key components: school attachment/belonging, teacher attachment, and peer attachment (especially with prosocial peers). Given that SC relates to multiple aspects of student mental health, it is an important target for promoting students' well-being.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 9","pages":"741-764"},"PeriodicalIF":1.8,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576835","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}
Manuel Ávila-García, Luis Miguel Medel-Carbonell, Ana Ruiz-Alarcón, Francisco Javier Huertas-Delgado
Background
Our research examined the scientific literature to determine the influence of the playground environment (size, type of surface, playground marking, and access to equipment) on physical activity (PA) by gender across different educational stages (early childhood, primary, and secondary education).
Methods
The review process followed the PRISMA statement and inclusion criteria, as well as the PICOs framework to select the population and outcomes of the review. The studies were selected by two independent reviewers, and their quality was assessed using the Hawker tool.
Results
In early childhood education, the association between PA and playground markings and access to playground equipment showed no gender differences in terms of PA. In primary education, moderate-to-vigorous PA (MVPA) was higher for boys on artificial surfaces, multisport courts, and with access to sports equipment than for girls. In secondary education, boys performed more MVPA than girls both with and without sports equipment, and on multisport courts.
Conclusion and Implications
The design of the school playgrounds should consider the type of surface (green, natural, or artificial), playground markings (multisport or game courts), the availability of space during recess, and access to game equipment to meet the play preferences of boys and girls.
{"title":"How Can Schools Increase Children and Adolescents' Physical Activity? A Systematic Review of Playground Features","authors":"Manuel Ávila-García, Luis Miguel Medel-Carbonell, Ana Ruiz-Alarcón, Francisco Javier Huertas-Delgado","doi":"10.1111/josh.70048","DOIUrl":"10.1111/josh.70048","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Our research examined the scientific literature to determine the influence of the playground environment (size, type of surface, playground marking, and access to equipment) on physical activity (PA) by gender across different educational stages (early childhood, primary, and secondary education).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The review process followed the PRISMA statement and inclusion criteria, as well as the PICOs framework to select the population and outcomes of the review. The studies were selected by two independent reviewers, and their quality was assessed using the Hawker tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In early childhood education, the association between PA and playground markings and access to playground equipment showed no gender differences in terms of PA. In primary education, moderate-to-vigorous PA (MVPA) was higher for boys on artificial surfaces, multisport courts, and with access to sports equipment than for girls. In secondary education, boys performed more MVPA than girls both with and without sports equipment, and on multisport courts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion and Implications</h3>\u0000 \u0000 <p>The design of the school playgrounds should consider the type of surface (green, natural, or artificial), playground markings (multisport or game courts), the availability of space during recess, and access to game equipment to meet the play preferences of boys and girls.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"95 9","pages":"765-775"},"PeriodicalIF":1.8,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576837","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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