Sarah Lindstrom Johnson PhD, Nita Kulkarni BS, Sue A. Rodríguez De Jesús PhD, Stephanie Cottam BS, Marianne Fillhouer EdD, Ana M. M. Guevara PhD
BACKGROUND
Since returning to in-person instruction after the emergence of COVID-19 schools have seen a dramatic increase in the number of students chronically absent, with data indicating a greater increase for low-income, Black, and Hispanic students. Given the role of school attendance in both promoting positive educational outcomes as well as providing students with physical and mental health supports, it is critical to identify ways to re-engage families in a manner that is culturally responsive and equitable.
CONTRIBUTIONS TO THEORY
Current attendance interventions focus primarily on school-based academic and behavioral supports for students while excluding the family. Additionally, traditional family engagement models do not address the sociocultural realities of low-income and/or minoritized families. We present a strengths-based model of family engagement to support attendance.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
Along with our model, we provide concrete supports that schools can provide, including example measurement items. In this way, schools and districts can self-assess as well as identify action steps to promote positive school-family partnerships for equitable family engagement.
CONCLUSIONS
Without consistent attendance, schools cannot support positive educational outcomes nor provide important safety net services for students. Attendance is a family engagement challenge, which addressing holistically can reduce racial and socioeconomic educational and health disparities.
{"title":"School-Family Partnerships to Support Attendance: Advancing an Equity-Centered Theoretical Framework","authors":"Sarah Lindstrom Johnson PhD, Nita Kulkarni BS, Sue A. Rodríguez De Jesús PhD, Stephanie Cottam BS, Marianne Fillhouer EdD, Ana M. M. Guevara PhD","doi":"10.1111/josh.13457","DOIUrl":"10.1111/josh.13457","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Since returning to in-person instruction after the emergence of COVID-19 schools have seen a dramatic increase in the number of students chronically absent, with data indicating a greater increase for low-income, Black, and Hispanic students. Given the role of school attendance in both promoting positive educational outcomes as well as providing students with physical and mental health supports, it is critical to identify ways to re-engage families in a manner that is culturally responsive and equitable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONTRIBUTIONS TO THEORY</h3>\u0000 \u0000 <p>Current attendance interventions focus primarily on school-based academic and behavioral supports for students while excluding the family. Additionally, traditional family engagement models do not address the sociocultural realities of low-income and/or minoritized families. We present a strengths-based model of family engagement to support attendance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>Along with our model, we provide concrete supports that schools can provide, including example measurement items. In this way, schools and districts can self-assess as well as identify action steps to promote positive school-family partnerships for equitable family engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Without consistent attendance, schools cannot support positive educational outcomes nor provide important safety net services for students. Attendance is a family engagement challenge, which addressing holistically can reduce racial and socioeconomic educational and health disparities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 8","pages":"777-785"},"PeriodicalIF":1.8,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835967","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}
Jim P. Arnold MS, Anna Farello PhD, Nazlı Özkoca BS, Isabella Ozenbaugh PhD, Cole Braxling BS, William V. Massey PhD
BACKGROUND
School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year.
METHODS
Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed.
RESULTS
Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on “reculturing” recess prior to making structural changes, and empowering recess staff to sustain change.
CONCLUSION
Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.
{"title":"Improving Recess through Collaboration: Exploring the Facilitators and Barriers to Sustaining Positive Playground Behavior*","authors":"Jim P. Arnold MS, Anna Farello PhD, Nazlı Özkoca BS, Isabella Ozenbaugh PhD, Cole Braxling BS, William V. Massey PhD","doi":"10.1111/josh.13461","DOIUrl":"10.1111/josh.13461","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on “reculturing” recess prior to making structural changes, and empowering recess staff to sustain change.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSION</h3>\u0000 \u0000 <p>Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 10","pages":"985-993"},"PeriodicalIF":1.8,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140673470","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}
Keith L. Hullenaar PhD, Chelsea D. Hicks PhD, MPH, Marcus W. Stubblefield, Lester Herndon (Flip) PhD, Susan K. Seabrooks MPH, Monica S. Vavilala MD, Sharon S. Laing PhD
BACKGROUND
School Resource Officer (SRO) programs do not reduce school violence and increase school discipline. We describe the use of a culturally responsive framework to form a school community collaborative among students, parents, staff, administrators, and law enforcement to reform an SRO program, promote school safety, and reduce punitive measures.
METHODS
Members of a participating school district, a local county, and a university collaborated. Adapting an identified culturally responsive model, a racially/ethnically diverse school community co-developed and implemented a School Community Collaborative (SCC) to address a school safety priority (SRO program reform). The main outcomes were SCC model development and implementation, policy change, and school community feedback.
RESULTS
Sixteen community members participated in the 5-week SCC with students, staff, law enforcement, and parents. The SCC revised the district's SRO memorandum of understanding (MOU) with law enforcement. Participants reported favorable feedback, and 89% reported the inclusion of diverse voices.
CONCLUSIONS
Co-development and implementation of an SCC process with schools were feasible. School SCC participated in a community-engaged evaluation and revision of an MOU.
{"title":"Insights from Developing and Implementing a Novel School Community Collaborative Model to Promote School Safety*","authors":"Keith L. Hullenaar PhD, Chelsea D. Hicks PhD, MPH, Marcus W. Stubblefield, Lester Herndon (Flip) PhD, Susan K. Seabrooks MPH, Monica S. Vavilala MD, Sharon S. Laing PhD","doi":"10.1111/josh.13451","DOIUrl":"10.1111/josh.13451","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>School Resource Officer (SRO) programs do not reduce school violence and increase school discipline. We describe the use of a culturally responsive framework to form a school community collaborative among students, parents, staff, administrators, and law enforcement to reform an SRO program, promote school safety, and reduce punitive measures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Members of a participating school district, a local county, and a university collaborated. Adapting an identified culturally responsive model, a racially/ethnically diverse school community co-developed and implemented a School Community Collaborative (SCC) to address a school safety priority (SRO program reform). The main outcomes were SCC model development and implementation, policy change, and school community feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Sixteen community members participated in the 5-week SCC with students, staff, law enforcement, and parents. The SCC revised the district's SRO memorandum of understanding (MOU) with law enforcement. Participants reported favorable feedback, and 89% reported the inclusion of diverse voices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Co-development and implementation of an SCC process with schools were feasible. School SCC participated in a community-engaged evaluation and revision of an MOU.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 8","pages":"768-776"},"PeriodicalIF":1.8,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140629400","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}
Hannah E. Fraley PhD, RN, CPH, Gordon Capp PhD, LCSW
BACKGROUND
School discipline has potential life-long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults.
METHODS
Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace-Power versus Power-Over-Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power.
RESULTS
Eight peace-power versus power-over themes emerged: “humiliating,” “threatening,” “escaping,” “observing,” “avoiding,” “diverging,” “isolating,” and “failing.”
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
Disabled students can experience oppressive power-over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social-emotional learning, and inclusion.
CONCLUSIONS
Classroom discipline can represent emancipatory peace-power or oppressive power-over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered.
{"title":"Past School Discipline Experiences: Perspectives of Disabled Adults","authors":"Hannah E. Fraley PhD, RN, CPH, Gordon Capp PhD, LCSW","doi":"10.1111/josh.13462","DOIUrl":"10.1111/josh.13462","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>School discipline has potential life-long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace-Power versus Power-Over-Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Eight peace-power versus power-over themes emerged: “humiliating,” “threatening,” “escaping,” “observing,” “avoiding,” “diverging,” “isolating,” and “failing.”</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>Disabled students can experience oppressive power-over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social-emotional learning, and inclusion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Classroom discipline can represent emancipatory peace-power or oppressive power-over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1069-1078"},"PeriodicalIF":1.8,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13462","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140630880","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}
<p>A key component of student health and well-being is mental health. The rates of diagnosable mental health concerns among students are high—the lifetime prevalence for at least 1 mental health disorder was nearly 50% in a large, nationally representative sample of adolescents from 2010,<span><sup>1</sup></span> and prevalence has increased among school-age children and adolescents in recent years.<span><sup>2</sup></span> Notably, only about half of youth with mental health concerns receive treatment,<span><sup>3, 4</sup></span> and rates of treatment receipt are lower among marginalized or low-income youth.<span><sup>3, 5</sup></span> When children and adolescents do receive mental health treatment, they frequently access these services through their preK-12 schools.<span><sup>6-8</sup></span> Compared to clinic-based settings, schools offer many advantages for mental health service provision, including promoting access to care and reducing stigma<span><sup>9</sup></span> particularly within under-resourced settings.<span><sup>10</sup></span></p><p>Unfortunately, there are significant implementation challenges to the uptake and delivery, as well as the study, of mental health services within schools. The primary mission of schools is academic education, and many schools, particularly those serving marginalized or low-income students, frequently lack the resources to achieve their academic mission. As a result, there are often limited resources left to deliver mental health services, especially if they are not directly aligned with the schools' academic mission.<span><sup>9</sup></span> Furthermore, school-based mental health practitioners face multilevel barriers when implementing interventions, including characteristics about the intervention itself (eg, usability, contextual fit), the individual (eg, stress and burnout), the team (eg, turnover), and the school (eg, funding for sustainability), as well as factors related to the macro-level community (eg, service fragmentation).<span><sup>11, 12</sup></span></p><p>Applying concepts from the field of implementation science, the scientific study of strategies to facilitate the uptake of evidence-based practices into real-world service delivery,<span><sup>13</sup></span> has the potential to benefit school mental health research and practice. One way to support successful uptake is to develop and test implementation strategies (ie, the techniques used to enhance the adoption, implementation, or sustainment of interventions), which are key to ensure that school mental health interventions are implemented as intended within schools. The School Implementation Strategies Translating ERIC (ie, Expert Recommendations for Implementing Change) Resources (SISTER) is a compilation of 75 implementation strategies<span><sup>14</sup></span> for the school context. SISTER provides a taxonomy of strategies (eg, provide consultation/coaching; monitor the implementation effort) to help researchers and school part
{"title":"School-Based Mental Health Interventions: Recommendations for Selecting and Reporting Implementation Strategies*","authors":"Gwendolyn M. Lawson PhD, Gazi Azad PhD","doi":"10.1111/josh.13458","DOIUrl":"10.1111/josh.13458","url":null,"abstract":"<p>A key component of student health and well-being is mental health. The rates of diagnosable mental health concerns among students are high—the lifetime prevalence for at least 1 mental health disorder was nearly 50% in a large, nationally representative sample of adolescents from 2010,<span><sup>1</sup></span> and prevalence has increased among school-age children and adolescents in recent years.<span><sup>2</sup></span> Notably, only about half of youth with mental health concerns receive treatment,<span><sup>3, 4</sup></span> and rates of treatment receipt are lower among marginalized or low-income youth.<span><sup>3, 5</sup></span> When children and adolescents do receive mental health treatment, they frequently access these services through their preK-12 schools.<span><sup>6-8</sup></span> Compared to clinic-based settings, schools offer many advantages for mental health service provision, including promoting access to care and reducing stigma<span><sup>9</sup></span> particularly within under-resourced settings.<span><sup>10</sup></span></p><p>Unfortunately, there are significant implementation challenges to the uptake and delivery, as well as the study, of mental health services within schools. The primary mission of schools is academic education, and many schools, particularly those serving marginalized or low-income students, frequently lack the resources to achieve their academic mission. As a result, there are often limited resources left to deliver mental health services, especially if they are not directly aligned with the schools' academic mission.<span><sup>9</sup></span> Furthermore, school-based mental health practitioners face multilevel barriers when implementing interventions, including characteristics about the intervention itself (eg, usability, contextual fit), the individual (eg, stress and burnout), the team (eg, turnover), and the school (eg, funding for sustainability), as well as factors related to the macro-level community (eg, service fragmentation).<span><sup>11, 12</sup></span></p><p>Applying concepts from the field of implementation science, the scientific study of strategies to facilitate the uptake of evidence-based practices into real-world service delivery,<span><sup>13</sup></span> has the potential to benefit school mental health research and practice. One way to support successful uptake is to develop and test implementation strategies (ie, the techniques used to enhance the adoption, implementation, or sustainment of interventions), which are key to ensure that school mental health interventions are implemented as intended within schools. The School Implementation Strategies Translating ERIC (ie, Expert Recommendations for Implementing Change) Resources (SISTER) is a compilation of 75 implementation strategies<span><sup>14</sup></span> for the school context. SISTER provides a taxonomy of strategies (eg, provide consultation/coaching; monitor the implementation effort) to help researchers and school part","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 6","pages":"581-585"},"PeriodicalIF":2.2,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140609770","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}
Susan Yeargin PhD, ATC, Rebecca M. Hirschhorn PhD, ATC, William M. Adams PhD, ATC, FACSM, Samantha E. Scarneo-Miller PhD, ATC
Background
The National Federation of State High School Associations provides recommendations regarding health and safety policies; however, policy development is governed at the state level. Given interstate differences in governance, the primary purpose was to describe processes that State High School Athletic Associations (SHSAAs) utilize to develop a new policy. The secondary objective was to determine what methods associations use to implement new policies.
Methods
A cross-sectional survey requested SHSAA (n = 51) representatives to report how athlete health and safety policies are introduced, revised, approved, and implemented within their state. The 22-question survey was developed to gather variables for the aims of the study. Descriptive statistics were calculated for each survey item.
Results
Of states who responded (n = 33), most reported a 2-committee (n = 24, 72.7%) process for developing and vetting policies, with initiation from the Sports Medicine Advisory Committee (n = 27, 81.8%), followed by an executive-level committee (n = 18, 66.7%). States reported total time from policy initiation to final approval ranged from 2 weeks to over 12 months. When a new policy was approved, most states indicated implementation began with an e-mail (n = 24, 72.7%) sent to Athletic Directors (n = 26, 78.8%). School principal or district superintendent were reported as the position in charge of compliance (36.4%, n = 12).
Conclusions
Most SHSAAs use a 2-step process to write and review an athlete health and safety policy before approval. SHSAAs that require a longer policy development time could delay the implementation of important health measures. SHSAAs could consider additional communication methods to ensure information reaches all stakeholders.
{"title":"Secondary School State Athletic Association Health and Safety Policy Development Processes","authors":"Susan Yeargin PhD, ATC, Rebecca M. Hirschhorn PhD, ATC, William M. Adams PhD, ATC, FACSM, Samantha E. Scarneo-Miller PhD, ATC","doi":"10.1111/josh.13454","DOIUrl":"10.1111/josh.13454","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The National Federation of State High School Associations provides recommendations regarding health and safety policies; however, policy development is governed at the state level. Given interstate differences in governance, the primary purpose was to describe processes that State High School Athletic Associations (SHSAAs) utilize to develop a new policy. The secondary objective was to determine what methods associations use to implement new policies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional survey requested SHSAA (n = 51) representatives to report how athlete health and safety policies are introduced, revised, approved, and implemented within their state. The 22-question survey was developed to gather variables for the aims of the study. Descriptive statistics were calculated for each survey item.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of states who responded (n = 33), most reported a 2-committee (n = 24, 72.7%) process for developing and vetting policies, with initiation from the Sports Medicine Advisory Committee (n = 27, 81.8%), followed by an executive-level committee (n = 18, 66.7%). States reported total time from policy initiation to final approval ranged from 2 weeks to over 12 months. When a new policy was approved, most states indicated implementation began with an e-mail (n = 24, 72.7%) sent to Athletic Directors (n = 26, 78.8%). School principal or district superintendent were reported as the position in charge of compliance (36.4%, n = 12).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Most SHSAAs use a 2-step process to write and review an athlete health and safety policy before approval. SHSAAs that require a longer policy development time could delay the implementation of important health measures. SHSAAs could consider additional communication methods to ensure information reaches all stakeholders.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 7","pages":"591-600"},"PeriodicalIF":2.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573167","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}
Charles R. Davis PhD, MSN, FNP, BS, RN, Jennifer Eraca EdD, Patti A. Davis CAS-SL, MA, BS
Background
More than 20 million children in the United States lack access to primary health care.
Practice Learning
Research shows that students with regular access to physical and mental health services have fewer absences, are more social, less likely to participate in risky behaviors, have improved focus and higher test scores.
Implication For School Health Policy, Practice, And Equity
School-based health centers (SBHCs) can be an important, valuable and viable health care delivery option to meet the full-range of primary health care needs of students where they spend the majority of their wake hours, ie, in school. Children in rural and other underserved communities, as well as those underinsured, non-insured, economically challenged, underserved, and the most vulnerable among us are especially at risk.
Conclusions
This paper discusses the history, value, and importance of SBHCs from myriad perspectives, including physical and emotional wellbeing, academic and social success, and the promotion of a positive transition to adulthood. In addition, the authors' experiences that resulted in building the first SBHC in the Mid-Hudson Valley Region of New York State are shared. These experiences form the foundation for creating an important roadmap for individuals and school leaders that are interested in bringing a SBHC to their school and district.
美国有 2000 多万儿童无法获得初级保健服务。
{"title":"Improving Students Access to Primary Health Care Through School-Based Health Centers","authors":"Charles R. Davis PhD, MSN, FNP, BS, RN, Jennifer Eraca EdD, Patti A. Davis CAS-SL, MA, BS","doi":"10.1111/josh.13455","DOIUrl":"10.1111/josh.13455","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>More than 20 million children in the United States lack access to primary health care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Practice Learning</h3>\u0000 \u0000 <p>Research shows that students with regular access to physical and mental health services have fewer absences, are more social, less likely to participate in risky behaviors, have improved focus and higher test scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implication For School Health Policy, Practice, And Equity</h3>\u0000 \u0000 <p>School-based health centers (SBHCs) can be an important, valuable and viable health care delivery option to meet the full-range of primary health care needs of students where they spend the majority of their wake hours, ie, in school. Children in rural and other underserved communities, as well as those underinsured, non-insured, economically challenged, underserved, and the most vulnerable among us are especially at risk.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This paper discusses the history, value, and importance of SBHCs from myriad perspectives, including physical and emotional wellbeing, academic and social success, and the promotion of a positive transition to adulthood. In addition, the authors' experiences that resulted in building the first SBHC in the Mid-Hudson Valley Region of New York State are shared. These experiences form the foundation for creating an important roadmap for individuals and school leaders that are interested in bringing a SBHC to their school and district.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 7","pages":"674-681"},"PeriodicalIF":2.2,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573170","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}
Christina Ambrosino BS, Kelly Beharry BS, Medha Kallem BS, Sara B. Johnson PhD, MPH, Katherine A. Connor MD, MSPH, Megan E. Collins MD, MPH
BACKGROUND
The COVID-19 pandemic disrupted routine school operations, including school health programs. This study aims to describe the pandemic's impact on school health service delivery from the perspective of Maryland school health partners.
METHODS
We conducted semi-structured interviews with health service representatives from public schools (K-12) between July and December 2021. Interviews were recorded, transcribed, and coded through an iterative process to develop analytic themes.
RESULTS
Twenty school health partners from 15 Maryland school districts participated. Participants identified key impacts of COVID-19 on school health: (1) COVID-19 disrupted delivery of services such as dental, mental health, and preventative care, (2) COVID-19 necessitated changes in service delivery platforms, (3) COVID-19 affected school health staff through increased responsibilities and staffing shortages, and (4) COVID-19 prompted schools to become hubs for community outreach and health education.
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY
Consideration of school health service disruptions and the increased demands on service providers may inform future priorities for school administrators, health departments, and policymakers.
CONCLUSIONS
COVID-19 impacted the timing and method of service delivery as well as the roles of school health staff and schools themselves in public health and education.
{"title":"Maryland School Health partners' Perspectives on the Impact of COVID-19 on School Health Services for Grades K-12","authors":"Christina Ambrosino BS, Kelly Beharry BS, Medha Kallem BS, Sara B. Johnson PhD, MPH, Katherine A. Connor MD, MSPH, Megan E. Collins MD, MPH","doi":"10.1111/josh.13453","DOIUrl":"10.1111/josh.13453","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>The COVID-19 pandemic disrupted routine school operations, including school health programs. This study aims to describe the pandemic's impact on school health service delivery from the perspective of Maryland school health partners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>We conducted semi-structured interviews with health service representatives from public schools (K-12) between July and December 2021. Interviews were recorded, transcribed, and coded through an iterative process to develop analytic themes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Twenty school health partners from 15 Maryland school districts participated. Participants identified key impacts of COVID-19 on school health: (1) COVID-19 disrupted delivery of services such as dental, mental health, and preventative care, (2) COVID-19 necessitated changes in service delivery platforms, (3) COVID-19 affected school health staff through increased responsibilities and staffing shortages, and (4) COVID-19 prompted schools to become hubs for community outreach and health education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY</h3>\u0000 \u0000 <p>Consideration of school health service disruptions and the increased demands on service providers may inform future priorities for school administrators, health departments, and policymakers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>COVID-19 impacted the timing and method of service delivery as well as the roles of school health staff and schools themselves in public health and education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 6","pages":"529-538"},"PeriodicalIF":2.2,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573539","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}
<p>There is a staggering 3.5 billion people on this planet with oral diseases, and this now affects more people than all those with major non-communicable diseases combined.<span><sup>1</sup></span> Of this number, over half a billion children have untreated dental caries (tooth decay),<span><sup>2</sup></span> which significantly impacts their development and quality of life.<span><sup>3</sup></span> Children's performance in school can be also affected.<span><sup>1</sup></span> In the United States, it is calculated that around 34.4 million school hours are lost annually because of acute dental problems and unplanned dental visits.<span><sup>4</sup></span></p><p>Dental caries in children remains a persistent problem. The frustration is borne from the fact that it is a preventable condition. However, even in high-income countries like England, dental caries remains the number one reason for childhood hospital admissions.<span><sup>5</sup></span> Health promotion and prevention is the key to securing the oral health of our next generation. Reduced sugar consumption and oral hygiene habits can play a preventative role; children should practice healthy diets and oral hygiene at home as well as in schools.<span><sup>6</sup></span></p><p>To secure and advance the oral health of school-age children, pre-school to secondary schools, we propose that oral health should now be integrated not only into existing health systems, but also beyond health systems. We argue that oral health should no longer be viewed as the sole domain of dental professionals, but now actively shared and integrated across everyone who cares for and interacts with school-aged children.</p><p>Education settings are ideal for children to learn attitudes, behaviors and skills that promote health.<span><sup>7</sup></span> The World Health Organization and the United Nations Educational, Scientific and Cultural organization's recent Global Health Promoting Schools Initiative champions schools as strategic platforms for health prevention services, owing to their effective reach over large populations.<span><sup>8</sup></span> Schools have historically been the setting for prevention and clinical care carried out by dental teams, including dental screening, fluoride varnish, fissure sealants and other restorative treatment. One such model is New Zealand's school-based oral health services which has spanned around a century of activity.<span><sup>9</sup></span> However, owing to a myriad of reasons including financing, workforce and parental consent, these programs cannot be readily available in every school, and so addressing health inequity remains an issue. Therefore, oral health promotion must also extend beyond dental staff toward education staff who can better assure that every child is included.</p><p>Schools are also in a prime position to share evidence-based oral health knowledge to students and engage positively with parents and families on all health issues. Schools should inc
{"title":"Oral Health for all Schools: A Call to Integrate Oral Health in School Systems","authors":"Valerie Wordley BDS, MPH, Ramprasad Vasthare BDS, MDS, Hyewon Lee DMD, DrPH","doi":"10.1111/josh.13450","DOIUrl":"10.1111/josh.13450","url":null,"abstract":"<p>There is a staggering 3.5 billion people on this planet with oral diseases, and this now affects more people than all those with major non-communicable diseases combined.<span><sup>1</sup></span> Of this number, over half a billion children have untreated dental caries (tooth decay),<span><sup>2</sup></span> which significantly impacts their development and quality of life.<span><sup>3</sup></span> Children's performance in school can be also affected.<span><sup>1</sup></span> In the United States, it is calculated that around 34.4 million school hours are lost annually because of acute dental problems and unplanned dental visits.<span><sup>4</sup></span></p><p>Dental caries in children remains a persistent problem. The frustration is borne from the fact that it is a preventable condition. However, even in high-income countries like England, dental caries remains the number one reason for childhood hospital admissions.<span><sup>5</sup></span> Health promotion and prevention is the key to securing the oral health of our next generation. Reduced sugar consumption and oral hygiene habits can play a preventative role; children should practice healthy diets and oral hygiene at home as well as in schools.<span><sup>6</sup></span></p><p>To secure and advance the oral health of school-age children, pre-school to secondary schools, we propose that oral health should now be integrated not only into existing health systems, but also beyond health systems. We argue that oral health should no longer be viewed as the sole domain of dental professionals, but now actively shared and integrated across everyone who cares for and interacts with school-aged children.</p><p>Education settings are ideal for children to learn attitudes, behaviors and skills that promote health.<span><sup>7</sup></span> The World Health Organization and the United Nations Educational, Scientific and Cultural organization's recent Global Health Promoting Schools Initiative champions schools as strategic platforms for health prevention services, owing to their effective reach over large populations.<span><sup>8</sup></span> Schools have historically been the setting for prevention and clinical care carried out by dental teams, including dental screening, fluoride varnish, fissure sealants and other restorative treatment. One such model is New Zealand's school-based oral health services which has spanned around a century of activity.<span><sup>9</sup></span> However, owing to a myriad of reasons including financing, workforce and parental consent, these programs cannot be readily available in every school, and so addressing health inequity remains an issue. Therefore, oral health promotion must also extend beyond dental staff toward education staff who can better assure that every child is included.</p><p>Schools are also in a prime position to share evidence-based oral health knowledge to students and engage positively with parents and families on all health issues. Schools should inc","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 11","pages":"1105-1106"},"PeriodicalIF":1.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140573129","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}
Tyler J Walsh MPH, Luther G Kalb PhD, MHS, Michael Gemmell, Jingxia Liu PhD, Charlene A Caburnay PhD, MPH, Christina A Gurnett MD, PhD, Jason G Newland MD, MEd, the COMPASS-T Study Group
Background
Students with intellectual and developmental disabilities (IDD) were disproportionately impacted by the COVID-19 pandemic. This study's goal was to assess the effectiveness of 2 messaging strategies on participation in SARS-CoV-2 weekly testing.
Methods
Cluster randomized trials were conducted at 2 school systems, the special school district (SSD) and Kennedy Krieger Institute (Kennedy) to assess messaging strategies, general versus enhanced, to increase weekly screening for SARS-CoV-2. Testing was offered to staff and students from November 23, 2020 to May 26, 2022. The primary outcomes were percentage of students and staff consented weekly and percentage of study participants who had a test performed weekly. Generalized estimating equation models were utilized to evaluate the primary outcomes.
Results
Increases in enrollment and testing occurred during study start up, the beginning of school years, and following surges in both systems. No statistical difference was observed in the primary outcomes between schools receiving standard versus enhanced messaging.
Implications for School Health Policy, Practice, and Equity
Frequent and consistent communication is vital for families and staff. Weekly screening testing within schools is possible and highlighted the importance of utilizing equitable protocols to provide important testing to students with IDD.
Conclusion
Enhanced messaging strategies did not increase the number of participants enrolled or the percentage of enrolled participants being tested on a weekly basis.
{"title":"Assessment of COVID-19 Messaging Strategies to Increase Testing for Students With Intellectual and Developmental Disabilities","authors":"Tyler J Walsh MPH, Luther G Kalb PhD, MHS, Michael Gemmell, Jingxia Liu PhD, Charlene A Caburnay PhD, MPH, Christina A Gurnett MD, PhD, Jason G Newland MD, MEd, the COMPASS-T Study Group","doi":"10.1111/josh.13448","DOIUrl":"10.1111/josh.13448","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students with intellectual and developmental disabilities (IDD) were disproportionately impacted by the COVID-19 pandemic. This study's goal was to assess the effectiveness of 2 messaging strategies on participation in SARS-CoV-2 weekly testing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Cluster randomized trials were conducted at 2 school systems, the special school district (SSD) and Kennedy Krieger Institute (Kennedy) to assess messaging strategies, general versus enhanced, to increase weekly screening for SARS-CoV-2. Testing was offered to staff and students from November 23, 2020 to May 26, 2022. The primary outcomes were percentage of students and staff consented weekly and percentage of study participants who had a test performed weekly. Generalized estimating equation models were utilized to evaluate the primary outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Increases in enrollment and testing occurred during study start up, the beginning of school years, and following surges in both systems. No statistical difference was observed in the primary outcomes between schools receiving standard versus enhanced messaging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Frequent and consistent communication is vital for families and staff. Weekly screening testing within schools is possible and highlighted the importance of utilizing equitable protocols to provide important testing to students with IDD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Enhanced messaging strategies did not increase the number of participants enrolled or the percentage of enrolled participants being tested on a weekly basis.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 6","pages":"551-561"},"PeriodicalIF":2.2,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.13448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140319732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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