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}
Giuseppina Lo Moro MD, Giacomo Scaioli MD, Francesco Conrado MD, Luca Lusiani MD, Sonia Pinto MD, Edoardo Rolfini MD, Fabrizio Bert MD, Roberta Siliquini MD
Background
This study explores the impact of the pandemic on children's mental health. It examined the understanding of parents regarding their children's mental condition and their ability to identify issues, 2 years post the outbreak of the COVID-19 pandemic.
Methods
Using a cross-sectional design, 507 Italian parents reported on their youngest child aged between 2 and 17, totaling 507 children. The outcomes focused on were parental perception of children's mental health deterioration, scores on the Strengths and Difficulties Questionnaire (SDQ) above the clinical cut-off, and parental under-recognition of mental health issues. Descriptive analyses and multivariable logistic regression models were executed (significance at p < .05).
Results
Parents were 88.1% women (median age 41 years, interquartile range [IQR] = 36-47). Their children were 50.3% female [median age 6 years (IQR = 4-11)]. The data revealed 21.1% of parents perceived a deterioration in their children's mental health, while 44.2% had SDQ scores above the cut-off. Parental under-recognition of mental issues was found in 20.1% of cases. Significant correlations were found between parental perception of deterioration, SDQ scores, and factors like parental mental distress and children's sleep issues.
Implications
The findings suggest that schools and verified websites can serve as critical conduits for providing parents with reliable information. By promoting early identification and intervention, such mechanisms can help ensure mental health equity for children.
Conclusions
The research highlights the effect of the pandemic on children's mental health and the issue of parental under-recognition. The results underscore the importance of public health initiatives that enhance mental health information accessibility and reliability for parents.
{"title":"Parental Perception of Children's Mental Health During the Pandemic: Insights From an Italian Cross-Sectional Study","authors":"Giuseppina Lo Moro MD, Giacomo Scaioli MD, Francesco Conrado MD, Luca Lusiani MD, Sonia Pinto MD, Edoardo Rolfini MD, Fabrizio Bert MD, Roberta Siliquini MD","doi":"10.1111/josh.13449","DOIUrl":"10.1111/josh.13449","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study explores the impact of the pandemic on children's mental health. It examined the understanding of parents regarding their children's mental condition and their ability to identify issues, 2 years post the outbreak of the COVID-19 pandemic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a cross-sectional design, 507 Italian parents reported on their youngest child aged between 2 and 17, totaling 507 children. The outcomes focused on were parental perception of children's mental health deterioration, scores on the Strengths and Difficulties Questionnaire (SDQ) above the clinical cut-off, and parental under-recognition of mental health issues. Descriptive analyses and multivariable logistic regression models were executed (significance at p < .05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Parents were 88.1% women (median age 41 years, interquartile range [IQR] = 36-47). Their children were 50.3% female [median age 6 years (IQR = 4-11)]. The data revealed 21.1% of parents perceived a deterioration in their children's mental health, while 44.2% had SDQ scores above the cut-off. Parental under-recognition of mental issues was found in 20.1% of cases. Significant correlations were found between parental perception of deterioration, SDQ scores, and factors like parental mental distress and children's sleep issues.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings suggest that schools and verified websites can serve as critical conduits for providing parents with reliable information. By promoting early identification and intervention, such mechanisms can help ensure mental health equity for children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The research highlights the effect of the pandemic on children's mental health and the issue of parental under-recognition. The results underscore the importance of public health initiatives that enhance mental health information accessibility and reliability for parents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 6","pages":"539-550"},"PeriodicalIF":2.2,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295154","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}
Emma Armstrong-Carter PhD, Steve Osborn MS, Olivia Smith MS, Connie Siskowski RN, PhD, Elizabeth Olson PhD
BACKGROUND
Middle and high school students who are involved in caregiving for aging, chronically ill, and/or disabled family members report more learning challenges compared to their non-caregiving peers. However, little is known about how many students miss school to take care of someone else, and which students are most likely to have this experience. Such knowledge could reveal an important, largely unrecognized reason for school absences and educational disparities.
METHODS
Our research-practice partnership surveyed middle-and-high schoolers across Rhode Island public schools in 2022.
RESULTS
Among 55,746 students (45% White non-Latinx; 21% Latinx; 45% girls), 13.80% reported they had missed school to take care of someone else, with up to 35% in some districts. Students who missed school for caregiving were disproportionately girls, non-binary, transgender, or preferred not to report gender, older youth, and from historically marginalized racial and ethnic groups, and from urban districts.
CONCLUSIONS
Children's experiences caregiving for others may be an important and overlooked contributor to absenteeism and achievement gaps, especially in urban areas. We suggest school policies to better serve these students.
{"title":"“I Missed School to Take Care of Someone Else”: Middle and High School Students' Caregiving Responsibilities as a Reason for Absenteeism","authors":"Emma Armstrong-Carter PhD, Steve Osborn MS, Olivia Smith MS, Connie Siskowski RN, PhD, Elizabeth Olson PhD","doi":"10.1111/josh.13446","DOIUrl":"10.1111/josh.13446","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Middle and high school students who are involved in caregiving for aging, chronically ill, and/or disabled family members report more learning challenges compared to their non-caregiving peers. However, little is known about how many students miss school to take care of someone else, and which students are most likely to have this experience. Such knowledge could reveal an important, largely unrecognized reason for school absences and educational disparities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>Our research-practice partnership surveyed middle-and-high schoolers across Rhode Island public schools in 2022.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Among 55,746 students (45% White non-Latinx; 21% Latinx; 45% girls), 13.80% reported they had missed school to take care of someone else, with up to 35% in some districts. Students who missed school for caregiving were disproportionately girls, non-binary, transgender, or preferred not to report gender, older youth, and from historically marginalized racial and ethnic groups, and from urban districts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Children's experiences caregiving for others may be an important and overlooked contributor to absenteeism and achievement gaps, especially in urban areas. We suggest school policies to better serve these students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 8","pages":"708-716"},"PeriodicalIF":1.8,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140144486","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}
Many adolescents with allergy do not receive physician treatment (allergyuntreated). We explored its association with socioeconomic adversities and academic-behavior-health difficulties, which remain unaddressed.
METHODS
This cross-sectional school-based-population study compared the above factors of middle-school adolescents with allergyuntreated and those with treated allergy (allergytreated) (mean age = 13.5 ± 1.2) from north-eastern France. Participants completed a questionnaire collecting socioeconomic adversities (nonintact family, low parents' education, insufficient family income, poor social support, suffered verbal/physical violence, and sexual abuse), low academic performance, excessive screen time, substance use, sleep difficulty, poor physical health, depressive symptoms, suicide attempt, poor quality of life, and allergytreated/allergyuntreated.
RESULTS
Logistic regression models showed that allergyuntreated was associated with all the factors considered (sex-age-class-level-adjusted odds ratio (saclOR) reaching 3.94, p < .001) and the risk score (number of main criteria: suffered sexual abuse, excessive screen time, poor quality of life, cannabis use, low parents' education, and poor social support): saclOR 4.75, 9.23, 15.64, and 31.73 (p < .001) for risk scores 1, 2, 3, and ≥4, versus risk score = 0 (pseudo-R2 = 11.1%).
CONCLUSIONS
Socioeconomic adversities and academic-behavior-health difficulties may be used to detect adolescents with allergyuntreated for care.
{"title":"Untreated Allergy Among Middle School Students: Associations with Socioeconomic Adversities and Academic, Behavior, and Health Difficulties","authors":"Kénora Chau MD, PhD, Nearkasen Chau PhD","doi":"10.1111/josh.13447","DOIUrl":"10.1111/josh.13447","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> BACKGROUND</h3>\u0000 \u0000 <p>Many adolescents with allergy do not receive physician treatment (allergy<sub>untreated</sub>). We explored its association with socioeconomic adversities and academic-behavior-health difficulties, which remain unaddressed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> METHODS</h3>\u0000 \u0000 <p>This cross-sectional school-based-population study compared the above factors of middle-school adolescents with allergy<sub>untreated</sub> and those with treated allergy (allergy<sub>treated</sub>) (mean age = 13.5 ± 1.2) from north-eastern France. Participants completed a questionnaire collecting socioeconomic adversities (nonintact family, low parents' education, insufficient family income, poor social support, suffered verbal/physical violence, and sexual abuse), low academic performance, excessive screen time, substance use, sleep difficulty, poor physical health, depressive symptoms, suicide attempt, poor quality of life, and allergy<sub>treated</sub>/allergy<sub>untreated</sub>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> RESULTS</h3>\u0000 \u0000 <p>Logistic regression models showed that allergy<sub>untreated</sub> was associated with all the factors considered (sex-age-class-level-adjusted odds ratio (saclOR) reaching 3.94, <i>p</i> < .001) and the risk score (number of main criteria: suffered sexual abuse, excessive screen time, poor quality of life, cannabis use, low parents' education, and poor social support): saclOR 4.75, 9.23, 15.64, and 31.73 (<i>p</i> < .001) for risk scores 1, 2, 3, and ≥4, versus risk score = 0 (pseudo-<i>R</i><sup>2</sup> = 11.1%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> CONCLUSIONS</h3>\u0000 \u0000 <p>Socioeconomic adversities and academic-behavior-health difficulties may be used to detect adolescents with allergy<sub>untreated</sub> for care.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"94 8","pages":"717-726"},"PeriodicalIF":1.8,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139998050","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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