Children and adolescents with poor oral health are more likely to also have poor school performance and attendance, but there is no evidence that oral health is 1 of the causes

2019 ◽  
Vol 150 (5) ◽  
pp. e51
Author(s):  
Romina Brignardello-Petersen
Keyword(s):  
Oral Health ◽  
Children And Adolescents ◽  
School Performance ◽  
Poor School Performance ◽  
Poor School

scholarly journals Academic performance and bullying in socially vulnerable students

2017 ◽  
Vol 27 (1) ◽  
pp. 19 ◽  
Author(s):  
Marcela Almeida Zequinão ◽  
Allana Alexandre Cardoso ◽  
Jorge Luiz da Silva ◽  
Pâmella De Medeiros ◽  
Marta Angélica Lossi Silva ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
School Performance ◽  
School Bullying ◽  
Primary School Children ◽  
Negative Consequences ◽  
Regular Feature ◽  
Witnessing Violence ◽  
Poor School Performance ◽  
Significant Difference ◽  
Poor School

Introduction: School bullying is characterized by over time repetitiveness of aggression, by the intentional injuring or causing suffering to another, and by the imbalance of power between the participants. This is not a new phenomenon, because the recurring situation of violence between peers at school has probably been a regular feature throughout human history. Involvement in school bullying can have negative consequences, including for the students´ teaching-learning process, in which those involved may have troubles such as failing, dropping out, as well as episodes of indiscipline. Objective: Identify the school performance of children and adolescents in a socially vulnerable situation, as well as to analyse the possible relationships of this performance with participation in the situations of violence that characterize school bullying. Method: 375 primary school children and adolescents of both genders aged between 8 and 16 years participated in the study. The instruments used were School Performance Test, Sociometric Scale and, Questionnaire for the Study of Violence Among Peers. The data were analysed using ANOVA Two-way test and Spearman correlation. Results: The present study indicates that children and adolescents in a socially vulnerable situation had results that were below expectations with respect to school development and performance in the three subtests – writing, arithmetic, and reading – in both genders and in different age groups. In an intra and extra analysis group, there was a significant difference between female children and adolescents in all subtests. However, the same was not observed among boys. There was also a relationship between poor school performance and participation in bullying situations, in which it was found that the score on the writing subtest was negatively correlated with practicing aggression and witnessing violence at school. A similar result occurred in relation to the reading subtest. The arithmetic subtest score, in turn, correlated negatively with the three forms of participation in situations of school violence: to assault, suffer abuse, and witnessing violence against colleagues. Finally, the total score obtained in SPT negatively and significantly correlated with practicing aggression and witnessing violence. Conclusion: Based on the results of this study, it was found that most children and adolescents in a socially vulnerable condition showed a lower school performance level than expected for their year attending. Allied to these results, it was found that teenage girls showed better performance than children of the same gender did. Moreover, there is a relationship between poor school performance and participation in bullying situations in different roles: victim, bully, and bystander.

scholarly journals Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

2019 ◽  
Vol 32 ◽  
Author(s):  
Glória Maria Vilella-Cortez ◽  
Heloisa Helena Marrara Ferreira ◽  
Geruza Perlato Bella
Keyword(s):  
School Performance ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Chronological Age ◽  
General Motor ◽  
Chi Square ◽  
Poor School Performance ◽  
Chi Square Test ◽  
Poor School

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

scholarly journals Quality of life of children with poor school performance: association with hearing abilities and behavioral issues

2019 ◽  
Vol 77 (3) ◽  
pp. 147-154
Author(s):  
Bárbara Antunes Rezende ◽  
Stela Maris Aguiar Lemos ◽  
Adriane Mesquita de Medeiros
Keyword(s):  
Quality Of Life ◽  
Social Behavior ◽  
School Performance ◽  
Multivariate Logistic Regression Analysis ◽  
Written Language ◽  
Poor School Performance ◽  
Sequential Memory ◽  
Hearing Abilities ◽  
Poor School

ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

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