Maternal drinking behaviour and co-exposure from smoking during and after pregnancy in relation to the neurocognitive function of school-children in the rural Western Cape

2021 ◽  
Author(s):  
Shala Chetty-Mhlanga ◽  
Paola Viglietti ◽  
Martin Röösli ◽  
Mohamed Aqiel Dalvie
Keyword(s):  
School Children ◽  
Neurocognitive Function ◽  
Drinking Behaviour ◽  
Western Cape

Developmental disabilities and behavioral problems among school children in the Western Cape of South Africa

2009 ◽  
Vol 30 (6) ◽  
pp. 1297-1305 ◽  
Author(s):  
Ellen Giarelli ◽  
Darren L. Clarke ◽  
Christopher Catching ◽  
Sarah J. Ratcliffe
Keyword(s):  
South Africa ◽  
Developmental Disabilities ◽  
School Children ◽  
Behavioral Problems ◽  
Western Cape

Factors influencing alcohol use among female in-school adolescents in the Western Cape, South Africa

2020 ◽  
Vol 50 (4) ◽  
pp. 574-586
Author(s):  
Thokozani J Hlomani-Nyawasha ◽  
Anna Meyer-Weitz ◽  
Catherine O Egbe
Keyword(s):  
South Africa ◽  
High School ◽  
Alcohol Use ◽  
Peer Pressure ◽  
Female Adolescent ◽  
Female Adolescents ◽  
Drinking Behaviour ◽  
Western Cape ◽  
Adolescent Students ◽  
Factors Influencing

The increasing levels and more frequent use of alcohol among females, especially those in younger age groups, is a worldwide concern. An in-depth understanding of this phenomenon is, however, limited. This study aimed to explore the factors influencing alcohol use among female adolescent students as guided by the ecological systems theory of Bronfenbrenner. Data were collected from 25 female high school students in Grade 9 in the Western Cape, South Africa, using five individual semi-structured interviews and two focus group discussions with each group comprising 10 students. Thematic analysis was used to analyse the data. The findings of the study indicated that participants begin drinking at an early age and due to low self-esteem, which makes them prone to peer influence. Female adolescents are also influenced by various factors residing within the microsystem (family members and peers), mesosystem (lack of parental attention, weak mother-to-daughter relationship, influence of peers and dating partners), exosystem (media advertisement and lifestyle of celebrities), macrosystem (change in societal roles), and chronosystem (transition to higher education). Interventions are needed in schools to help female adolescents resist peer pressure and cope with the changing environment of high school. Also, parents should be educated on the influence of their drinking behaviour on their children in order for them to be more cautious when drinking at home. Adolescent students will benefit from educational materials on the harmfulness of alcohol use.

Policy relevance of a survey on smoking and drinking behaviour among Dutch school children

Health Policy ◽  
1991 ◽  
Vol 18 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Jan van Reek ◽  
Ronald Knibbe ◽  
Theo van Iwaarden
Keyword(s):  
School Children ◽  
Drinking Behaviour ◽  
Policy Relevance

Promotion of water consumption in elementary schools: evaluation of the 'H2NOE Water Schools' program

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
U Griebler ◽  
V Titscher ◽  
L Affengruber
Keyword(s):  
Elementary School ◽  
Water Consumption ◽  
School Children ◽  
Elementary School Children ◽  
Tap Water ◽  
Free Water ◽  
Control Group ◽  
Drinking Behaviour ◽  
Attention And Memory ◽  
Beverage Consumption

Abstract Background Children often do not drink enough water. Consumption of water is associated with several health benefits, including prevention of overweight and reduction of dental caries. Drinking water can also improve children's attention and memory and sufficient water intake is important especially during the school day. A pilot programme to increase the tap water consumption of elementary school children started in 2018 - the “H2NOE Water Schools” in Lower Austria programme. The intervention schools received a free water bottle for each child, an information workshop for teachers and teaching materials. Methods In an intervention study with a control group in a before-and-after design we examined whether the “H2NOE water school” can lead to a change in the drinking behaviour of the pupils. All children of the 3rd grade in the 22 intervention schools (IG) and 32 control schools (CG) were surveyed using a paper-pencil questionnaire in autumn 2018 and in June 2019. We used multi-level analyses taking into account clusters at class level to analyse the beverage consumption data. Results In total, data of 1242 students were available at baseline and 1164 students at the end of the intervention. The consumption of tap water per day improved in both groups in a similar way: in the IG from 4.1 glasses (95% CI 3.8-4.3) to 4.7 (4.5-5.0) and in the CG from 3.1 glasses (95% CI 2.9-3.4) to 3.9 (3.6-4.2). Soft drink consumption remained stable in both groups, but juice consumption decreased in the IG compared to the CG. Conclusions The children in the intervention schools drank more tap water after 1 school year with the intervention than at the beginning. However, this was also evident in the control schools. The measurement of drinking habits in the CG may have been intervention enough to bring about changes or to initiate projects in these schools. The different seasons of the measurement (autumn and early summer) could have an influence on the results. Key messages A school-based intervention providing free water bottles improved the water consumption of elementary school children. The mere measurement of beverage consumption in the control schools also resulted in increased water consumption.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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