School-based sleep education programs: A knowledge-to-action perspective regarding barriers, proposed solutions, and future directions

Abstract Schools have a significant role in disaster education to children. This study investigates the research works about school-based education programs in order to discover challenges and best practices. We conducted a systematic review of English language papers published in peer-review journals. The search identified 2577 publications and 61 articles meeting selection criteria and included in the review. Reviewed studies indicated that disaster education in schools is effective but yet insufficient in many countries. Lack of equipment, financial resources, policy gaps, and teachers’ knowledge are common problems in programs. Main outcomes of this systematic review are showing methods used for health emergency preparedness of children of different ages and gender differences in school-based disaster preparedness, as well as the difference in their lifesaving skills in disasters. This study shows that some disaster education programs reported in the papers reviewed were not high-quality enough, which may lead to insufficient preparedness of children in disasters and consequently may put their health at risk, considering the increasing number of natural hazards.

Download Full-text

Pathways: lessons learned and future directions for school-based interventions among American Indians

Preventive Medicine ◽

10.1016/j.ypmed.2003.08.001 ◽

2003 ◽

Vol 37 ◽

pp. S107-S112 ◽

Cited By ~ 41

Author(s):

Joel Gittelsohn ◽

Sally M Davis ◽

Allan Steckler ◽

Becky Ethelbah ◽

Theresa Clay ◽

...

Keyword(s):

American Indians ◽

Lessons Learned ◽

Future Directions ◽

School Based ◽

School Based Interventions

Download Full-text

Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools

Nutrition Research Reviews ◽

10.1017/s0954422421000111 ◽

2021 ◽

pp. 1-44

Author(s):

Berit M. Follong ◽

Angeliek Verdonschot ◽

Elena Prieto-Rodriguez ◽

Andrew Miller ◽

Clare E. Collins ◽

...

Keyword(s):

Primary School ◽

Nutrition Education ◽

Scoping Review ◽

Primary Schools ◽

Student Outcomes ◽

Overweight And Obesity ◽

Integrative Approach ◽

Intervention Effectiveness ◽

Education Programs ◽

School Based

Abstract Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ program implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary school-based nutrition education programs. Six databases were searched for primary school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programs. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programs often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of program description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

Download Full-text

Evaluation of Pedestrian Safety Education Programs for Young Children: A Review of Methodologies

Asia Pacific Journal of Public Health ◽

10.1177/101053959500800108 ◽

1995 ◽

Vol 8 (1) ◽

pp. 42-47 ◽

Cited By ~ 1

Author(s):

Chris Gillam ◽

Mark Stevenson

Keyword(s):

Young Children ◽

Selection Bias ◽

Pedestrian Safety ◽

Future Research ◽

Safety Education ◽

Education Programs ◽

School Based ◽

Relevant Variables ◽

Methodological Difficulties

A review of the research methodologies used to evaluate the effectiveness of pedestrian education programs for children is presented in this paper. Since pedestrian injuries are one of the leading causes of morbidity and mortality among young children it is necessary to identify and evaluate interventions which will reduce the incidence and severity of these injuries. There are, however, many methodological difficulties to be overcome by researchers attempting to establish the merit of such programs. For example, selection bias in school-based programs, lack of strict criteria for follow-up of all subjects, and an inability to control for confounding because relevant variables are not rigorously monitored are just some of the methodological limitations. This paper identifies a number of limitations and aspects of evaluation which are of ten omitted and suggests ways in which these problems may be addressed in future research.

Download Full-text