Incorporating a health team as part of a disadvantaged high school’s interconnected community learning model

2021 ◽  
Vol 27 (2) ◽  
pp. 83
Author(s):  
Ted Noon ◽  
Gary Zadkovich
Keyword(s):  
High School ◽  
School Health ◽  
Full Range ◽  
Child Poverty ◽  
School Setting ◽  
Public High School ◽  
Adult Health ◽  
Holistic Model ◽  
Health Team ◽  
Interconnected Model

Child poverty rates in Australia remain consistently high, with one in six children living in poverty. High levels of disadvantage result in compounding effects over the life trajectory and include adverse adult health vocational outcomes, increased premature morbidity and mortality and an intergenerational effect. Access to and the availability of services, including health, are restricted due to a complex mix of reasons that include a disconnection between an enabling strategic intent and action. Many young people begin life (including prenatal) with undiagnosed or poorly managed health issues, which subsequently affect the full range of developmental milestones throughout their school years. To counter these gaps in young people’s educational outcomes, a disadvantaged public high school in south-west Sydney introduced, over 10 years, a seven-member school health team employed directly by the school as part of an interconnected model of learning. The focus of this study was to determine the view of staff about the effectiveness and impact of the team as it connects to this holistic model of learning. The comments by staff are very positive and the universal view is that the introduction of a comprehensive interconnected school health team to the high school setting is proving highly beneficial.

Makers on the move: a mobile makerspace at a comprehensive public high school

2015 ◽  
Vol 33 (4) ◽  
pp. 497-504 ◽  
Author(s):  
IdaMae Louise Craddock
Keyword(s):  
High School ◽  
Public School ◽  
Design Methodology ◽  
School Setting ◽  
Maker Movement ◽  
Public High School ◽  
Content Type ◽  
Advantages And Disadvantages ◽  
Maker Culture ◽  
The Maker Movement

Purpose – The purpose of this paper is to describe the implementation of a mobile makerspace program in a public school setting. Insights, challenges, successes, projects as well as recommendations will be shared. Design/methodology/approach – This paper describes a mobile makerspace program in a public high school in Virginia. It discusses the growth of mobile making, the advantages and disadvantages of mobility, and how the program was implemented. Findings – Mobile makerspaces are a fast-growing manifestation of maker culture. It is possible to have a makerspace in a public school and take the maker culture to other schools in the area. Having a steady supply of students or library interns that are willing to travel to other schools is critical. Originality/value – Makerspaces in libraries is still a relatively new phenomenon. While the research is coming on stationary makerspaces, mobile making is a new horizon for the maker movement. This paper seeks to provide a description of one such program.

Bicycle and helmet use of adolescents in Markham, Canada

2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Michael Borean ◽  
Stephanie Ho ◽  
Drew Hollenberg ◽  
Tharani Anpalagan ◽  
Anna Rzepka ◽  
...  
Keyword(s):  
High School ◽  
Statistical Difference ◽  
Adult Population ◽  
School Setting ◽  
Public High School ◽  
Helmet Use ◽  
Young Adult Population ◽  
Serious Injury ◽  
High School Setting ◽  
Grade 11

Abstract Bicycle crashes are the second most common sports- or recreation-associated cause of serious injury. While the literature suggests that wearing protective helmets can significantly decrease risks associated with bicycle-related injuries, overall helmet use remains sub-optimal. A recent study by Chow et al. suggested that helmet-wearing rates in adolescent boys are negatively correlated with age. The aim of this study was to determine if similar trends are observed in a co-educational high school setting. A questionnaire was circulated at Unionville High School, a co-ed public high school in Markham, Canada. Of the 144 participants, 27 of them were in Grade 9 or 10, and 117 of them were in Grade 11 or 12. While there was no statistical difference between helmet-wearing rates in Grade 9–10 and Grade 11–12 students, overall usage rates were low (41% and 38%, respectively, for recreational cyclists). This trend is interesting, considering that nearly 90% of all students were aware that wearing a helmet while cycling is required under Ontario law. Further studies should be conducted among the young adult population to determine whether the alarming trends discovered by this study and Chow et al. continue.

What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School

2009 ◽  
Vol 46 (1) ◽  
pp. 73-114 ◽  
Author(s):  
Na’ilah Suad Nasir ◽  
Milbrey W. McLaughlin ◽  
Amina Jones
Keyword(s):  
High School ◽  
African American ◽  
Racial Identity ◽  
African American Students ◽  
School Context ◽  
School Setting ◽  
Academic Identity ◽  
Public High School ◽  
American Students ◽  
Urban Public High School

In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational data to examine the nature of racial identity meanings for African American students, their relation to academic engagement and achievement, and how they were fostered by the school context. Findings show that students embraced (and were offered differential access to) different meanings of African American racial identity and that these meanings were differentially related to achievement and engagement.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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