E-cigarette Use Among Middle and High School Students in New York City Before and After Passage of Tobacco 21

Introduction Despite declines in cigarette smoking in the US, electronic cigarette (e-cigarette) use has increased among middle and high school students. In 2014, New York City (NYC) implemented Tobacco 21 (T21) to prohibit sales to anyone under age 21. Our study goal was to measure the effectiveness of T21 on e-cigarette use. Methods We used the New York State (NYS) Youth Tobacco Survey—a biennial, school-based, self-administered survey. We explored middle (N = 5249) and high (N = 7296) school NYC students’ (male and female) current (past 30 days’) e-cigarette use from 2014 (pre-T21) to 2018 (post-T21). Results were compared with students in the rest of NYS (ROS). Bivariate and multivariable logistic regression analyses assessed correlates of e-cigarette use, beliefs about harmfulness, addictiveness, and susceptibility. Results NYC high school students’ current e-cigarette use increased from 2014 to 2018 (8.1% vs 23.5%, P < .001). Middle school students’ use increased between 2014 (4.8%) and 2016 (9.0%) yet reversed by 2018 (5.7%) (2014 vs 2018, P = .576). ROS middle school (2.2% vs 7.4%, P < .001) and high school (12.0% vs 29.3%, ( P < .001) use increased from 2014 to 2018. Willingness to try e-cigarettes among those who had never tried an e-cigarette was twice as high (AOR = 2.19, 95% CI = 1.15-3.17) among NYC high school students in 2018 compared with 2014. Conclusions E-cigarette use increased among NYC high school students despite T21. T21 may have reduced use among middle school students over time. Programs that denormalize e-cigarettes and policies that further restrict access are needed to decrease youth e-cigarette use.

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Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

Journal of Interpersonal Violence ◽

10.1177/0886260515585532 ◽

2016 ◽

Vol 32 (1) ◽

pp. 49-75 ◽

Cited By ~ 12

Author(s):

Zachary J. Peters ◽

Mark L. Hatzenbuehler ◽

Leslie L. Davidson

Keyword(s):

High School ◽

New York ◽

New York City ◽

High School Students ◽

York City ◽

Service Providers ◽

Relationship Violence ◽

School Students ◽

Physical Relationship ◽

Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

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From the Centers for Disease Control and Prevention. Violence-related attitudes and behaviors of high school students--New York City, 1992

JAMA ◽

10.1001/jama.270.17.2032 ◽

1993 ◽

Vol 270 (17) ◽

pp. 2032-2033 ◽

Cited By ~ 1

Keyword(s):

High School ◽

New York ◽

New York City ◽

High School Students ◽

Disease Control ◽

York City ◽

School Students ◽

Attitudes And Behaviors ◽

Control And Prevention ◽

And Behaviors

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Nutrition intake and physical activity in a middle school in New York City

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2014-0035 ◽

2015 ◽

Vol 27 (3) ◽

pp. 335-340 ◽

Cited By ~ 2

Author(s):

Marisol Gonzalez ◽

Ronald Feinstein ◽

Carina Iezzi ◽

Martin Fisher

Keyword(s):

Physical Activity ◽

Middle School ◽

New York ◽

New York City ◽

Middle School Students ◽

York City ◽

Screen Time ◽

Great Variability ◽

School Students ◽

Significant Difference

Abstract Purpose: The threat of childhood obesity has never been greater. Behavior changes implemented during childhood and adolescence are believed to be the most successful means of thwarting the progression of this epidemic. The American Academy of Pediatrics has developed a public health campaign that promotes awareness of clinical guidelines for nutrition and physical activity. The campaign is based on a concept developed by the Maine Center for Public Health referred to as “5-2-1-0 Healthy”. The simple clear message of this concept outlines steps families can take to help prevent and treat childhood obesity. The purpose of the present study is to determine the current level of compliance and health education needs of a middle school population related to the “5-2-1-0” concept. Methods: A modified version of the 2010 National Youth Physical Activity and Nutrition Survey (developed by the Centers for Disease Control and Prevention) was distributed to students at a private, nonsectarian, middle school in New York City. The school is located in the borough of Manhattan, but includes youngsters from all five boroughs of the city. The questions were grouped and analyzed according to “5-2-1-0” categories. Surveys were scored, and the association between targeted questionnaire items and demographic variables (i.e., sex and grade) was examined. Results: All 140 students completed the survey, and there was great variability in their responses to both the nutrition and physical activity questions. Of all students, 65% reported eating one cup or more of fruit daily, and 38% reported eating one cup or more of vegetables daily. There was no statistically significant difference reported in consumption of fruits or vegetables by gender or grade. Over 60% of students indicated <2 h of DVD/video or computer/video game time per day, while 10% indicated more than 3 h per day for each. A significant difference existed in the screen time reported between grades (more screen time by the older students) and a statistically significant difference also existed in the amount of physical activity reported by gender and grade (more physical activity by males and younger students). There was no difference in the reported consumption of sugar-sweetened beverages by gender or grade. Conclusion: In a cohort of middle school students in New York City, there was great variability in compliance with the principles represented by the “5-2-1-0” concept. Changes in health behaviors were noted as students went from 6th to 7th to 8th grade, with physical activity decreasing and screen time increasing. Consequently, health curriculum topics for middle school students should focus on physical activity and screen time, while continuing to emphasize the need for proper nutrition.

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The Relationship Between Club Drug Use and Other Drug Use: A Survey of New York City Middle School Students

Substance Use & Misuse ◽

10.1081/ja-200066886 ◽

2005 ◽

Vol 40 (9-10) ◽

pp. 1539-1555 ◽

Cited By ~ 14

Author(s):

Lloyd A. Goldsamt ◽

Julie O'Brien ◽

Michael C. Clatts ◽

Laura Silver McGuire

Keyword(s):

Middle School ◽

New York ◽

New York City ◽

Middle School Students ◽

Drug Use ◽

York City ◽

School Students ◽

Club Drug Use ◽

The Relationship ◽

Club Drug

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Medical Evaluation of Nutritional Status. XVI. Essential Nutrients in Diets of High School Students According to Sex and Age and for Different Cultural Groups in New York City

The Milbank Memorial Fund Quarterly ◽

10.2307/3348189 ◽

1945 ◽

Vol 23 (4) ◽

pp. 353 ◽

Cited By ~ 2

Author(s):

Dorothy G. Wiehl ◽

Katharine Berry

Keyword(s):

High School ◽

New York ◽

New York City ◽

High School Students ◽

Nutritional Status ◽

York City ◽

Cultural Groups ◽

School Students ◽

Essential Nutrients ◽

Medical Evaluation

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Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes

Proceedings of the 3rd International Conference on Higher Education Advances ◽

10.4995/head17.2017.5252 ◽

2017 ◽

Author(s):

Lauren Beth Birney ◽

George Diamantakos

Keyword(s):

Middle School ◽

New York ◽

New York City ◽

Middle School Students ◽

York City ◽

Large Scale ◽

Project Based Learning ◽

Environmental Restoration ◽

School Students ◽

Project Model

Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)

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