A school-based anxiety prevention program for primary school children in Jerantut, Pahang, Malaysia

Anxiety is one of the most common mental health disorders in childhood, and children with anxiety have an increased risk of psychiatric disorders during adulthood. This study aimed to evaluate the effectiveness of a school-based anxiety prevention program for reducing anxiety among primary school students relative to a school-as-usual control group. Secondary to this, the current study aimed to examine the effect of a school-based prevention program on worry coping skills and self-esteem. A two-group parallel cluster randomized controlled trial of a single-blinded study was conducted to evaluate the effectiveness of the program, with schools as the unit of allocation and individual participants as the unit of analysis. The intervention program was conducted between May 2016 and December 2017. The primary outcome was anxiety, whereas the secondary outcomes were worry coping skills and self-esteem measured at three months post-intervention. Data were analyzed by using a generalized linear mixed model, accounting for the clustering effect. Subgroup analyses were performed for children with anxiety. A total of 461 students participated in this study. At baseline, there was no significant difference between groups for anxiety score, worry coping skills score, and self-esteem score (p > 0.05). The intervention was effective in reducing anxiety for the whole sample (p = 0.001) and the anxiety subgroup (p = 0.001). However, it was not effective in improving worry coping skills and self-esteem. These findings suggest that the program could be effective for reducing symptoms of anxiety when delivered in schools and provide some support for delivering this type of program in primary school settings.

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ANXIETY PREVENTION IN PRIMARY SCHOOL CHILDREN, WHO PLAY SOCCER

Современные вопросы биомедицины ◽

10.51871/2588-0500_2021_05_02_22 ◽

2021 ◽

Vol 5 (2) ◽

Author(s):

M.N. Orobej ◽

V.A. Blinov ◽

A.Yu. Tarasov

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

Anxiety Prevention

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Introducing Vi polysaccharide typhoid fever vaccine to primary school children in North Jakarta, Indonesia, via an existent school-based vaccination platform

Public Health ◽

10.1016/j.puhe.2006.06.008 ◽

2006 ◽

Vol 120 (11) ◽

pp. 1081-1087 ◽

Cited By ~ 18

Author(s):

M.D. Agtini ◽

R.L. Ochiai ◽

R. Soeharno ◽

H.J. Lee ◽

J. Sundoro ◽

...

Keyword(s):

Typhoid Fever ◽

Primary School ◽

School Children ◽

Primary School Children ◽

School Based

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Child safety programs for primary school children decrease the injury severity of dog bites

European Journal of Pediatrics ◽

10.1007/s00431-021-04256-z ◽

2021 ◽

Author(s):

Bernhard Kienesberger ◽

Christoph Arneitz ◽

Vanessa Wolfschluckner ◽

Christina Flucher ◽

Peter Spitzer ◽

...

Keyword(s):

Primary School ◽

School Children ◽

Prevention Program ◽

Injury Severity ◽

Primary School Children ◽

Child Safety ◽

Dog Bite ◽

Severe Injuries ◽

Dog Bites ◽

The Impact

AbstractThis study focuses on the impact of a prevention program regarding dog bites in children. As a consequence of our previous investigation in 2005, we have initiated a child safety program for primary school children starting January 2008 until present to teach children how to avoid dog attacks and how to behave in case of an attack. In our retrospective study, we analyzed all patients younger than 15 years presenting with dog-related injuries between 2014 and 2018. As the main indicator for success of the prevention measures taken, we have defined the severity of injury in comparison to our previous study. Out of 296 children with dog-related injuries, 212 (71.6%) had sustained a dog bite. In the vast majority (n = 195; 92%), these patients presented with minor injuries; the extremities were most commonly affected (n = 100; 47%). Injuries to the head (n = 95; 45%) and trunk (n = 18; 8%) were less frequent. The proportion of severe injuries (8%) was significantly lower compared to our previous study, where 26% of children presented with severe injuries necessitating surgical intervention, while the number of patients requiring in-hospital treatment declined from 27.5% in the period 1994–2003 to 9.0% in the period between 2014 and 2018 (p < 0.05).Conclusion: Teaching of primary school children may effectively reduce the injury severity of dog bites. What is Known:• Dog bites are a substantial healthcare problem especially in children. What is New:• This study shows that a broad-based prevention program for primary school children can effectively decrease the severity but not the frequency of dog bite injuries in children.

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Effect of a School-based Nutrition Education Program on the Nutritional Status of Primary School Children

Nutrition and Food Sciences Research ◽

10.18869/acadpub.nfsr.3.1.27 ◽

2016 ◽

Vol 3 (1) ◽

pp. 27-34 ◽

Cited By ~ 4

Author(s):

Parisa Keshani ◽

Seyed Mohammad Mousavi ◽

Zahra Mirzaei ◽

Zeinab Hematdar ◽

Najmeh Maayeshi ◽

...

Keyword(s):

Nutritional Status ◽

Primary School ◽

Nutrition Education ◽

School Children ◽

Education Program ◽

Primary School Children ◽

School Based ◽

Nutrition Education Program

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Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

South African Journal of Childhood Education ◽

10.4102/sajce.v11i1.956 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Jace Pillay

Keyword(s):

Primary School ◽

School Children ◽

Primary Schools ◽

Negative Impact ◽

School Bullying ◽

Home Language ◽

Primary School Children ◽

Contextual Variables ◽

School Based ◽

Early School

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

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