scholarly journals Menstrual characteristics, menstrual anxiety and school attendance among adolescents in Uganda: a longitudinal study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Clare Tanton ◽  
Kevin Nakuya ◽  
Catherine Kansiime ◽  
Laura Hytti ◽  
Belen Torondel ◽  
...  
Keyword(s):  
Logistic Regression ◽  
School Attendance ◽  
Management Strategies ◽  
Menstrual Pain ◽  
School Students ◽  
Post Intervention ◽  
Daily Diaries ◽  
Related Data ◽  
Menstrual Health ◽  
The Impact

Abstract Background Qualitative data show negative impacts of menstruation on health and education in many settings, but there are few longitudinal quantitative studies of the impact of menstruation. We analyse associations with menstrual anxiety and school attendance in a study of Ugandan secondary school students. Methods Data were from a longitudinal pilot study of a menstrual health intervention (MENISCUS), conducted in two secondary schools in Entebbe sub-district, Uganda. Self-completed menstrual-related data, including menstrual anxiety, were collected from 232 participants pre- and post-intervention. A sub-cohort of 100 randomly-selected post-menarcheal girls were asked to self-complete daily diaries during 10 months of follow-up, with data on menstrual flow, pain, and school attendance. We used multivariable logistic regression to estimate associations with menstrual anxiety among all girls at baseline, and random-effects logistic regression to estimate associations of menstrual characteristics with school non-attendance for 3 months pre-intervention in the sub-cohort, adjusting for within-girl clustering. Results Overall, 130/222 (58.6%) of menstruating girls reported being anxious about their next period. Menstrual anxiety was higher in those not living with their mother (adjusted odds ratio (OR) = 1.91; 95% confidence interval (CI) 1.01–3.60), believing menstrual myths (aOR = 1.83; 0.95–3.50 for not agreeing that it is healthy for a girl to run, dance or cycle during her period; aOR = 1.97; 1.04–3.73 for agreeing that when a girl has her period she is unclean), lower menstrual confidence (aOR = 2.49; 1.33–4.65 for avoiding physical activity during her period; aOR = 1.68; 0.89–3.17 for not feeling comfortable to talk to other girls about her period; aOR = 2.89; 1.28–6.54 for agreeing that boys/girls tease them about their periods; and aOR = 2.27; 1.21–4.27 for worrying about being teased during her period). Those with lower knowledge about menstruation were less likely to report anxiety (aOR = 0.44; 0.23–0.84). During the pre-intervention period of the sub-cohort, school non-attendance was associated with menstrual pain, with 21.7% of girls missing school on days when they reported pain vs. 8.3% on days when no pain was reported (aOR = 3.82; 1.66–8.77). Conclusions Menstruation causes substantial anxiety in Ugandan schoolgirls, and menstrual pain is associated with missing school on period-days. Menstrual health interventions should address socio-cultural aspects of menstruation to reduce anxiety, and provide education on pain management strategies to support school attendance.

Entrepreneurship Program at Secondary School

2019 ◽  
pp. 202-217
Author(s):  
Maria Jose Madeira ◽  
Andreia Rocha
Keyword(s):  
Logistic Regression ◽  
Secondary School ◽  
Regression Model ◽  
Extracurricular Activities ◽  
Secondary School Students ◽  
Logistic Regression Model ◽  
Secondary Level ◽  
Entrepreneurial Intentions ◽  
School Students ◽  
The Impact

The aim of this study is the analysis of the effect that the entrepreneurship activities have in the development of an entrepreneurial profile of the students of a secondary level and their future entrepreneurial intentions. To empirically test the formulated hypothesis, a questionnaire was developed. By the application of methods of factorial analysis and a logistic regression model, it was concluded that variables like the incentive given by school agents, the participation of students in extracurricular activities and the desire to continue studying, influenced the entrepreneurial intentions of the students. Concerning the entrepreneurial profile, it was concluded that the students who have higher capacity of creation and concretization of entrepreneurial projects and a winning will, have a higher propensity to create their own business. This research analysed the impact of entrepreneurship activities on the development of the secondary school students' entrepreneurial profile, and understand whether these same activities influence their future intentions.

Behavioral Impacts Associated With Students With Disabilities in Australian Schools

2022 ◽  
pp. 1268-1294
Author(s):  
Anthony Charles Tencati
Keyword(s):  
Students With Disabilities ◽  
Management Strategies ◽  
Effective Management ◽  
Australian School ◽  
School Students ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Large Numbers ◽  
A Priority ◽  
The Impact

This chapter explores the link between students with disabilities, the behaviours they exhibit, the impact this has on their schooling, and the impact upon others. The author's school has a population of about 1,000 students, of whom over 10 percent have verified disabilities. According to Education Council (2016), data regarding the number of students with disabilities is inconsistent between schools in Australia's states and territories, however, there are schools throughout Australia that have large numbers of students with verified disabilities. This is reinforced by the Australian Curriculum Assessment and Reporting Authority (2018) where in 2017 there were about 18.8 percent of Australian school students with a verified disability. It is not surprising, therefore, that these statistics are concerning and research continues to be a priority. Identifying appropriate pedagogies and more effective management strategies for these students will benefit them, their families, and the community, and contribute to solving pressing issues in these students' lives.

A coalition partnership of vision health through a health-promoting school program for primary school students in Taiwan

2015 ◽  
Vol 24 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Li-Chun Chang ◽  
Jong-Long Guo ◽  
Li-Ling Liao ◽  
Hsiu-Ying Peng ◽  
Pei-Lin Hsieh
Keyword(s):  
Elementary Schools ◽  
School Children ◽  
Urban Areas ◽  
Rank Test ◽  
School Program ◽  
School Students ◽  
Post Intervention ◽  
Health Promoting School ◽  
Health Promoting ◽  
The Impact

Myopia, the most common refractive error, is the most common cause of avoidable visual impairment among children and has reached epidemic proportions among children and young adults in urban areas of East and Southeast Asia that contain populations of Chinese ancestry. Moreover, vision health is an important theme of the health-promoting school program issued by the Ministry of Education in Taiwan. The aim of this study is to assess the impact of pre- and post-intervention proposed by the health-promoting school (HPS) model. The objectives are to understand whether the HPS model influenced the vision screening results and the attitude, knowledge level, and vision care behavior of the students involved. A prospective cohort study design was used to evaluate a vision health program. Four elementary schools, local education authorities, and one university in northern Taiwan established a coalition partnership to design a six-month program to combat myopia among students. The target population was 6668 school children from local elementary schools. For the purpose of this study, the outcome of visual acuity testing (in logMAR) was analyzed with a sampling of 373 school children (aged 11–12 years old) who were chosen from high prevalence of poor vision classes. After the HPS program, the attitudes, behaviors, and knowledge levels of the school children regarding vision health were significantly improved. The pre-intervention mean logMAR of all participating students ( N = 373) was –.10, which increased to –.19 after the intervention. Analysis using the Wilcoxon signed-rank test showed that the logMAR value was significantly improved after the intervention ( t = 2.13, p < 0.05). Our findings highlight the relevance and effectiveness of the coalition’s efforts, which reinforces the usefulness of co-operatively implementing the HPS program.

scholarly journals Selective Schools and Academic Achievement

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Damon Clark
Keyword(s):  
High School ◽  
Test Scores ◽  
School Attendance ◽  
Assignment Test ◽  
School Students ◽  
Positive Effects ◽  
University Enrollment ◽  
Selective Schools ◽  
The Impact ◽  
Selective School

Abstract In this paper I consider the impact of attending a selective high school in the UK. Students are assigned to these schools on the basis of a test taken in primary school and, using data on these assignment test scores for a particular district, I exploit this rule to estimate the causal effects of selective schools on test scores, high school course taking and university enrollment. Despite the huge peer advantage enjoyed by selective school students, I show that four years of selective school attendance generates at best small effects on test scores. Selective schools do however have positive effects on course-taking and, more suggestively, university enrollment, evidence suggesting they may have important longer run impacts.

scholarly journals Sport education model and self-determination theory

Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Ricardo Cuevas ◽  
Luis Miguel García-López ◽  
Jaime Serra-Olivares
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Post Intervention ◽  
Physically Active ◽  
Education Model ◽  
The Impact

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes

2019 ◽  
Vol 44 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
High School Students ◽  
Intellectual Disability ◽  
General Education ◽  
Secondary Students ◽  
Management Strategies ◽  
Future Research ◽  
Educational Placement ◽  
Mediated Communication ◽  
School Students ◽  
The Impact

Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.

scholarly journals Targeting cervical cancer campaigns on teenage high schoolers in resource-limited economies: lessons from an intervention study of Nigerian senior secondary school girls

2018 ◽  
Vol 36 (5) ◽  
pp. 600-606 ◽  
Author(s):  
Chris O Ifediora ◽  
Emmanuel C Azuike
Keyword(s):  
High School ◽  
Cervical Cancer ◽  
High School Students ◽  
Cancer Education ◽  
Cancer Knowledge ◽  
School Students ◽  
Post Intervention ◽  
School Girls ◽  
Chi Square Analysis ◽  
The Impact

Abstract Background Given the dearth of government-sponsored programmes, preventive lifestyles and practices are the realistic hopes for millions of women in developing countries against cervical cancer. Early interventions for teenage high school girls have been advocated recently, but evidence-base for sustainable activities at this demographic is lacking. This article reduces this gap by determining the impact of two cervical cancer education techniques. Method This is a 6-month interventional cohort study of 432 female high school students in South-eastern Nigeria. Results A total of 317 (73.4%) and 301 (69.7%) valid responses were received from the pre-intervention (16.8 ± 1.5 years) and post-intervention (17.2 ± 1.6 years) surveys, respectively. About 213 (70.8%) were fully engaged with the interventions. Logistic regression revealed that participants who were ‘engaged’ with the interventions, either through symposium attendance or by reading of the printed handouts, showed significant improvements across multiple cervical cancer parameters regarding knowledge on ‘pap smears’ (analysed with four items), ‘HPV vaccine’ (two items) and ‘risk factors’ (two items). Improvements in Knowledge of ‘early symptoms’ were not improved, with ‘post-coital bleeding’ [odds ratio (OR) = 0.95; P = 0.87] and ‘being asymptomatic’ (OR = 0.69; P = 0.32) remaining statistically similar between the engaged and the unengaged. If ‘engagement’ with either intervention was disregarded, a chi-square analysis identified no significant improvement in knowledge on any parameter. Conclusion Ensuring ‘engagement’ with intervention campaigns is vital to achieving effective and sustainable cervical cancer knowledge. Engagement may be achieved by repeating the education activities across all the years/classes that make up high school in each developing country, along with formal examinations at each level.

Behavioral Impacts Associated With Students With Disabilities in Australian Schools

2020 ◽  
pp. 54-80
Author(s):  
Anthony Charles Tencati
Keyword(s):  
Students With Disabilities ◽  
Management Strategies ◽  
Effective Management ◽  
Australian School ◽  
School Students ◽  
Australian Curriculum ◽  
Curriculum Assessment ◽  
Large Numbers ◽  
A Priority ◽  
The Impact

This chapter explores the link between students with disabilities, the behaviours they exhibit, the impact this has on their schooling, and the impact upon others. The author's school has a population of about 1,000 students, of whom over 10 percent have verified disabilities. According to Education Council (2016), data regarding the number of students with disabilities is inconsistent between schools in Australia's states and territories, however, there are schools throughout Australia that have large numbers of students with verified disabilities. This is reinforced by the Australian Curriculum Assessment and Reporting Authority (2018) where in 2017 there were about 18.8 percent of Australian school students with a verified disability. It is not surprising, therefore, that these statistics are concerning and research continues to be a priority. Identifying appropriate pedagogies and more effective management strategies for these students will benefit them, their families, and the community, and contribute to solving pressing issues in these students' lives.

Reducing barriers to primary school education for girls in rural Kenya: reusable pads’ intervention

2017 ◽  
Vol 31 (3) ◽  
Author(s):  
Winnie Mucherah ◽  
Kendra Thomas
Keyword(s):  
School Attendance ◽  
Negative Influence ◽  
Health Issues ◽  
Comfort Levels ◽  
Menstrual Health ◽  
8Th Grade ◽  
Rural Kenya ◽  
Sanitary Pads ◽  
The Impact ◽  
Home And School

Abstract Purpose The current study explored girls’ perceptions of the impact of sanitary pads’ intervention on their school attendance and grades. Methods Participants included 150 girls in 6th, 7th, and 8th grade in two rural schools in Kenya. Participants completed a questionnaire on menstrual health issues and the perceived impact on school attendance and academic performance. Results Results indicated that of all participants (150), those who had passed menarche and had cloth pads had similar comfort levels at school as those who had not yet had their period. Of those who had reached menarche (with pads n = 34, without pads n = 91), they answered questions about how much their period interfered with their attendance and grades. Those who had received the pads reported significantly less negative influence on their attendance and schoolwork than those who did not have pads. They also reported significantly lower levels of wanting to hide their menstrual cycle from friends and family. In addition, they reported significantly higher levels of comfort at home and school than those who did not have pads. Finally, those with pads reported significantly lower levels of fear during their period. Conclusion These findings suggest providing girls with pads minimizes the barriers to successful schooling.

A Pilot Classroom-Based Study of Attention and Working Memory Strategies for Primary-Aged Students

2016 ◽  
Vol 26 (1) ◽  
pp. 125-136 ◽  
Author(s):  
Susan Colmar ◽  
Nash Davis ◽  
Linda Sheldon
Keyword(s):  
Working Memory ◽  
Control Group ◽  
School Students ◽  
Post Intervention ◽  
Memory Strategies ◽  
Applied Study ◽  
Short Period ◽  
Ongoing Development ◽  
And Control ◽  
The Impact

An exploratory applied study, using a set of attention and working memory strategies specifically developed for students and named Memory Mates, was completed with normally developing students attending a primary school. Students in one classroom received the intervention, while the other classroom functioned as a control group. The study was experimental, with quantitative measures. Additional qualitative data was collected to facilitate the ongoing development of Memory Mates. A working memory instrument was used to rank students initially, and as a post-intervention measure for children with low working memory, with some gains in working memory observed in the experimental classroom students. Data were collected on academic achievement in reading, spelling, and maths. Post-intervention data analysis of the impact of the Memory Mates intervention showed no differences between the experimental and control groups for standardised academic measures. Several reasons are postulated for the lack of significant quantifiable change, chiefly the short period of intervention.

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