Implementing Prereferral Intervention Teams as an Approach to School-Based Consultation in an Urban School System

1996 ◽  
Vol 7 (2) ◽  
pp. 119-149 ◽  
Author(s):  
Barbara Meyers ◽  
Carole T. Valentino ◽  
Joel Meyers ◽  
Michele Boretti ◽  
Donna Brent
2010 ◽  
Author(s):  
Megan S. Bennett ◽  
William P. Erchul ◽  
Hannah L. Young ◽  
Chelsea M. Bartel

2012 ◽  
Vol 22 (3) ◽  
pp. 187-207 ◽  
Author(s):  
Megan S. Bennett ◽  
William P. Erchul ◽  
Hannah L. Young ◽  
Chelsea M. Bartel

2021 ◽  
Vol 68 (2) ◽  
pp. S40
Author(s):  
Neal D. Hoffman ◽  
Adam Ciarleglio ◽  
Tom Corbeil ◽  
Harpreet Kaur ◽  
Theo Sandfort

1994 ◽  
Vol 81 (2) ◽  
pp. 753
Author(s):  
Harvey Kantor ◽  
Jeffrey Mirel
Keyword(s):  

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e027134 ◽  
Author(s):  
Bishav Mohan ◽  
Amit Verma ◽  
Kavita Singh ◽  
Kalpana Singh ◽  
Sarit Sharma ◽  
...  

ObjectiveRecent data on sustained hypertension and obesity among school-going children and adolescents in India are limited. This study evaluates the prevalence of sustained hypertension and obesity and their risk factors among urban and rural adolescents in northern India.SettingA school-based, cross-sectional survey was conducted in the urban and rural areas of Ludhiana, Punjab, India using standardised measurement tools.ParticipantsA total of 1959 participants aged 11–17 years (urban: 849; rural: 1110) were included in this school-based survey.Primary and secondary outcome measuresTo measure sustained hypertension among school children, two distinct blood pressure (BP) measurements were recorded at an interval of 1 week. High BP was defined and classified into three groups as recommended by international guidelines: (1) normal BP: <90th percentile compared with age, sex and height percentile in each age group; (2) prehypertension: BP=90th–95th percentile; and (3) hypertension: BP >95th percentile. The Indian Academy of Pediatrics classification was used to define underweight, normal, overweight and obesity as per the body mass index (BMI) for specific age groups.ResultsThe prevalence of sustained hypertension among rural and urban areas was 5.7% and 8.4%, respectively. The prevalence of obesity in rural and urban school children was 2.7% and 11.0%, respectively. The adjusted multiple regression model found that urban area (relative risk ratio (RRR): 1.7, 95% CI 1.01 to 2.93), hypertension (RRR: 7.4, 95% CI 4.21 to 13.16) and high socioeconomic status (RRR: 38.6, 95% CI 16.54 to 90.22) were significantly associated with an increased risk of obesity. However, self-reported regular physical activity had a protective effect on the risk of obesity among adolescents (RRR: 0.4, 95% CI 0.25 to 0.62). Adolescents who were overweight (RRR: 2.66, 95% CI 1.49 to 4.40) or obese (RRR: 7.21, 95% CI 4.09 to 12.70) and reported added salt intake in their diet (RRR: 4.90, 95% CI 2.83 to 8.48) were at higher risk of hypertension.ConclusionHigh prevalence of sustained hypertension and obesity was found among urban school children and adolescents in a northern state in India. Hypertension among adolescents was positively associated with overweight and obesity (high BMI). Prevention and early detection of childhood obesity and high BP should be strengthened to prevent the risk of cardiovascular diseases in adults.


2019 ◽  
Vol 101 (3) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr

Every year, school-based teams all over the country engage in the ritual known as improvement planning. In theory, the process is designed to identify low-performing students and specify plans for raising their achievement. In practice, though, improvement planning tends to be an empty exercise in compliance, in which school teams aim to do little more than fill out the required paperwork. If school system leaders are truly committed to providing all students with equitable learning opportunities, argues Joshua Starr, they need to focus the improvement planning process on things that actually matter to student achievement, such as budgeting decisions, hiring practices, curriculum development, professional learning, discipline reform, and community engagement.


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