scholarly journals HOW IMPORTANT IS A SCHOOL? EXAMINING THE IMPACT OF REMOTENESS FROM A SCHOOL ON CANADIAN COMMUNITIES’ ATTRACTION AND RETENTION OF SCHOOL-AGE CHILDREN

2021 ◽  
Vol 12 (2) ◽  
pp. 12-34
Author(s):  
Karen Foster ◽  
Ray Bollman ◽  
Hannah Main
Keyword(s):  
Rural Communities ◽  
Population Change ◽  
Empirical Test ◽  
Population Decline ◽  
School Age Children ◽  
School Age ◽  
School Closures ◽  
School Based ◽  
Attraction And Retention ◽  
The Impact

Many Canadian communities, especially rural communities, are concerned about youth outmigration as a cause of population decline, which is associated with fewer services and amenities. Proponents of keeping underattended schools open argue that removing a school from the community means that fewer families will want to live there, and that more families will consider leaving. Others view school closures as a rational response to population decline. Still other perspectives complicate the correlation between schools and population, noting phenomena such as children “learning to leave” and “place attachment” that modulate the temptation to move away. This paper offers an empirical test of discursive connections between school closures and mobilities by studying the population change of school-age children in Canadian census subdivisions indexed by distance to the nearest school. Based on this method, we conclude that there is a positive correlation between the school-age population in a community and proximity to a school in that community. Although our data do not answer the question of whether school closures cause population decline, or such a decline causes school closures, or both, we provide a quantitative foundation on which to ask it.

A Comparison of Visual- and Movement-Based Grammar Interventions for School-Age Children With Language Impairment

2019 ◽  
Vol 4 (5) ◽  
pp. 1085-1096
Author(s):  
Alisha P. Springle ◽  
Peggy P. Hester
Keyword(s):  
Language Impairment ◽  
Spoken Language ◽  
School Age Children ◽  
Single Subject ◽  
School Age ◽  
Multiple Modalities ◽  
School Based ◽  
Grammatical Morphemes ◽  
Shape Coding ◽  
The Impact

Purpose The impact of visual- and movement-specific intervention techniques for developing grammatical morphemes in the spoken language of two 6-year-old female children with language impairment was measured. Method An adapted alternating treatment single-subject study examined the grammar outcomes from the use of Shape Coding (i.e., using shapes, colors, and arrows to teach grammatical rules; Ebbels, van der Lely, & Dockrell, 2007 ) and an equivalent researcher-designed kinesthetic-/movement-based set of cues. Results Interventions were successfully provided by novice clinicians with limited training. Results indicated improvement across both students and were differentiated between students and intervention techniques. Conclusion These positive findings support the use of Shape Coding and movement-based interventions targeting language improvement. School-based clinicians should consider multiple modalities for therapeutic instruction with children with language impairment. Supplemental Material https://doi.org/10.23641/asha.9454127

Clinicians’ Training and Confidence Associated With Treating School-Age Children Who Stutter

1997 ◽  
Vol 28 (2) ◽  
pp. 164-176 ◽  
Author(s):  
Deborah J. Brisk ◽  
E. Charles Healey ◽  
Karen A. Hux
Keyword(s):  
School Age Children ◽  
School Age ◽  
Age Group ◽  
Clinical Experiences ◽  
Fluency Disorders ◽  
School Based ◽  
Attitudes And Perceptions ◽  
General Improvement ◽  
University Training ◽  
The Impact

The purpose of this survey was to obtain updated information on school-based speech-language pathologists’ training, confidence, attitudes, and perceptions associated with treating school-age children who stutter. A second goal was to investigate the impact of impending specialization training in fluency on service delivery to children who stutter. A total of 278 out of 500 (56%) randomly selected school clinicians certified by the American Speech-Language-Hearing Association (ASHA) responded to the survey. The results showed a general improvement over previous reports in clinicians’ training, confidence, and attitudes concerning providing assessment and intervention services to school-age children who stutter. However, clinicians who received their degrees in the mid-to-late 1970s were less positive regarding their preparation to evaluate and treat preschool children who stutter than those clinicians who received their degrees within the last 10 years. The results also showed that respondents have fewer successes with adolescents who stutter than with any other student age group. Although a large majority of respondents would consult and request assistance from a "fluency specialist" if one were available, only 40% reported that specialists in fluency were needed in the schools. The results suggest that university training programs need to continue offering clinical experiences with school-age children who stutter and courses devoted exclusively to fluency disorders in order to develop clinicians who feel confident evaluating and treating fluency disorders.

scholarly journals Post-intervention Epidemiology of STH in Bangladesh: data to sustain the gains

2020 ◽  
Author(s):  
Sanjaya Dhakal ◽  
Mohammad Jahirul Karim ◽  
Abdullah Al Kawsar ◽  
Jasmine Irish ◽  
Mujibur Rahman ◽  
...  
Keyword(s):  
District Level ◽  
School Age Children ◽  
School Age ◽  
Post Intervention ◽  
Community Impact ◽  
School Based ◽  
Flood Zone ◽  
Level Data ◽  
Stool Samples ◽  
The Impact

AbstractIntroductionIn 2008, Bangladesh initiated Preventive Chemotherapy (PCT) for school-age children (SAC) through bi-annual school-based mass drug administration (MDA) to control Soil-Transmitted Helminth (STH) infections. In 2016, the Ministry of Health and Family Welfare’s Program on Lymphatic Filariasis Elimination and STH (ELFSTH) initiated district-level community impact assessments with Children Without Worms (CWW) using standardized, population-based sampling to measure the post-intervention STH burden across all ages (≥ 1 yr) for the three STH species.Methods & Principal FindingsThe Integrated Community-based Survey for Program Monitoring (ICSPM) was developed by CWW and was used to survey 12 districts in Bangladesh from 2017 – 2020. We combined the individual demographic and parasite-specific characteristics from 10 districts and linked them with the laboratory data for collective analysis. Our analysis identified district-specific epidemiologic findings, important for program decisions.Of the 17,874 enrolled individuals, 10,824 (61%) provided stool samples. Overall, the prevalence of any STH species was substantially reduced to 14% from 79.8% in 2005. The impact was similar across all ages. STH prevalence was below 10% in 10 districts collectively, but remained high in 4 districts, despite their high reported PCT coverage in previous years. Among all, Bhola district was unique because it was the only district with high Trichuris prevalence.ConclusionBangladesh successfully lowered STH prevalence across all ages despite targeting SAC only. Data from the survey indicate significant number of adults and pre-school age children (PSAC) were self-deworming with purchased pills. This may account for the flat impact curve across all ages. Overall prevalence varied across surveyed districts, with persistent high transmission in the northeastern districts and a district in the central flood zone, indicating possible service and ecological factors. Discrepancies in the impact between districts highlight the need for district-level data to evaluate program implementation after consistent high PCT coverage.Authors SummaryBangladesh government conducted school-based mass drug administration (MDA) for over 10 years to control soil-transmitted helminth (STH) infections. School-based evaluations of MDA indicate a reduction in STH burden among school-aged children (SAC). To further assess the impact on the community, Children Without Worms and the Ministry of Health and Family Welfare’s Program on Lymphatic Filariasis Elimination and STH (ELFSTH) initiated district-level community impact surveys in 12 districts. We share the results from the latter 10 districts here.Our analysis of 10,824 interviews and stool samples from 10 districts showed an estimated 14% of community members infected with at least one species of STH. This finding is substantially lower than the baseline STH prevalence (79.8%) estimated in 2005. Bangladesh’s successful impact was achieved across all ages despite only treating SAC. Deworming source data showed significant numbers of adults and pre-school age children (PSAC) self-dewormed with locally purchased pills. Prevalence varied across the surveyed districts, with persistent high transmission in the northeastern districts and a district in the central flood zone, indicating possible ecological and service factors contributing to persistent infections. Discrepancies in the impact across districts highlights the need for sub-national level data to evaluate program performance fllowing consistent high intervention.

scholarly journals How is the COVID-19 lockdown impacting the mental health of parents of school-age children in the UK? A cross-sectional online survey

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e043397
Author(s):  
Austen El-Osta ◽  
Aos Alaa ◽  
Iman Webber ◽  
Eva Riboli Sasco ◽  
Emmanouil Bagkeris ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Social Isolation ◽  
Online Survey ◽  
Female Gender ◽  
School Age Children ◽  
School Age ◽  
Cross Sectional ◽  
The Uk ◽  
The Impact

ObjectiveInvestigate the impact of the COVID-19 lockdown on feelings of loneliness and social isolation in parents of school-age children.DesignCross-sectional online survey of parents of primary and secondary school-age children.SettingCommunity setting.Participants1214 parents of school-age children in the UK.MethodsAn online survey explored the impact of lockdown on the mental health of parents with school-age children, and in particular about feelings of social isolation and loneliness. Associations between the UCLA Three-Item Loneliness Scale (UCLATILS), the Direct Measure of Loneliness (DMOL) and the characteristics of the study participants were assessed using ordinal logistic regression models.Main outcome measuresSelf-reported measures of social isolation and loneliness using UCLATILS and DMOL.ResultsHalf of respondents felt they lacked companionship, 45% had feelings of being left out, 58% felt isolated and 46% felt lonely during the first 100 days of lockdown. The factors that were associated with higher levels of loneliness on UCLATILS were female gender, parenting a child with special needs, lack of a dedicated space for distance learning, disruption of sleep patterns and low levels of physical activity during the lockdown. Factors associated with a higher DMOL were female gender, single parenting, parenting a child with special needs, unemployment, low physical activity, lack of a dedicated study space and disruption of sleep patterns during the lockdown.ConclusionsThe COVID-19 lockdown has increased feelings of social isolation and loneliness among parents of school-age children. The sustained adoption of two modifiable health-seeking lifestyle behaviours (increased levels of physical activity and the maintenance of good sleep hygiene practices) wmay help reduce feelings of social isolation and loneliness during lockdown.

The impact of an unconditional parental benefit on employment of mothers

2017 ◽  
Vol 37 (1/2) ◽  
pp. 33-50 ◽  
Author(s):  
Anna Kurowska
Keyword(s):  
Maternal Employment ◽  
Parental Leave ◽  
School Age Children ◽  
Employment Rate ◽  
School Age ◽  
Older Children ◽  
Cultural Economic ◽  
Similar System ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to solve the puzzle of the disproportionately lower employment rate of mothers of toddlers with relation to the employment rate of mothers of preschool and school-age children in Estonia. Design/methodology/approach The research is based on the Most Similar System Design and compares Estonia with Lithuania. The applied methods include inferential statistics and microsimulation techniques, employing the OECD Benefits and Wages Calculator, the OECD Family Support Calculator and EUROMOD – the European tax-benefit microsimulation model. Findings The comparison revealed that the overwhelming majority of the crucial aspects of socio-cultural, economic and institutional conditions were more favourable for maternal employment in Estonia than in Lithuania. This explains the higher maternal employment rates both for mothers of pre-schoolers and school-age children in Estonia. However, one particular element of the institutional context targeted to the mothers of toddlers – the unconditional parental benefit – had an entirely opposite character. This particular feature of the parental leave scheme was the only factor that could explain why the employment rate of mothers of toddlers is disproportionately lower than the employment rate of mothers of older children in Estonia and much lower than the employment of mothers of toddlers in Lithuania. Originality/value This study complements previous research by providing evidence on the relative importance of universal parental benefit schemes in the context of other country-specific conditions for maternal employment, including the availability of institutional childcare. Furthermore, the results presented show that childcare regime typologies, at least those that characterise Eastern European countries, should be more sensitive to children’s age.

Long COVID—The New “Invisible” Illness: How School Nurses Can Support the Nursing and Educational Teams for Student Success

2021 ◽  
pp. 1942602X2110594
Author(s):  
Megan Roesler ◽  
Patricia Fato ◽  
Barbara Obst
Keyword(s):  
School Nurses ◽  
School Age Children ◽  
Return To School ◽  
School Age ◽  
Long Term Effects ◽  
Persistent Symptoms ◽  
School Based ◽  
School Based Interventions ◽  
The Waves

School-age children are not immune to COVID-19 or the pronounced and persistent symptoms associated with a long-COVID diagnosis. Students may present with a variety of symptoms affecting their physical, cognitive, and mental health. The school community should be educated on the school-based interventions and recommendations for creating an individualized safe and successful return to school plan. As we await approval for vaccinations in school-age children younger than 12 years and continue to reposition ourselves to the waves of this pandemic and new variants of the virus, understanding the medical and educational long-term effects on our students may be a long-term need.

Viewing the Contamination of Student Achievement Through the Lens of Poverty

2021 ◽  
pp. 191-209
Author(s):  
Cheryl Ann Slattery
Keyword(s):  
Student Achievement ◽  
Role Models ◽  
School Age Children ◽  
School Age ◽  
Culture Of Poverty ◽  
The Poor ◽  
History Of ◽  
Federal Definition ◽  
Definition Of ◽  
The Impact

This chapter addresses the growing number in the underserved population of school-age children and their families who live in poverty and raises awareness as to how that factor directly contaminates student achievement. It is important to understand the federal definition of poverty and the attendant unique social environment. This chapter highlights an appreciation for the history of American race relations and its role in poverty-related behavior, as well as examines the inherent biases prevalent in American communities and schools that work to restrict opportunities for underprivileged families and children. It explores the impact of changing a culture of poverty through the lens of schools and role models, subsequently understanding multidisciplinary approaches for eliminating policies that alienate and exclude the poor. It includes best practices in pedagogy, services, and support for marginalized populations that will illuminate for the practitioner how the contamination of student achievement occurs and empowers them to assist those trapped by poverty.

Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

2020 ◽  
pp. 113-136
Author(s):  
RaMonda Horton
Keyword(s):  
Service Delivery ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
School Based ◽  
Language Pathology ◽  
Culture Environment ◽  
Culture And Development ◽  
The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

Malaria classroom corner: a school-based intervention to promote basic malaria awareness and common control practices among school-age children

2020 ◽  
Vol 120 (1) ◽  
pp. 107-119
Author(s):  
Uchechukwu M. Chukwuocha ◽  
Greg N. Iwuoha ◽  
Chisom M. Ogara ◽  
Ikechukwu N.S. Dozie
Keyword(s):  
Primary School ◽  
Behaviour Change ◽  
School Children ◽  
School Age Children ◽  
School Age ◽  
Content Type ◽  
School Based Intervention ◽  
School Based ◽  
Common Control ◽  
Primary School Age

PurposeThis study assessed the effectiveness of malaria classroom corner (MCC), school-based intervention in the promotion of basic malaria awareness and common control practices among children of primary school age.Design/methodology/approachA quasi-experimental design was employed, involving 206 children of primary 5 and 6 classes from two randomly selected public primary schools in Owerri, South Eastern Nigeria. The MCC was designed and set up in the intervention school (with 103 children) while the control school (with 103 children) was offered malaria health talk. Structured pre-tested questionnaire was used to collect data pre- and post-intervention in both schools. Data was analysed using Statistical Package – Stata version 14.1 (Stata Corp, College Station, TX, USA).FindingsResults show that there was a significant enhancement of basic malaria awareness (p = 0.0003) and common preventive and management practices (p = 0.0202) among children in the intervention primary school compared to those in the control primary school.Research limitations/implicationsThe study did not account for actual behaviour change, as its scope was within basic malaria awareness and common control practices.Practical implicationsThis approach could enhance awareness and proactiveness of school children towards malaria prevention and overall health consciousness.Social implicationsThis could help in achieving a healthy population of school children with a positive effect on their school performance.Originality/valueThe MCC could provide a simple, participatory and effective approach for the promotion of basic malaria awareness and common control practices among primary school-age children in malaria endemic areas. Such children could, in turn, become malaria conversation drivers and behaviour change agents in their homes and communities, thereby contributing to the malaria elimination efforts.

Fighting the Tide: Church Schools in South Buckinghamshire, 1902–44

2019 ◽  
Vol 55 ◽  
pp. 545-560
Author(s):  
Grant Masom
Keyword(s):  
Religious Education ◽  
Population Increase ◽  
School Age Children ◽  
School Age ◽  
Scarce Resources ◽  
Education Act ◽  
Education Authority ◽  
The Impact ◽  
The Church ◽  
Church Schools

In 1902 elementary school provision in Oxford diocese – England's largest – reflected the national picture: 72 per cent were church schools, with total rolls of 54 per cent of school-age children. The bitterly contested 1902 Education Act apparently protected the future of church schools, but in practice its provisions severely undermined them, particularly in growing areas of the country. By 1929, Oxford's assistant bishop reported the schools’ situation as ‘critical’. This article examines the impact on the church schools of one rural deanery in South Buckinghamshire, between the 1902 and 1944 Education Acts. Several schools found themselves under threat of closure, while rapid population increase and a rising school leaving age more than quadrupled the number of school-age children in the area. Closer working with the local education authority and other denominations was one option to optimize scarce resources and protect the Church of England's influence on religious education in day schools: but many churchmen fought to keep church schools open at all costs. This strategy met with limited success: by 1939 the proportion of children in church schools had decreased to 10 per cent, with potential consequences for how religion was taught to the other 90 per cent of children.

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