Improving Mental Health and School Performance in Urban Eighth Graders

IntroductionStudies have shown that sport participation is connected with a more positive self-image and higher self-esteem in adolescents (Bowkers, 2006, Kirkcaldy et al., 2002), whereas sedentary behavior is associated with negative mental health characteristics (Primack et al., 2009).PurposeThe aim of this study was to investigate whether physical activity influences adolescents and young people's emotions, self-esteem and generally mental health.MaterialQuestionnaires were redacted by the research team investigating participants’ habits, emotions and health benefits concerning physical activities.MethodQuestionnaires were administered to 150 adolescents, aged 18–20 years old in Technological Educational Institutes, colleges and fitness centers in Patras, Southern Greece during 2015's spring.ResultsEighty-seven percent of the respondents worked out in fitness centers or in natural environment. Most of them answered that exercise contributed to revitalization and euphoria feelings (63%), stress relief (78%), better self-image, and better health (49%). According to 63% of the adolescents, exercise improved their school performance and 61% of them felt that exercise affected positively mental health.ConclusionsPresent study's results underline physical activities’ benefits in students’ mental health, self-esteem, feelings and school performance being in line with other studies’ results [Biddle et Asare (2011), Ekeland et al. (2005), Brown et al. (2013)]. Restrictions refer mainly to small size sample.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Associations of Truancy, Perceived School Performance, and Mental Health With Alcohol Consumption Among Adolescents

Journal of School Health ◽

10.1111/josh.12341 ◽

2015 ◽

Vol 85 (12) ◽

pp. 852-860 ◽

Cited By ~ 12

Author(s):

Muriel Holtes ◽

Rienke Bannink ◽

Evelien Joosten - van Zwanenburg ◽

Els van As ◽

Hein Raat ◽

...

Keyword(s):

Mental Health ◽

Alcohol Consumption ◽

School Performance

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Needs and Experiences of Children and Adolescents with Pediatric Multiple Sclerosis and Their Caregivers: A Systematic Review

Children ◽

10.3390/children8060445 ◽

2021 ◽

Vol 8 (6) ◽

pp. 445

Author(s):

Shashank Ghai ◽

Elisabeth Kasilingam ◽

Roberta Lanzillo ◽

Masa Malenica ◽

Vincent van Pesch ◽

...

Keyword(s):

Mental Health ◽

Multiple Sclerosis ◽

Social Support ◽

Systematic Review ◽

Social Relationships ◽

School Performance ◽

Mixed Method ◽

Pediatric Multiple Sclerosis ◽

Negative Impacts

In the present study we conduct a systematic review to evaluate the needs and experience of people with pediatric multiple sclerosis (MS) and their caregivers. The literature search was conducted across 10 academic databases, adhering to PRISMA-P guidelines. Quality appraisal was conducted using the mixed method appraisal test for individual studies, and GRADE-CERQual to establish overall confidence of findings. Results were analyzed using a process of narrative synthesis. We identified 26 studies which included 2253 children/adolescents with MS (CAMS) and 1608 caregivers. MS was reported to negatively impact experiences for CAMS in domains such as of school performance, social relationships, mental health, and overall physical functioning. Specifically, fatigue and social support were reported as the most important barriers and facilitators for CAMS, respectively. In terms of caregiver experience, negative impacts were reported on social functioning, mental health, and quality of life. Additionally, lack of awareness concerning MS was one of the biggest challenges reported. Caregivers expressed needs for psychological and social support. This study provides the first evidence regarding the needs and experiences of CAMS and their caregivers. Findings can be used to address policy gaps for supporting families affected by pediatric MS.

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An Examination of Sustained Versus Transient Distressing Psychotic-Like Experiences Using Adolescent Brain Cognitive Development℠ Study Data

10.1101/2020.11.10.20229229 ◽

2020 ◽

Author(s):

Nicole R. Karcher ◽

Rachel L. Loewy ◽

Mark Savill ◽

Shelli Avenevoli ◽

Rebekah S. Huber ◽

...

Keyword(s):

Mental Health ◽

Risk Factors ◽

Cognitive Development ◽

Mental Health Services ◽

Health Services ◽

Executive Functioning ◽

School Performance ◽

Study Data ◽

Psychotic Symptoms ◽

Development Study

AbstractObjectiveA potential distinguishing factor between more benign and transient psychotic-like experiences (PLEs) versus PLEs that predict risk for psychiatric disorders is whether the PLEs are sustained and distressing (sustained dPLEs). The current study examined associations of both sustained and transient dPLEs with relevant risk factors (e.g., cognition), use of mental health services, and functional correlates (e.g., school performance) in school-age children.MethodThe current study used three Adolescent Brain Cognitive Development℠ study data waves to create sustained dPLE (n=272), transient dPLE (n=244), and control (n=272) groups. Hierarchical linear models examined whether these groups differed in terms of use of mental health services, functional correlates, family history of mental disorders, other symptoms (e.g., parent-rated psychotic symptoms, internalizing, externalizing symptoms), environmental factors (e.g., adverse childhood events [ACEs]), cognitive functioning, developmental milestone delays, and neuroimaging indices.ResultsSeveral factors were more strongly associated with sustained versus transient dPLEs, including use of mental health services (for sustained vs. controls: d=0.38), drop in grades (d=--.30), other symptoms (i.e., parent-rated psychotic, bipolar, internalizing, externalizing, suicidality; 0.33>ds<0.88), ACEs (d=.36), and lower fluid and executive functioning cognitive scores (-0.31>ds<-0.41). For most risk factors, the sustained dPLEs group showed the greatest impairments, followed by the transient group, with the control group showing the least impairments.ConclusionsThese results have implications for understanding the pathogenesis of dPLEs, including indicating that several factors may distinguish transient from persisting dPLEs in children, including higher symptoms and ACEs, lower executive functioning scores, greater use of mental health services, and worsening school performance.

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