scholarly journals School-Based Tobacco Control and Smoking in Adolescents: Evidence from Multilevel Analyses

2020 ◽  
Vol 17 (10) ◽  
pp. 3422
Author(s):  
Seong Yeon Kim ◽  
Myungwha Jang ◽  
Seunghyun Yoo ◽  
Jung JeKarl ◽  
Joo Youn Chung ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Tobacco Control ◽  
School Environment ◽  
Smoking Behavior ◽  
Adolescent Smoking ◽  
School Level ◽  
Tobacco Prevention ◽  
Control Programs ◽  
School Based ◽  
The Impact

Since 2015, universal comprehensive school-based tobacco control programs have been provided in all primary and secondary schools in Korea. This study explored the association of school-level tobacco control with adolescent smoking, and the interactions to investigate whether gender moderates the impact of school tobacco control programs and school-level norms. Both school- and individual-level data were drawn from the 2015 School-Based Tobacco Prevention Program Survey. Multilevel logistic regression analyses were performed using data from 4631 students (ages 10–18 years) who were nested in 62 secondary schools in Seoul, Korea. Students who participated in more prevention programs were less likely to smoke (OR = 0.47, 95% CI 0.30–0.74). The effect of the programs was significantly moderated by gender. For boys, exposure to a greater number of programs decreased the risk of smoking (OR = 0.32, 95% CI 0.18–0.57) but not for girls. At the school level, the school norm regarding tobacco control regulations was negatively associated with smoking (OR = 0.28, 95% CI 0.11–0.76), and its effect was significant for girls only (OR = 0.35, 95% CI 0.17–0.76). This study highlights how the school environment is associated with adolescent smoking behavior, and the effects of programs and norms are different by gender. The findings suggest the need to develop strategies to enhance school-based tobacco control programs and the school norm considering gender differences.

scholarly journals ANALISIS SIKAP PEDULI LINGKUNGAN SISWA SD NEGERI 184 PEKANBARU

2019 ◽  
Vol 8 (2) ◽  
pp. 139
Author(s):  
Hadi Gunawan ◽  
Guslinda Guslinda
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Environment ◽  
School Level ◽  
School Students ◽  
Public Elementary School ◽  
Descriptive Research ◽  
School Based ◽  
Quantitative Descriptive ◽  
Research Type

The background of this research is the importance of the attitude of caring for the environment that is planted early on starting from the elementary school level. The purpose of this study is to find out how the attitude of caring for students' environment in 184 Pekanbaru Elementary School. This research is quantitative descriptive research type. This research was conducted at 184 Pekanbaru Elementary School. Based on the results of research assessed from 6 indicators, namely cleaning toilets, cleaning trash cans, cleaning the school environment, beautifying classrooms and schools with plants, participating in maintaining parks in schools and participating in maintaining environmental cleanliness. Based on the results of the study showed that 184 Pekanbaru Public Elementary School students have a very caring attitude towards the environment with an acquisition value of 89.02 in the very caring category

scholarly journals Building Healthy Communities: Creating Policy to Sustain Health-Related School Change

2018 ◽  
Vol 13 (3) ◽  
pp. 176-190
Author(s):  
Erin Elizabeth Centeio ◽  
Jeanne M. Barcelona ◽  
Kristen Kaszeta ◽  
Nate McCaughtry
Keyword(s):  
Elementary Schools ◽  
School Change ◽  
School Intervention ◽  
School Level ◽  
Healthy Communities ◽  
School Based ◽  
Control And Prevention ◽  
Health Related ◽  
Evidenced Based ◽  
The Impact

Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as well as proposed changes made as part of a sustainability plan. Findings indicated that evidenced-based tools can spur awareness of the need for health-based school change among administration, which in turn can prompt the adoption of school-level adherence policies. The intersection between school-based health policy and community-based youth programs is explored as an important part of comprehensive youth health promotion.

ADHD and school

2018 ◽  
Author(s):  
Christine Merrell ◽  
Kapil Sayal
Keyword(s):  
Academic Outcomes ◽  
School Environment ◽  
Longitudinal Research ◽  
Long Term Outcomes ◽  
Secondary Schooling ◽  
School Based ◽  
School Based Interventions ◽  
Children’S Behaviour ◽  
The Impact

Within the school environment, teachers are well placed to identify children who exhibit ADHD symptoms. Universal school-based screening for ADHD is, however, not recommended. Teachers’ ratings of children’s behaviour at age 5 have been found to predict later academic outcomes. Longitudinal research suggests that inattention is substantively and significantly associated with poor academic outcomes whereas hyperactivity is not significantly related to later academic attainment, and impulsivity might be advantageous. Symptoms of inattention remain largely stable over time but symptoms of hyperactivity and impulsivity change. Whilst the school environment can present significant challenges for children with ADHD, advice and guidance to teachers about how to help children with inattentive, hyperactive, and impulsive behaviour to succeed in the classroom can facilitate more positive behavioural and academic outcomes. There is a need for research that assesses long-term outcomes and cost-effectiveness of school-based interventions as well as the impact of transition into secondary schooling.

scholarly journals Shorter lunch breaks lead secondary-school students to make less healthy dietary choices: multilevel analysis of cross-sectional national survey data

2014 ◽  
Vol 18 (9) ◽  
pp. 1626-1634 ◽  
Author(s):  
Nicholas Townsend
Keyword(s):  
Secondary Schools ◽  
Multilevel Analysis ◽  
Daily Basis ◽  
School Level ◽  
School Students ◽  
Cross Sectional ◽  
Lunch Break ◽  
Dietary Choice ◽  
Dietary Choices ◽  
The Impact

AbstractObjectiveAt the time of the study a number of schools within Wales had shortened the amount of time they allow for lunch break. The study investigated the association between length of lunch break and the dietary choices of students in secondary schools.DesignStudent-level data, collected through anonymised questionnaires, included reported dietary choices and correlates of these; data on school approaches to food were collected through postal surveys. Multilevel analysis was used to study the independent association between lunch-break length and student dietary choice.SettingData were collected from secondary schools in Wales that were part of the 2005/2006 Health Behaviour in School-aged Children (HBSC) study.SubjectsThe final sample for analysis included data from 6693 students aged 11–16 years and 289 teachers from sixty-four secondary schools in Wales.ResultsOnce controlling for many individual-level and school-level factors, the length of time allowed for lunch across the range for schools included in the study (minimum =25 min, maximum =62·5 min) was associated with higher odds of students eating fruit for lunch (2·20; 95 % CI 1·18, 4·11) and fruit and vegetables on a daily basis (2·15; 95 % CI 1·33, 3·47) but lower odds of eating unhealthy foods on a daily basis (0·44; 95 % CI 0·24, 0·80).ConclusionsShorter lunch breaks are associated with less healthy dietary choices by students. Schools should consider the impact that lunch-break length has on student dietary choice as well as on other behaviours. Policy makers should work with schools in encouraging them to maintain lunch breaks of a length that allow pupils to make healthy choices.

scholarly journals Perception of Teachers on School-Based Factors Influencing Absenteeism of Students in Public Secondary Schools in Central Senatorial District of Ondo State, Nigeria

2020 ◽  
pp. 46-55
Author(s):  
Ige Akindele Matthew
Keyword(s):  
Secondary Schools ◽  
School Environment ◽  
Survey Design ◽  
School Curriculum ◽  
Instructional Materials ◽  
Full Time ◽  
Chi Square ◽  
School Based ◽  
Factors Influencing ◽  
Ondo State

The study investigated the perception of teachers on school-based factors influencing absenteeism of students in Public Secondary Schools in Central Senatorial District of Ondo State, Nigeria. It adopted descriptive-survey design, raised 3 questions and formulated 2 hypotheses to achieve this feat. Data were collected from 150 government appointed and full time teachers, drawn from 15 Public Secondary Schools in the District. Instrument used was a questionnaire, validated and tested for reliability (α=0.82). Data were analyzed using Statistical Package for Social Sciences while hypotheses were tested using chi-square statistic at 0.05 level of significance. The study found among others that a lot of school-based factors influenced absenteeism in schools, such as unattractive school environment, lack of recreational facilities; discouraging school curriculum; as well as recommend measures, such as the provision of instructional materials and facilities for schools; the need for private sector assistance in the provision of instructional materials and facilities; seeking assistance from wealthy individuals, corporate organizations, Old Students, Non-Governmental Organizations, by school administrators, among others, to combat this menace in schools.

scholarly journals Bullying and its Effective Factors in Adolescents Aged Between 10 and 18 Years Old: Evidence From a Southeastern Region in Iran, 2020

2021 ◽  
Author(s):  
Samera Radmerikhi ◽  
Vahid Yazdi Feyzabadi ◽  
Milad Ahmadi ◽  
Seyyid Mohammad Keyhan Sajadi
Keyword(s):  
School Environment ◽  
Public Health Problem ◽  
School Level ◽  
Survey Study ◽  
Educational Levels ◽  
Factors Affecting ◽  
Multi Stage ◽  
Iranian Version ◽  
Bullying Behavior ◽  
The Impact

Abstract Background & Objective: Bullying behavior in adolescence as a global and a public health problem is of great interest in adolescence due to mental illness, violence, and tobacco addiction in adulthood. The present study aims to investigate the prevalence of both bullying and victim behaviors at all educational levels in Kerman. Methodology: This is a survey study, in which the study population are all students at three educational levels in Kerman. Multi-stage sampling method is used. To investigate the prevalence of bullying behavior, the Iranian version of the questionnaire is used, which is based on the Olweus bullying questionnaire. Results: The bullying rates at elementary, middle school, and high school are estimated at 25.1%, 17.8%, and 39.7%, respectively. Bullying rate is 7.13% among girls and 14.72% among boys. The results of our study show that the most important factors affecting bullying are gender, parental literacy, living with parents, type of school, economic and social status, educational level, and school size. Conclusion: Due to the impact of policies at different educational levels, policymakers should pay special attention to perform bullying control programs at the school level based on the school environment variables, and policies in this area should be designed, reviewed, and modified.

scholarly journals School-Based Mentoring for Professional Development of Inclusive School Teachers

2011 ◽  
Vol 13 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Teaching Method ◽  
School Level ◽  
School Teachers ◽  
School Based ◽  
Inclusive School ◽  
School Based Mentoring ◽  
Teachers Professional Development ◽  
The Impact

School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

scholarly journals Papass clinical trial protocol: a multi-component school-based intervention study to increase acceptance and adherence to school feeding

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Rafael Lavourinha Pinto ◽  
Bárbara da Silva Nalin de Souza ◽  
Anna Beatriz Souza Antunes ◽  
Mara Lima De Cnop ◽  
Rosely Sichieri ◽  
...  
Keyword(s):  
Clinical Trial ◽  
School System ◽  
School Environment ◽  
Intervention Group ◽  
Public School System ◽  
School Meals ◽  
School Feeding ◽  
School Based ◽  
National School ◽  
The Impact

Abstract Background One of the largest school feeding programs in the world is the National School Feeding Program of Brazil. However, results from the 2012 National School Health Survey indicated that only 22.8% of 9th grade students in Brazilian public school system consumed school meals. The literature presents few studies aiming to promote healthy food consumption in the school environment from interventions, which found inconclusive results. Thus, this study aims to present a protocol to evaluate the effectiveness of multi-component school-level interventions to increase adherence and acceptance to school feeding. Methods School-based multi-component clinical trial with students from 4th-9h grade from 3 municipal schools of Sumidouro, Rio de Janeiro, Brazil, in 2019. The study design will be parallel, with 3 arms: Control group (without intervention); Intervention group 1 (changes in school environment) and Intervention group 2 (changes in menu and school environment). Interventions in the environment will be based on the principles of choices architecture and, the modification in the dishes that make up the menus offered to the students, on the factors that contribute to poor adherence and acceptance to school feeding, identified by focus groups. Adherence to school feeding will be assessed through a specific question in the questionnaire directed to the frequency of consuming school meals in the week, applied by researchers in three moments. Acceptance will be assessed from the acceptability test application with dishes served to students during the year. Statistical analyses will be performed using generalized linear models, which will be used to assess the impact of the intervention, and will include 3 main variables: intervention, time and the intervention x time interaction. Discussion This study will investigate if the impact of the implementation of interventions in the environment and in the dishes served to students may increase adherence and acceptance to school feeding. Positive results could show the effect of implementing interventions throughout Sumidouro’s public school system, as well as throughout the country, aiming to improve the consumption of school meals. Trial registration Brazilian Registry of Clinical Trials, RBR-7mf794. Date of registration: December 27, 2018.

An Updated Review of Existing Relational Aggression Programs

2018 ◽  
Author(s):  
Stephen S. Leff ◽  
Tracy Evian Waasdorp ◽  
Krista R. Mehari
Keyword(s):  
Relational Aggression ◽  
Bullying Prevention ◽  
School Level ◽  
Future Research ◽  
Prevention Programming ◽  
School Based ◽  
Mode Of Operation ◽  
The Individual ◽  
Age Range ◽  
The Impact

This chapter reviews school-based programming for its impact on relational aggression, relational victimization, and/or relational bullying: specifically, 14 programs with publications between 2010–2016 that were reviewed across key areas, including: (1) mode of operation; (2) targeted population and age range; (3) implementation factors; (4) primary strategies employed; (5) materials available to conduct the program; and (6) their impact on relevant target outcomes. Review of these programs highlighted certain factors important for future research related to relational aggression and bullying prevention programming, such as employing strong designs using random assignment taking into account the complexity of relational aggression at the individual, classroom, and school level whenever possible, and examining the impact of programming on the forms of aggression separately. Generalizability and implementation integrity need to be considered when designing and implementing programming. The field of relational aggression and bullying prevention programming has grown substantially over the past decade, but much remains to be done.

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