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International Journal of Environmental... Aug 2022The school is a favorable environment for the development of interventions to prevent obesity. The objective of this systematic review is to evaluate the effects of... (Meta-Analysis)
Meta-Analysis Review
The school is a favorable environment for the development of interventions to prevent obesity. The objective of this systematic review is to evaluate the effects of school-based food and nutrition education interventions on adolescent food consumption. The literature search was conducted on databases: MEDLINE/PubMed, Embase, Scopus, ERIC, Science Direct, Web of Science, Cochrane, LILACS, and ADOLEC. The following research strategies were focused on: population (adolescents), intervention (food and nutrition education), outcome (food consumption), and study design (clinical trial). The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement guidelines were followed and all stages of this review were performed by two researchers and, when necessary, a third researcher resolved discrepancies. Included studies are randomized clinical trials (RCT). A total of 24 articles were included for review and 11 articles in meta-analysis. In the evaluation of the general effects, there was a significant effect (mean difference (MD) for fruit consumption (MD = 0.09, CI 0.05, 0.14) in serving/day; and for vegetables (MD = 0.59, IC 0.15, 1.03) at times/week. In the consumption of FV (fruits and vegetables), there was no significant effect (standardized mean difference (SMD) of interventions in their consumption (SMD = 0.00, 95% C1 -0.11, 0.11). The evidence available in this review and meta-analysis concludes that food and nutrition education interventions in schools presented favorable results in the food consumption of adolescents. Registered on the PROSPERO database (CRD42019116520).
Topics: Adolescent; Educational Status; Fruit; Health Education; Humans; Schools; Vegetables
PubMed: 36078238
DOI: 10.3390/ijerph191710522 -
BMC Public Health Dec 2022Peer education, whereby peers ('peer educators') teach their other peers ('peer learners') about aspects of health is an approach growing in popularity across school... (Review)
Review
INTRODUCTION
Peer education, whereby peers ('peer educators') teach their other peers ('peer learners') about aspects of health is an approach growing in popularity across school contexts, possibly due to adolescents preferring to seek help for health-related concerns from their peers rather than adults or professionals. Peer education interventions cover a wide range of health areas but their overall effectiveness remains unclear. This review aims to summarise the effectiveness of existing peer-led health interventions implemented in schools worldwide.
METHODS
Five electronic databases were searched for eligible studies in October 2020. To be included, studies must have evaluated a school-based peer education intervention designed to address the health of students aged 11-18-years-old and include quantitative outcome data to examine effectiveness. The number of interventions were summarised and the impact on improved health knowledge and reductions in health problems or risk-taking behaviours were investigated for each health area separately, the Mixed Methods Appraisal Tool was used to assess quality.
RESULTS
A total of 2125 studies were identified after the initial search and 73 articles were included in the review. The majority of papers evaluated interventions focused on sex education/HIV prevention (n = 23), promoting healthy lifestyles (n = 17) and alcohol, smoking and substance use (n = 16). Papers mainly reported peer learner outcomes (67/73, 91.8%), with only six papers (8.2%) focussing solely on peer educator outcomes and five papers (6.8%) examining both peer learner and peer educator outcomes. Of the 67 papers reporting peer learner outcomes, 35/67 (52.2%) showed evidence of effectiveness, 8/67 (11.9%) showed mixed findings and 24/67 (35.8%) found limited or no evidence of effectiveness. Of the 11 papers reporting peer educator outcomes, 4/11 (36.4%) showed evidence of effectiveness, 2/11 (18.2%) showed mixed findings and 5/11 (45.5%) showed limited or no evidence of effectiveness. Study quality varied greatly with many studies rated as poor quality, mainly due to unrepresentative samples and incomplete data.
DISCUSSION
School-based peer education interventions are implemented worldwide and span a wide range of health areas. A number of interventions appear to demonstrate evidence for effectiveness, suggesting peer education may be a promising strategy for health improvement in schools. Improvement in health-related knowledge was most common with less evidence for positive health behaviour change. In order to quantitatively synthesise the evidence and make more confident conclusions, there is a need for more robust, high-quality evaluations of peer-led interventions using standardised health knowledge and behaviour measures.
Topics: Adolescent; Adult; Humans; Child; Schools; Peer Group; Students; Educational Status; Sex Education
PubMed: 36461024
DOI: 10.1186/s12889-022-14688-3 -
The American Psychologist Jan 2020Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of... (Review)
Review
Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary conditions-as difficulties in acquiring specific academic skills-or as secondary conditions, comorbid to other developmental disorders such as attention-deficit hyperactivity disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLDs. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Topics: Child; Education, Special; Educational Status; Evidence-Based Practice; History, 20th Century; History, 21st Century; Humans; Learning Disabilities; Schools; Teaching; United States
PubMed: 31081650
DOI: 10.1037/amp0000452 -
International Journal of Environmental... May 2021Sleep is receiving increasing attention in public health. The aim of this umbrella review is to determine what non-pharmacological sleep health interventions have been... (Review)
Review
Sleep is receiving increasing attention in public health. The aim of this umbrella review is to determine what non-pharmacological sleep health interventions have been evaluated among healthy populations, by examining target groups, settings, and effectiveness in improving sleep quality and duration. Comprehensive searches were conducted in five electronic databases (January 1975-February 2019), yielding 6505 records. Thirty-five articles were selected meeting the following eligibility criteria: (1) systematic reviews or meta-analyses of (2) sleep health interventions in (3) primarily healthy populations. Two reviewers independently screened for inclusion, extracted the data, and assessed the review quality. This umbrella review was registered with PROSPERO (CRD42019126291). Eleven intervention types were defined, and their effectiveness discussed. Substantial evidence demonstrated the effectiveness of later school start times, behavior change methods, and mind-body exercise. Other intervention types, including sleep education or relaxation techniques, demonstrated some promising impacts on sleep, but with less consistent evidence. Results were limited by high heterogeneity between studies, mixed results, and variable review quality. Nevertheless, this umbrella review is a first step towards understanding the current state of sleep health promotion and gives an overview of interventions across the lifespan.
Topics: Attention; Educational Status; Health Promotion; Schools; Sleep
PubMed: 34064108
DOI: 10.3390/ijerph18115533 -
British Dental Journal Nov 2022The Institute of Dentistry at Barts and The School of Medicine and Dentistry, Queen Mary University of London, has seen much change since 1857 when surgeon dentist, H....
The Institute of Dentistry at Barts and The School of Medicine and Dentistry, Queen Mary University of London, has seen much change since 1857 when surgeon dentist, H. J. Barrett, was appointed to The London to oversee the extraction of teeth. However, the mission remains the same: provision of excellent patient care through our education and research to improve the oral health and general health of our local population, but also with global impact.The Institute of Dentistry is embedded in a fundamentally multidisciplinary environment of the wider university and this is reflected in our research activity. The available complementary skills in cell and molecular biology, microbiology, materials science, chemistry, biophysics, clinical science and population health allows us to undertake basic science research, patient- and population-based research and clinical biometric research.Our Centre for Teaching and Innovation is a catalyst for educational research, including that related to new technologies and the expansion of e-learning, to ultimately inform local practice and the experience of our students.
Topics: Humans; Dentistry; Educational Status; London; Medicine; Schools, Medical; Schools, Dental
PubMed: 36434238
DOI: 10.1038/s41415-022-5209-3 -
The Journal of School Health Nov 2015While it is a national priority to support the health and education of students, these sectors must better align, integrate, and collaborate to achieve this priority.... (Review)
Review
BACKGROUND
While it is a national priority to support the health and education of students, these sectors must better align, integrate, and collaborate to achieve this priority. This article summarizes the literature on the connection between health and academic achievement using the Whole School, Whole Community, and Whole Child (WSCC) framework as a way to address health-related barriers to learning.
METHODS
A literature review was conducted on the association between student health and academic achievement.
RESULTS
Most of the evidence examined the association between student health behaviors and academic achievement, with physical activity having the most published studies and consistent findings. The evidence supports the need for school health services by demonstrating the association between chronic conditions and decreased achievement. Safe and positive school environments were associated with improved health behaviors and achievement. Engaging families and community members in schools also had a positive effect on students' health and achievement.
CONCLUSIONS
Schools can improve the health and learning of students by supporting opportunities to learn about and practice healthy behaviors, providing school health services, creating safe and positive school environments, and engaging families and community. This evidence supports WSCC as a potential framework for achieving national educational and health goals.
Topics: Adolescent; Child; Educational Status; Food Services; Health Behavior; Health Education; Health Status; Humans; Meta-Analysis as Topic; Motor Activity; Nutritional Sciences; Organizational Culture; School Health Services; Schools; Students
PubMed: 26440816
DOI: 10.1111/josh.12309 -
International Journal of Environmental... Apr 2021A multitude of empirical evidence documents links between education and health, but this focuses primarily on educational attainment and not on characteristics of the...
BACKGROUND
A multitude of empirical evidence documents links between education and health, but this focuses primarily on educational attainment and not on characteristics of the school setting. Little is known about the extent to which aggregate characteristics of the school setting, such as student body demographics, are associated with adult health outcomes.
METHODS
We use the U.S. nationally representative National Longitudinal Survey of Youth 1979 cohort to statistically assess the association between two different measures of high school student composition (socioeconomic composition, racial/ethnic composition) and two different health outcomes at age 40 (self-rated health and obesity).
RESULTS
After adjusting for confounders, high school socioeconomic composition, but not racial/ethnic composition, was weakly associated with both obesity and worse self-rated health at age 40. However, after adding adult educational attainment to the model, only the association between high school socioeconomic composition and obesity remained statistically significant.
CONCLUSIONS
Future research should explore possible mechanisms and also if findings are similar across other populations and in other school contexts. These results suggest that education policies that seek to break the link between socioeconomic composition and negative outcomes remain important but may have few spillover effects onto health.
Topics: Adolescent; Adult; Cohort Studies; Educational Status; Humans; Outcome Assessment, Health Care; Racial Groups; Schools
PubMed: 33917294
DOI: 10.3390/ijerph18073799 -
Language, Speech, and Hearing Services... Oct 2023One of our biggest challenges is integrating evidence-based research into practice to serve students with communication disorders. To encourage the systematic... (Review)
Review
PURPOSE
One of our biggest challenges is integrating evidence-based research into practice to serve students with communication disorders. To encourage the systematic application of research findings into practice, implementation science offers frameworks and tools, many of which have a narrow scope. It is important to have comprehensive frameworks that encompass all essential implementation concepts to support implementation in schools.
METHOD
Guided by the generic implementation framework (GIF; Moullin et al., 2015), we reviewed implementation science literature to identify and tailor frameworks and tools covering all core concepts of implementation: (a) the process of implementation, (b) the domains and determinants of practice, (c) implementation strategies, and (d) evaluations.
RESULTS
We created a version of the GIF for school settings, called the GIF-School, to bring together frameworks and tools that sufficiently cover core concepts of implementation. The GIF-School is accompanied by an open access toolkit, which lists selected frameworks, tools, and useful resources.
CONCLUSION
Researchers and practitioners, in speech-language pathology and education more broadly, who seek to apply implementation science frameworks and tools to improve school services for students with communication disorders may turn to the GIF-School as a resource.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.23605269.
Topics: Humans; Schools; Students; Educational Status
PubMed: 37433304
DOI: 10.1044/2023_LSHSS-22-00171 -
The American Journal of Tropical... Oct 2022Student messengers act as change agents for health and modify the behavior of their families as well as the community. Integration of the school health programs with... (Meta-Analysis)
Meta-Analysis
Student messengers act as change agents for health and modify the behavior of their families as well as the community. Integration of the school health programs with malaria education enhances the participation of school teachers, parents, as well as the local community in malaria elimination. The objective of this review is to strengthen the evidence for school-based health educational interventions for malaria control and prevention activities. We searched six databases namely PubMed Central, Science Direct, CINAHL with full text, Google Scholar, Cochrane Library, and Pro-Quest to find relevant studies between January 2001 and March 2022 based on PRISMA guidelines. Randomized controlled trial, before-after intervention, and quasi-experimental study designs were included and a meta-analysis was carried out using the random-effect model to pool out the results by using Rev-man 5.4 software. In this review, 13 studies were included. The pooled outcome of school-based educational interventions on malaria was moderate (Standardized Mean Difference-2.59) and a significant difference was observed in intervention and control schools (Z = 7.33, P < 0.00001). In conclusion, this review identified the facts for the prevention and control of malaria through school-based educational interventions. Our findings strengthen the concept of malaria elimination through student messengers to mobilize the local community.
Topics: Educational Status; Humans; Malaria; Randomized Controlled Trials as Topic; Schools; Students
PubMed: 36037865
DOI: 10.4269/ajtmh.22-0297 -
International Journal of Environmental... Jan 2024School dropout is a risky behaviour that is a threat to well-being in adolescence. This study aimed to analyse school satisfaction and self-efficacy in school activities...
School dropout is a risky behaviour that is a threat to well-being in adolescence. This study aimed to analyse school satisfaction and self-efficacy in school activities in a sample of adolescents attending secondary school in an Italian region at high risk of school dropout. The objective was to investigate whether differences exist among students on the basis of school dropout intention, gender, and career choices. Another aim was to identify, among the students' satisfaction variables, the main psychosocial predictors of dropout intention. Students (N = 1340) attending secondary schools in Sardinia completed Soresi's questionnaires on life satisfaction and self-efficacy. The data were analysed with a multivariate analysis of variance and logistic regression analysis. The results indicated that students intending to drop out of school scored lower on satisfaction with perceived support and satisfaction with peer and teacher relationships than their peers not at risk of dropping out. The logistic regression analysis showed that the most significant predictors of dropout intention were academic performance, satisfaction with the school experience, satisfaction in the relationships with teachers and with family members, and satisfaction with perceived support (26.9% of model variance). The results of this research thus indicate which areas could be addressed through prevention to improve well-being conditions in education.
Topics: Adolescent; Humans; Intention; Self Efficacy; Schools; Educational Status; Personal Satisfaction
PubMed: 38248573
DOI: 10.3390/ijerph21010111