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Frontiers in Public Health 2021
Editorial: Pre- or Post- School Influences on Learning Adaptations, Risks and Disabilities in Children and Adolescents: Overlapping Challenges for Public Health, Education and Development.
Topics: Adolescent; Child; Disabled Persons; Educational Status; Humans; Learning; Public Health; Schools
PubMed: 33869134
DOI: 10.3389/fpubh.2021.651179 -
The Journal of Adolescent Health :... Sep 2020
Topics: Colorado; Educational Status; Humans; Schools
PubMed: 32487488
DOI: 10.1016/j.jadohealth.2020.05.009 -
Economics and Human Biology Aug 2021School attainment is an important aspect of human capital, and a key determinant of long-term health and well-being. Early life deprivation and poor nutritional status...
School attainment is an important aspect of human capital, and a key determinant of long-term health and well-being. Early life deprivation and poor nutritional status are well known predictors of school entry and progression. We examine the persistence of early life influences and subsequent socioeconomic disadvantage (SED) across the multiple school continuation decisions that lead to final school attainment. Using data from a Philippine birth cohort followed for 35 years, we model 6 continuation decisions: Did not complete elementary school, elementary graduate only (completed grade 6), some secondary schooling, high school graduate, some postsecondary schooling, and college graduate, as well as total years of schooling. We estimate the association of school attainment with early life length for age Z-score (LAZ at 2 years of age) and cognitive development (IQ) as well as underlying indicators of SED and other family influences through early adulthood. The analysis sample includes >1900 participants in the Cebu Longitudinal Health and Nutrition Survey. Females completed, on average, one year more schooling than males, and twice as many females as males were college graduates (29.1 vs 15.0 %). LAZ and one standard deviation of IQ were each independently associated with 0.4 more years of attained schooling. A path model demonstrated strong direct associations of SED with years of schooling as well as indirect associations through LAZ and IQ. Sequential logits used to estimate continuing education decisions show persistent associations of early life LAZ and IQ and schooling even after accounting for changing SED of households over the schooling life course. Filipino parents had high but often unmet educational aspirations for their children because of the child's loss of interest in school and perceived financial barriers. Results further emphasize the importance of early life SED as a key risk factor for suboptimal school attainment.
Topics: Adult; Child; Child, Preschool; Educational Status; Female; Growth Disorders; Humans; Longitudinal Studies; Male; Nutrition Surveys; Philippines; Schools
PubMed: 33865193
DOI: 10.1016/j.ehb.2021.100999 -
International Journal of Environmental... Jan 2022Adolescence represents a sensitive period whereby lifestyle factors such as physical activity can have profound, long-lasting effects on development and later life... (Review)
Review
Adolescence represents a sensitive period whereby lifestyle factors such as physical activity can have profound, long-lasting effects on development and later life habits. However, adolescence constitutes a period of frequent sedentary behaviour. Among children, integrating physical activity into elementary school classrooms has been shown to reduce sedentary behaviour and improve academic achievement and overall physical and mental health. However, this promising area of research has not extended to adolescents and high school classrooms. In this paper, we describe the benefits of conducting research on the impact of physically active high school classrooms, and highlight the challenges and potential misconceptions associated with research in this field. Specifically, we review research on the role of physical activity in adolescent development, the benefits of classroom-based physical activity for children, and discuss the factors that may have led researchers to focus on classroom-based physical activity primarily for children, despite the potentially similar benefits for adolescents.
Topics: Academic Success; Adolescent; Child; Educational Status; Exercise; Humans; Life Style; Schools
PubMed: 35055510
DOI: 10.3390/ijerph19020688 -
The Yale Journal of Biology and Medicine Aug 2020In this review of 100 years of the Yale System of Medical Education, a portrait emerges of what it is and what it has made possible. Founded in the 1920s under the... (Review)
Review
In this review of 100 years of the Yale System of Medical Education, a portrait emerges of what it is and what it has made possible. Founded in the 1920s under the leadership of Dean Milton C. Winternitz, the Yale System abandoned most educational mainstays including: grades, class rankings, roll call, daily assignments, course exams, and class year affiliations. Instead, a thesis and two broad qualifying examinations were required. Revised over decades, the essential elements endure. The Yale System has cultivated generations of humane physicians, academics, and leaders through the rise of modern medicine, and medicine's constantly evolving knowledge base.
Topics: Curriculum; Education, Medical; Education, Medical, Graduate; Educational Status; History, 20th Century; History, 21st Century; Humans; Physicians; Schools, Medical; United States
PubMed: 32874151
DOI: No ID Found -
Soins; La Revue de Reference Infirmiere Jun 2020
Topics: Educational Status; Humans; Universities
PubMed: 33012410
DOI: 10.1016/S0038-0814(20)30108-0 -
Journal of Child Psychology and... Mar 2021In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted)....
BACKGROUND
In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement.
METHODS
We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16.
RESULTS
We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03.
CONCLUSION
Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools.
Topics: Academic Performance; Academic Success; Adolescent; Child; Educational Status; Humans; Schools; Students
PubMed: 32488912
DOI: 10.1111/jcpp.13276 -
Administration and Policy in Mental... Jan 2022Students of color are disproportionately affected by exposure to adverse childhood experiences (ACEs), racial trauma, and traumatic stress. Trauma-informed interventions...
Students of color are disproportionately affected by exposure to adverse childhood experiences (ACEs), racial trauma, and traumatic stress. Trauma-informed interventions in schools can promote healing among ACE-impacted students of color. These interventions require collaboration with family members to decide upon services and referrals; however, educators commonly face challenges with engaging families. The study purpose is to understand barriers and facilitators to engaging families in trauma-informed mental health interventions for ACE-impacted students of color. As part of a larger school-based trauma-informed trial (Link for Equity), 6 focus groups were conducted with parents/guardians of color and school staff (n = 39) across 3 Midwestern school districts. Participants were asked open-ended questions about trauma, discrimination, school supports, and family engagement. Transcripts were coded by two team members, and thematic analysis was used to identify barriers/facilitators to family involvement. Results indicated that families of ACE-impacted students of color commonly experienced racism including microaggressions and stereotypes from the school community, which deterred engagement and prevented trusting relationships between families and school staff. Parents highlighted feeling excluded from decisions related to their child's education and that their voices were not heard or understood. Participants discussed the need for schools to consider how family obstacles (such as mental health and trauma) may prevent families from engaging with staff, and they recommended structural changes, such as anti-racism trainings for educators. Findings highlight the need for anti-racist work that addresses interpersonal and structural racism in schools, in order to promote family engagement in trauma-informed mental health interventions.
Topics: Child; Educational Status; Humans; Racism; Schools; Students; Systemic Racism
PubMed: 34195916
DOI: 10.1007/s10488-021-01147-1 -
Birth Defects Research Dec 2021Children with congenital anomalies have poorer intellectual and cognitive development compared to their peers, but evidence for academic achievement using objective... (Meta-Analysis)
Meta-Analysis Review
Children with congenital anomalies have poorer intellectual and cognitive development compared to their peers, but evidence for academic achievement using objective measures is lacking. We aimed to summarize and synthesize evidence on academic outcomes and special education needs (SEN) of school-aged children born with selected major structural congenital anomalies. Electronic databases (MEDLINE, EMBASE, Scopus, PsycINFO, CINAHL, ProQuest Natural Science and Education Collections), reference lists and citations for 1990-2020 were systematically searched. We included original-research articles on academic achievement in children with non-syndromic congenital anomalies that involved school test results, standardized tests and/or SEN data. Random-effects meta-analyses were performed to estimate pooled mean test scores in mathematics and/or reading where possible and pooled odds ratios (ORs) for SEN in children with severe congenital heart defects (CHDs) and children with orofacial clefts (OFCs). Thirty-nine eligible studies (n = 21,066 children) were synthesized narratively. Sixteen studies were included in meta-analyses. Children with non-syndromic congenital anomalies were at a higher risk of academic underachievement than controls across school levels. Children with severe CHD (pooled OR = 2.32, 95% CI: 1.90, 2.82), and children with OFC (OR = 1.38 (95% CI: 1.20, 1.57), OR = 3.07 (95% CI: 2.65, 3.56), and OR = 3.96 (95% CI: 3.31, 4.72) for children with cleft lip, cleft palate and cleft lip/palate, respectively) had significantly higher ORs for SEN than controls. Children with non-syndromic congenital anomalies underperform academically and have higher SEN rates compared to their peers. Early monitoring and development of differential SEN are important to promote academic progress in these children.
Topics: Academic Success; Child; Cleft Lip; Cleft Palate; Educational Status; Humans; Schools
PubMed: 34672115
DOI: 10.1002/bdr2.1961 -
International Journal of Environmental... Oct 2021Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning... (Review)
Review
Experiential learning is the process where learners create meaning from direct experience. This systematic review aimed to examine the effects of experiential learning activities on dietary outcomes (knowledge, attitudes, behaviors) in children. Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to 2020. Eligible studies included children 0-12 years, assessed effect of experiential learning on outcomes of interest compared to non-experiential learning and were open to any setting. The quality of studies was assessed using the revised Cochrane risk of bias tool by two independent reviewers and effect size was calculated on each outcome. Nineteen studies were conducted in primary school, six in pre-school and one in an outside-of-school setting and used nine types of experiential learning strategies. Cooking, taste-testing, games, role-playing, and gardening were effective in improving nutrition outcomes in primary school children. Sensory evaluation, games, creative arts, and storybooks were effective for preschool children. Multiple strategies involving parents, and short/intense strategies are useful for intervention success. Experiential learning is a useful strategy to improve children's knowledge, attitudes, and behaviors towards healthy eating. Fewer studies in pre-school and outside of school settings and high risk of bias may limit the generalizability and strength of the findings.
Topics: Child; Child, Preschool; Diet; Diet, Healthy; Educational Status; Humans; Problem-Based Learning; Schools
PubMed: 34682570
DOI: 10.3390/ijerph182010824