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PubMed1998

[Anthropometric assessment and school achievement in school-age children from high school in Valparaiso, Chile].

The purpose of this study was to determine the interrelationship between nutritional status and scholastic achievement (SA). The total population included 1,488 high school students from Valparaíso, City, V Region of Chile. A representative sample of 165 school-age children was chosen from public schools in which the Improvement Education Quality Program (MECE) from the Ministry of Education of Chile was tried. Socioeconomic status (SES) was measured by means of the Graffar's modified method. Nutritional status was assessed through anthropometric measurements of weight (W), height (T), head circumference (HC), arm circumference (AC) and triceps skindfold (TS). SA was determined by a language (SAL) and mathematics (SAM) test. Statistical analysis included analysis of variance, correlation multiple regression and chi-square. Results showed that HC is the anthropometric parameter with the greatest explanatory power in SA variance, in high school graduates (r2 = 0.7697), both SAL (r2 = 0.9258) and SAM (r2 = 0.5268), with a RR = 1.97. In this respect, 75% of school children with Z-HC values below median obtained a low percentage of achievement in the SA test. Considering that HC is a direct indicator of nutritional background and indirect indicator of brain development, these findings increase the knowledge in this area and reveal the need to carry out further research related to the interrelationship SA-brain development.

Adolescent↗
PubMed2001

School health centers and other integrated school health services. Committee on School Health.

This statement offers guidelines on the integration of expanded school health services, including school-based and school-linked health centers, into community-based health care systems. Expanded school health services should be integrated so that they enhance accessibility, provide high-quality health care, link children to a medical home, are financially sustainable, and address both long- and short-term needs of children and adolescents.

Adolescent↗
PubMed1999

Moving from policy to practice in curriculum change at the University of Virginia School of Medicine, East Carolina University School of Medicine, and SUNY-Buffalo School of Medicine.

A set of formative evaluation studies from the medical schools of the University of Virginia (UVA), East Carolina University (ECU), and the State University of New York at Buffalo (SUNY-Buffalo) portrays, in qualitative and quantitative terms, evidence of achievements and obstacles to the curricular reform supported by The Robert Wood Johnson Foundation's Generalist Physician Initiative (GPI). In this paper, innovations in the under-graduate curriculum, a specific course, and instructional strategies are examined. Individual interviews of faculty and focus groups with students assessed opinions about curricular change at the University of Virginia. Questionnaires and focus groups provided information about the impact of course changes at East Carolina University. Questionnaires completed by students provided information of the effect of modifying the instructional strategies at SUNY-Buffalo. The obstacles to implementing change at the three schools included breakdowns in the faculty's understanding and support of change, lack of skills required to implement change, and weakness in coordinating and assessing planned change. Although the GPI catalyzed changes in the content and conduct of generalist education at the three schools, many lessons were learned that are applicable to other medical schools.

Curriculum↗
PubMedDate not supplied

The experiences of smoking in school children up to and including high school ages and the current status of smoking habits; a survey of male high school students in Japan.

OBJECTIVES: The burden of tobacco-induced cancer is so heavy that every country should give the highest priority to tobacco control in its fight against cancer. The purpose of the present study was to investigate the actual conditions of tobacco smoking among boys in Japan. METHODS: A self-administered questionnaire survey. Two thousand and fourteen high school boys in Fukuoka City, Japan, answered unsigned self-administered anonymous questionnaires about tobacco smoking. RESULTS: Among 2014 students, 10.9% were current smokers. The rates of current smokers increased with the school age: 6.3% in the first grade; 11.3% in the second grade; and 15.5% in the third grade (P(trend)<0.01). A total of 35.1% of students had the experience of smoking and 30% experienced smoking before entering high school. Of the students with smoking experience, 28.6% answered that they started smoking because their friends had offered them cigarettes and 52.5% of current smokers bought cigarettes from vending machines. CONCLUSIONS: Health education for anti-smoking in all primary and secondary schools as well as restriction of cigarette vending machines should be strongly recommended.

Adolescent↗
PubMed1977

Do admission decisions predict performance during medical school? A comparison of one medical school's rejected and accepted applicants who attended other schools.

The relation of one school's admission decisions to performance in medical school was examined by comparing accepted applicants who chose to attend other institutions with rejected applicants who went to those same institutions. When differences among schools were controlled, no effect of admission decisions was observed.

Achievement↗
PubMed1990

Differences in extracurricular activity participation, achievement, and attitudes toward school between ninth-grade students attending junior high school and those attending senior high school.

The purpose of this study was to determine the type of school organization that most benefited ninth-grade students. Results indicated that ninth graders in the junior high school setting participated significantly more in extracurricular activities and achieved significantly higher academically than did ninth graders in the senior high school setting.

Adolescent↗
PubMed1998

School nurse assessment of primary school children: analysis of data from the school entrant health questionnaire.

The School Entrant Health Questionnaire (SEHQ) has been used by the School Nursing Program in Victoria since April, 1997. The SEHQ assists school nurses in developing a health profile of primary grade children and in discriminating between children with problems and children without problems. The SEHQ assesses children in 11 domains: general health, medications, immunisations, dental health, speech/language, hearing, vision, disabilities, general development, behaviour and emotional well-being, and family stress. The SEHQ was found to be reliable and valid, and to provide an excellent means of distinguishing between students who had problems and needed intervention and those who did not. This paper presents an analysis of data from the first testing of the SEHQ.

Child↗
PubMedDate not supplied

[Cognitive behavior therapy treatment approaches in non-dyssocial school refusal: school phobia and school anxiety].

The study provides an overview of current cognitive-behavioral interventions to treat school-refusal in children and adolescents. First of all we define the problem area and describe the standard of knowledge about prevalence, course and risk factors. The main focus of our work is presented by psychotherapeutic treatments of school phobia and school anxiety. Apart from general treatment principles we give a survey of the most important behavioral therapeutic as well as cognitive-behavioral therapeutic treatments. In addition, we provide a detailed description of current research about efficacy. After all we characterize diagnostic, treatment planning and implementation.

Adolescent↗
PubMed1991

[Blood pressure among school 14-15 year old children. Blood pressure determination in school children aged 14-15 years in the county of Vejle by school physicians].

A total of 3,790 school pupils aged 14 and 15 years attending the ninth form during the school session 1986/87 were submitted to blood pressure measurements employing a digital sphygmomanometer. Where boys were concerned an average blood pressure of 123.9/65.9 mmHg was found while, in girls, the average blood pressure was 117.6/70.9 mmHg. In cases with blood pressure readings over the 90% fractile, repeated measurements are recommended. The 90% fractile for boys was 139/80 mmHg and for and for girls 133/84 mmHg. In cases where repeated measurements show blood pressure readings over the 95% fractile, further investigation and advice about risk factors are recommended. The 95% fractile for boys was 144/84 mmHg and 138/88 mmHg for girls. The influence of pubertal development and body-weight on the blood pressure are reviewed. Screening in connection with health examination in the ninth form is recommended in order to identify adolescents at risk for development of hypertension.

Adolescent↗
PubMed1997

[School type, school stress and health problems in 17-year-old Zurich middle school students].

In the present study a sample of 661 seventeen-year-old students of different undergraduate colleges of the Canton of Zurich were investigated by questionnaire. They were asked about various psychosocial variables, their consumer behavior, school-life and their physical and mental health. The aim of the study was to investigate whether students of different college types differ in regard to their psychosocial and morbidity characteristics: Out of the sample two subgroups were formed: Students of the traditional college type B (classical/modern languages) and C (mathematics and sciences) on the one hand, and students of the modern college type D (modern languages) and L (modern languages/fine arts) on the other. Regarding sociodemographic variables and social contact there were no differences for both sexes between the two college types. Female students of the modern colleges reported to drink alcohol more regularly. There was a significant difference, however, taking college type into account in regard to eating behavior, body image, and physical and mental complaints. Girls of the modern colleges showed more symptoms and disturbances on all applied check lists. Regardless the college type, the results indicated that low academic grades and stressfully assessed school life were accompanied with significantly higher symptom scores in female students. The findings of the study indicate that targeted concepts for prevention and health promotion should be advanced especially in the classes of the modern colleges.

Adolescent↗
PubMed2005

The preparedness of schools to respond to emergencies in children: a national survey of school nurses.

OBJECTIVES: Because children spend a significant proportion of their day in school, pediatric emergencies such as the exacerbation of medical conditions, behavioral crises, and accidental/intentional injuries are likely to occur. Recently, both the American Academy of Pediatrics and the American Heart Association have published guidelines stressing the need for school leaders to establish emergency-response plans to deal with life-threatening medical emergencies in children. The goals include developing an efficient and effective campus-wide communication system for each school with local emergency medical services (EMS); establishing and practicing a medical emergency-response plan (MERP) involving school nurses, physicians, athletic trainers, and the EMS system; identifying students at risk for life-threatening emergencies and ensuring the presence of individual emergency care plans; training staff and students in first aid and cardiopulmonary resuscitation (CPR); equipping the school for potential life-threatening emergencies; and implementing lay rescuer automated external defibrillator (AED) programs. The objective of this study was to use published guidelines by the American Academy of Pediatrics and the American Heart Association to examine the preparedness of schools to respond to pediatric emergencies, including those involving children with special care needs, and potential mass disasters. METHODS: A 2-part questionnaire was mailed to 1000 randomly selected members of the National Association of School Nurses. The first part included 20 questions focusing on: (1) the clinical background of the school nurse (highest level of education, years practicing as a school health provider, CPR training); (2) demographic features of the school (student attendance, grades represented, inner-city or rural/suburban setting, private or public funding, presence of children with special needs); (3) self-reported frequency of medical and psychiatric emergencies (most common reported school emergencies encountered over the past school year, weekly number of visits to school nurses, annual number of "life-threatening" emergencies requiring activation of EMS); and (4) the preparedness of schools to manage life-threatening emergencies (presence of an MERP, presence of emergency care plans for asthmatics, diabetics, and children with special needs, presence of a school nurse during all school hours, CPR training of staff and students, availability of athletic trainers during all athletic events, presence of an MERP for potential mass disasters). The second part included 10 clinical scenarios measuring the availability of emergency equipment and the confidence level of the school nurse to manage potential life-threatening emergencies. RESULTS: Of the 675 questionnaires returned, 573 were eligible for analysis. A majority of responses were from registered nurses who have been practicing for >5 years in a rural or suburban setting. The most common reported school emergencies were extremity sprains and shortness of breath. Sixty-eight percent (391 of 573 [95% confidence interval (CI): 64-72%]) of school nurses have managed a life-threatening emergency requiring EMS activation during the past school year. Eighty-six percent (95% CI: 84-90%) of schools have an MERP, although 35% (95% CI: 31-39%) of schools do not practice the plan. Thirteen percent (95% CI: 10-16%) of schools do not identify authorized personnel to make emergency medical decisions. When stratified by mean student attendance, school setting, and funding classification, schools with and without an MERP did not differ significantly. Of the 205 schools that do not have a school nurse present on campus during all school hours, 17% (95% CI: 12-23%) do not have an MERP, 17% (95% CI: 12-23%) do not identify an authorized person to make medical decisions when faced with a life-threatening emergency, and 72% (95% CI: 65-78%) do not have an effective campus-wide communication system. CPR training is offered to 76% (95% CI: 70-81%) of the teachers, 68% (95% CI: 61-74%) of the administrative staff, and 28% (95% CI: 22-35%) of the students. School nurses reported the availability of a bronchodilator meter-dosed inhaler (78% [95% CI: 74-81%]), AED (32% [95% CI: 28-36%]), and epinephrine autoinjector (76% [95% CI: 68-79%]) in their school. When stratified by inner-city and rural/suburban school setting, the availability of emergency equipment did not differ significantly except for the availability of an oxygen source, which was higher in rural/suburban schools (15% vs 5%). School-nurse responders self-reported more confidence in managing respiratory distress, airway obstruction, profuse bleeding/extremity fracture, anaphylaxis, and shock in a diabetic child and comparatively less confidence in managing cardiac arrest, overdose, seizure, heat illness, and head injury. When analyzing schools with at least 1 child with special care needs, 90% (95% CI: 86-93%) have an MERP, 64% (95% CI: 58-69%) have a nurse available during all school hours, and 32% (95% CI: 27-38%) have an efficient and effective campus-wide communication system linked with EMS. There are no identified authorized personnel to make medical decisions when the school nurse is not present on campus in 12% (95% CI: 9-16%) of the schools with children with special care needs. When analyzing the confidence level of school nurses to respond to common potential life-threatening emergencies in children with special care needs, 67% (95% CI: 61-72%) of school nurses felt confident in managing seizures, 88% (95% CI: 84-91%) felt confident in managing respiratory distress, and 83% (95% CI: 78-87%) felt confident in managing airway obstruction. School nurses reported having the following emergency equipment available in the event of an emergency in a child with special care needs: glucose source (94% [95% CI: 91-96%]), bronchodilator (79% [95% CI: 74-83%]), suction (22% [95% CI: 18-27%]), bag-valve-mask device (16% [95% CI: 12-21%]), and oxygen (12% [95% CI: 9-16%]). An MERP designed specifically for potential mass disasters was present in 418 (74%) of 573 schools (95% CI: 70-77%). When stratified by mean student attendance, school setting, and funding classification, schools with and without an MERP for mass disasters did not differ significantly. CONCLUSIONS: Although schools are in compliance with many of the recommendations for emergency preparedness, specific areas for improvement include practicing the MERP several times per year, linking all areas of the school directly with EMS, identifying authorized personnel to make emergency medical decisions, and increasing the availability of AED in schools. Efforts should be made to increase the education of school nurses in the assessment and management of life-threatening emergencies for which they have less confidence, particularly cardiac arrest, overdose, seizures, heat illness, and head injury.

Adolescent↗
PubMed1997

The association of weapon carrying and fighting on school property and other health risk and problem behaviors among high school students.

OBJECTIVE: To examine the association between weapon carrying on school property and engaging in health risk and problem behaviors such as fighting and substance use on school property, fear of attending school, and victimization at school. DESIGN: A complex 2-stage probability survey (Massachusetts Youth Risk Behavior Survey). SETTING: High schools in Massachusetts. PARTICIPANTS: Three thousand fifty-four high school students. MAIN OUTCOME MEASURE: Number of days a weapon was carried on school property during the 30 days prior to the survey. RESULTS: The prevalence of self-reported weapon carrying on school property was 15% among male students and 5% among female students (P < .001). Weapon carrying on school property was significantly (P < .001) associated with frequency of physical fights on school property (r = 0.26), being a victim of threat or injury with a weapon on school property (r = 0.27), being a victim of stolen or damaged goods on school property (r = 0.14), not attending school owing to fear (r = 0.15), and substance use while at school, including smoking cigarettes (r = 0.20), using chewing tobacco (r = 0.18), smoking marijuana (r = 0.24), and using alcohol (r = 0.29). The association between weapon carrying and alcohol use in school was higher among students who were afraid to come to school (r = 0.49) than among students who were not afraid (r = 0.28). Students who had engaged in same-sex sexual activity (P < .001) or had been offered, given, or sold illicit drugs at school (P < .001) were more likely to carry a weapon at school. Multiple regression analysis showed that male sex and the frequencies of physical fighting, being a victim of a threat or injury, drinking alcohol, smoking cigarettes, and being offered or sold an illicit drug while on school property accounted for 21% of the variance in weapon carrying in school. When weapon carrying was dichotomized and analyzed with logistic regression, a model containing age, male sex, lower academic achievement, days not attending school owing to fear, times threatened or injured with a weapon at school, frequency of fighting at school, cigarette smoking, alcohol use, and being offered or sold illicit drugs on school property correctly classified 91.83% of the students who did or did not carry weapons. CONCLUSIONS: Weapon carrying at school was more strongly associated more with use of violence and the use of substances at school than with previous victimization and fear of attending school. However, there is a subgroup of students that seems to have been victimized at school, is afraid to come to school, is using alcohol at school, and is carrying weapons at school.

Adolescent↗
PubMed2000

Surveillance for characteristics of health education among secondary schools--school health education profiles, 1998.

PROBLEM/CONDITION: School health education (e.g., classroom instruction) is an essential component of school health programs; such education promotes the health of youth and improves overall public health. REPORTING PERIOD: February-May 1998. DESCRIPTION OF SYSTEM: The School Health Education Profiles monitor characteristics of health education in middle or junior high schools and senior high schools in the United States. The Profiles are school-based surveys conducted by state and local education agencies. This report summarizes results from 36 state surveys and 10 local surveys conducted among representative samples of school principals and lead health education teachers. The lead health education teacher coordinates health education policies and programs within a middle/junior high school or senior high school. RESULTS: During the study period, most schools in states and cities that conducted Profiles required health education in grades 6-12. Of these, a median of 91.0% of schools in states and 86.2% of schools in cities taught a separate health education course. The median percentage of schools in each state and city that tried to increase student knowledge in selected topics (i.e., prevention of tobacco use, alcohol and other drug use, pregnancy, human immunodeficiency virus [HIV] infection, other sexually transmitted diseases, violence, or suicide; dietary behaviors and nutrition; and physical activity and fitness) was >73% for each of these topics. The median percentage of schools with a health education teacher who coordinated health education was 38.7% across states and 37.6% across cities. A median of 41.8% of schools across states and a median of 31.0% of schools across cities had a lead health education teacher with professional preparation in health and physical education, whereas a median of 6.0% of schools across states and a median of 5.5% of schools across cities had a lead health education teacher with professional preparation in health education only. A median of 19.3% of schools across states and 21.2% of schools across cities had a school health advisory council. The median percentage of schools with a written school or school district policy on HIV-infected students or school staff members was 69.7% across states and 84.4% across cities. INTERPRETATION: Many middle/junior high schools and senior high schools require health education to help provide students with knowledge and skills needed for adoption of a healthy lifestyle. However, these schools might not be covering all important topic areas or skills sufficiently. The number of lead health education teachers who are academically prepared in health education and the number of schools with school health advisory councils needs to increase. PUBLIC HEALTH ACTION: The Profiles data are used by state and local education officials to improve school health education.

Health Education↗
PubMed1998

Characteristics of health education among secondary schools--School Health Education Profiles, 1996.

PROBLEM/CONDITION: School health education (e.g., classroom training) is an essential component of school health programs; such education promotes the health of youth and improves overall public health. REPORTING PERIOD: February-May 1996. DESCRIPTION OF SYSTEM: The School Health Education Profiles monitor characteristics of health education in middle or junior high schools and senior high schools. The Profiles are school-based surveys conducted by state and local education agencies. This report summarizes results from 35 state surveys and 13 local surveys conducted among representative samples of school principals and lead health education teachers. The lead health education teacher is the person who coordinates health education policies and programs within a middle or junior high school and senior high school. RESULTS: During the study period, almost all schools in states and cities required health education in grades 6-12; of these, a median of 87.6% of states and 75.8% of cities taught a separate health education course. The median percentage of schools that tried to increase student knowledge on certain topics (i.e., prevention of tobacco use, alcohol and other drug use, pregnancy, human immunodeficiency virus [HIV] infection, other sexually transmitted diseases, violence, or suicide; dietary behaviors and nutrition; and physical activity and fitness) was > 72% for each of these topics. The median percentage of schools that tried to improve certain student skills (i.e., communication, decision making, goal setting, resisting social pressures, nonviolent conflict resolution, stress management, and analysis of media messages) was > 69% for each of these skills. The median percentage of schools that had a health education teacher coordinate health education was 33.0% across states and 26.8% across cities. Almost all schools taught HIV education as part of a required health education course (state median: 94.3%; local median: 98.1%), and more than half (state median: 69.5%; local median: 82.5%) had a written policy on HIV infection among students and school staff. A median of 41.0% of schools across states and a median of 25.8% of schools across cities had a lead health education teacher with professional preparation in health and physical education, and < 25% of schools across states or cities had a lead health education teacher with professional preparation in health education only. Across states, the median percentage of schools, whose lead health education teacher had received in-service training on certain health education topics, ranged from 15.6% for suicide prevention to 51.4% for HIV prevention; across cities, the median percentage ranged from 26.2% for suicide prevention to 76.1% for HIV prevention. A median of 19.7% of schools across states and 18.1% of schools across cities had a school health advisory council. Of the schools that received parental feedback (state median: 59.1%; local median: 54.2%), > 78% reported receiving positive feedback. INTERPRETATION: More than 75% of schools have a required course in health education to help provide students with the knowledge and skills they need to adopt healthy lifestyles. ACTIONS TAKEN: The School Health Education Profiles data are being used by state and local education officials to improve school health education and HIV education.

Adolescent↗
PubMed2004

Effect of school policy on tobacco use by school personnel in Bihar, India.

This study examined the relationship between school tobacco policies and tobacco use prevalence among school personnel. Two subsets of schools were identified in Bihar, India: Federal Schools (with a tobacco policy), and State schools (without a tobacco policy). Stratified probability samples of 50 schools each were selected. The survey was conducted through an anonymous, self-administered questionnaire. School personnel from State Schools (non-policy schools) reported significantly higher daily cigarette smoking and daily current smokeless tobacco use compared to personnel in Federal schools (policy schools). Teachers in State schools did not teach about health consequences of tobacco, and they had not received training for such teaching. Extent of teaching about health consequences of tobacco varied across topics for teachers in Federal schools. They received negligible training, but more than 35% reported access to teaching materials. More than one-half the personnel from Federal schools knew about their school's policy prohibiting tobacco use among students and school personnel, and about policy enforcement. Personnel in State schools did not know about tobacco control policy in their schools. All school personnel in both types of schools were near unanimous in supporting policy prohibiting tobacco use in schools. The study demonstrated an association between enacting a school policy regarding tobacco use and school personnel's use of tobacco, curricular teaching, and practical training of students. Findings suggest that more extensive introduction of comprehensive school policies may help reduce tobacco use among school personnel.

Adult↗