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1
Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.
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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.
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Aspinall, W. P., R. S. J. Sparks, M. J. Woodhouse, R. M. Cooke, and J. H. Scarrow. "Pupils returning to primary schools in England during 2020: rapid estimations of punctual COVID-19 infection rates." Royal Society Open Science 8, no. 9 (September 2021): 202218. http://dx.doi.org/10.1098/rsos.202218.
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Drawing on risk methods from volcano crises, we developed a rapid COVID-19 infection model for the partial return of pupils to primary schools in England in June and July 2020, and a full return in September 2020. The model handles uncertainties in key parameters, using a stochastic re-sampling technique, allowing us to evaluate infection levels as a function of COVID-19 prevalence and projected pupil and staff headcounts. Assuming average national adult prevalence, for the first scenario (as at 1 June 2020) we found that between 178 and 924 [90% CI] schools would have at least one infected individual, out of 16 769 primary schools in total. For the second return (July), our estimate ranged between 336 (2%) and 1873 (11%) infected schools. For a full return in September 2020, our projected range was 661 (4%) to 3310 (20%) infected schools, assuming the same prevalence as for 5 June. If national prevalence fell to one-quarter of that, the projected September range would decrease to between 381 (2%) and 900 (5%) schools but would increase to between 2131 (13%) and 9743 (58%) schools if prevalence increased to 4× June level. When regional variations in prevalence and school size distribution were included in the model, a slight decrease in the projected number of infected schools was indicated, but uncertainty on estimates increased markedly. The latter model variant indicated that 82% of infected schools would be in areas where prevalence exceeded the national average and the probability of multiple infected persons in a school would be higher in such areas. Post hoc , our model projections for 1 September 2020 were seen to have been realistic and reasonable (in terms of related uncertainties) when data on schools' infections were released by official agencies following the start of the 2020/2021 academic year.
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McFARLAND, N., M. DRYDEN, M. RAMSAY, R. S. TEDDER, and S. L. NGUI. "An outbreak of hepatitis A affecting a nursery school and a primary school." Epidemiology and Infection 139, no. 3 (June 29, 2010): 336–43. http://dx.doi.org/10.1017/s0950268810001433.
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SUMMARYBetween March and June 2008, 12 cases of hepatitis A were notified in Winchester. Cases were from a primary school and a nursery school with no direct linkage. Hepatitis A virus (HAV) RNA sequenced from nine cases confirmed the strain in both schools to be identical. The outbreak could have affected three other schools and a maternity unit and was controlled by immunization and screening of neonates in the maternity unit by dried blood spots. No neonates were infected and no further cases were reported until 5 months later when the index case's mother became infected with same strain of virus associated with the outbreak despite vaccination. Neither the source of the outbreak or the subsequent infection of the index case's mother was identified; however, with the timing of the cases continued transmission in the community by children with asymptomatic infection or a recurrent source cannot be ruled out.
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Htun, Ye Minn, Kay Thi Lwin, Nwe Nwe Oo, Kyaw Soe, and Than Tun Sein. "Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar." South East Asia Journal of Public Health 3, no. 1 (January 18, 2014): 24–29. http://dx.doi.org/10.3329/seajph.v3i1.17707.
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Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707
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Humaira Khan, Hadiqa Adnan, Sara Qayyaum, Hajar Jamshaid, Rabiya Tahir, and Qurat-ul-Ain. "Association of Heavy School Bags with Musculoskeletal Discomfort among Primary School Children of Islamabad, Pakistan." Journal of Islamabad Medical & Dental College 10, no. 1 (March 31, 2021): 358–64. http://dx.doi.org/10.35787/jimdc.v10i1.492.
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Background: Musculoskeletal disorders, an increasing concern among school going children, primarily affect muscles and tendons. They lead to secondary damage to nerves and joints in the neck, upper back, shoulders, arms, and hands, etc. The objective of this study was to determine the association of carrying heavy school bags with musculoskeletal discomfort among primary school children in government schools of Islamabad, Pakistan.
Material and Methods: This cross-sectional survey was conducted in different government schools of Islamabad, Pakistan from June 2018 to November 2018. After an informed consent from parents, 377 healthy school going children aged 6-14 years were included in this study. Data was collected through Backpack Questionnaire. Chi square test was used to compare the frequency of musculoskeletal discomfort with demographic characteristics and backpack-related features. P-value less than .05 was considered statistically significant.
Results: Mean age of the school children was 9.49 ± 1.53 years with 179 (46.9%) male and 203 (53.1%) female students. Majority of students (89.8%) were found with school bags more than 15% of their body weight. Shoulder pain was the most commonly reported complaint (67.3%). There was a significant association between pain and perceived backpack weight (P=.001), and between pain and self-perceived posture (P=.001). Leaning forward (66.2%) was the most commonly adopted posture followed by leaning sideways (15.4%) and stooping (2.9%), respectively. The association between pain and duration of carrying backpack from home to school was insignificant (P=.055) in contrast to pain and duration of carrying bag from school to home (P=.007), respectively.
Conclusions: Musculoskeletal discomfort was found commonly among primary school children with shoulder pain being the most frequent, as maximum students were carrying heavy school bags.
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Ghimire, Sasmita. "Knowledge of Primary School Teacher Regarding Learning Disabilities in School Children." Journal of Nobel Medical College 6, no. 1 (August 22, 2017): 29–35. http://dx.doi.org/10.3126/jonmc.v6i1.18084.
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Background: Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. Children with learning disability can succeed in school and can have successful career in life if right support and intervention is provided to them.Material & Methods: Quantitative approach with Descriptive crosssectional design was used to assess the knowledge of primary school teachers. A structured knowledge questionnaire was developed focusing on learning disabilities. The study was carried out in 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique. Structured knowledge questionnaire was used to collect needed data on knowledge of primary school teachers. The data collected were tabulated and analyzed by using descriptive and inferential statistics.Results: Majority, 79 (52.67%) of the primary school teachers had moderately adequate knowledge and 71 (47.33%) had inadequate knowledge regarding learning disabilities. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching.Conclusion: The school teachers have inadequate knowledge regarding learning disabilities. The teachers play an important role in identifying learning disabilities in school children at initial state. The children with learning difficulties should be helped at early stage and proper training and guidance should be provided to them.Journal of Nobel Medical CollegeVolume 6, Number 1, Issue 10 (January-June, 2017), Page:
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Ulyte, Agne, Thomas Radtke, Irène A. Abela, Sarah R. Haile, Julia Braun, Ruedi Jung, Christoph Berger, et al. "Seroprevalence and immunity of SARS-CoV-2 infection in children and adolescents in schools in Switzerland: design for a longitudinal, school-based prospective cohort study." International Journal of Public Health 65, no. 9 (October 15, 2020): 1549–57. http://dx.doi.org/10.1007/s00038-020-01495-z.
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Abstract Objectives This longitudinal cohort study aims to assess the extent and patterns of seroprevalence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibodies in school-attending children, and their parents and school personnel. It will examine risk factors for infection, the relationship between seropositivity and symptoms, and temporal persistence of antibodies. Methods The study (Ciao Corona) will enroll a regionally representative, random sample of schools in the canton of Zurich, where 18% of the Swiss population live. Children aged 5–16 years, attending primary and secondary schools, and their parents and school personnel are invited. Venous blood and saliva samples are collected for serological testing in June/July 2020, in October/November 2020, and in March/April 2021. Bi-monthly questionnaires will cover SARS-CoV-2 symptoms and tests, health, preventive behavior, and lifestyle information. Hierarchical Bayesian logistic regression models will account for sensitivity and specificity of the serological tests in the analyses and complex sampling structure, i.e., clustering within classes and schools. Results and conclusions This unique school-based study will allow describing temporal trends of immunity, evaluate effects of preventive measures and will inform goal-oriented policy decisions during subsequent outbreaks. Trial registration ClinicalTrials.gov Identifier: NCT04448717, registered June 26, 2020. https://clinicaltrials.gov/ct2/show/NCT04448717.
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Darge, Haile Fentahun, Getahun Shibru, Abiy Mulugeta, and Yinebeb Mezgebu Dagnachew. "The Prevalence of Visual Acuity Impairment among School Children at Arada Subcity Primary Schools in Addis Ababa, Ethiopia." Journal of Ophthalmology 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/9326108.
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Background. Visual impairment and blindness are major public health problems in developing countries where there is no enough health-care service. Objective. To determine the prevalence of visual impairment among school children. Materials and Methods. A school-based cross-sectional study was conducted between 15 June 2015 and 30 November 2015 at Arada subcity primary schools, Addis Ababa, Ethiopia. Two schools were selected randomly, and 378 students were screened from grades 1 to 8 using systematic random sampling method. Snellen chart was used for visual acuity test. Students who had visual acuity of ≤6/12 were further examined by an ophthalmologist to diagnose the reason for low vision. Data was analyzed using SPSS version 20. Results. A total of 378 students were screened, and 192 (50.8%) were females and the remaining 186 (49.2%) were males. The prevalence of visual impairment (VA) of ≤6/12 on either eye was 5.8%, VA < 6/18 on either eye was 1.1%, and VA < 6/18 on the better eye was 0.53%. In this study, color blindness [OR: 19.65, 95% CI (6.01–64.33)] was significantly associated with visual acuity impairment. Conclusion. The prevalence of visual impairment among school children in the study area was 5.8% and school screening is recommended.
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Martins de Sousa, Eusébio José, and Ana Isabel Santos. "Educational Approximations Between Preschool and Primary School: The Perspective of Kindergarten and Primary School Teachers." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 14. http://dx.doi.org/10.36941/jesr-2021-0073.
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This article aims to understand how a group of preschool and primary school teachers view the process of educational transition between these two educational contexts, considering the consequences that these moments have on the children's school career and on their own personal and social experience, and that teachers play a key role as links between both. Methodologically, this research is based on the collection of information through a questionnaire survey, with open and closed questions, filled in by 20 preschool educators and 20 primary school teachers from the Autonomous Region of the Azores, Portugal. The collected data were analyzed quantitatively and qualitatively. The results obtained allow us to conclude that there are specific differences in the way preschool teachers and primary school teachers look at educational transition, although both consider it as an important aspect of the children's educational path, highlighting the need for a closer relationship between both in the construction of a process that is intended to be continuous and smooth. Received: 8 April 2021 / Accepted: 5 June 2021 / Published: 8 July 2021
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Brown, Jonathan, Carrie McLennan, Daniela Mercieca, Duncan P. Mercieca, Derek P. Robertson, and Eddie Valentine. "Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown." Education Sciences 11, no. 3 (March 21, 2021): 136. http://dx.doi.org/10.3390/educsci11030136.
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This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.
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Grigore-Filip (şerban), Mariana Viorela. "Case study on the impact of online schooling in a rural area during the emergency state (March-June 2019-2020 school year, Romania)." SHS Web of Conferences 95 (2021): 01012. http://dx.doi.org/10.1051/shsconf/20219501012.
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The spread of the Corona virus has brought about major changes in the world. Even before, this technology was an important presence in practically every sphere of our daily routine. There is a widespread assumption that the population existing in the rural areas is hesitant towards accustoming to modernization. This paper is an inquiry constructed on the base of a questionnaire designed to determine the standpoint of the parents having children enrolled at primary level school in relation to the compulsory new ICT tools at school and at home, the difficulties and their awareness of the array of possibilities offered by communication science. The research was conducted at the end of June 2021 and it focuses on the period from March to June (2019-2020 school year) when all schools in Romania were performing online classes. The pupils comprised in this respective case study attend „Oborani Elementary school (I-IV)”, a rural school with pupils from the preparatory level to the fourth grade from Vişina Village in Dâmboviţa country, Romanina.
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Adigun, Ibitola Oluwatoyin, Fadekemi Omobola Oyewusi, and Kolawole Akinjide Aramide. "The Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria." Interdisciplinary Journal of Education Research 3, no. 1 (March 10, 2021): 45–55. http://dx.doi.org/10.51986/ijer-2021.vol3.01.05.
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Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.
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Daftary, Ashley-Marie H., Erin P. Sugrue, Brian D. Gustman, and Stephanie Lechuga-Peña. "Pivoting during a Pandemic: School Social Work Practice with Families during COVID-19." Children & Schools 43, no. 2 (April 1, 2021): 71–78. http://dx.doi.org/10.1093/cs/cdab005.
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Abstract The COVID-19 global pandemic led to the unprecedented shuttering of nearly all K–12 public education settings across the United States from March through June 2020. This article explores how school social workers’ roles, responsibilities, and work tasks shifted during spring 2020 distance learning to address the continuing and changing needs of families and the larger school community. Interviews were conducted with 20 school social workers in K–12 public schools, across three states, to understand the primary needs of children and families during the pandemic and to learn how school social workers can be most effective in responding to these needs. The data were analyzed using a grounded theory approach. Study findings revealed that during spring 2020, school social workers consistently had increased contact and interaction with students’ parents that centered around two major activities: (1) food assistance and referrals for families and (2) parent check-ins and coaching. The article discusses implications for the field of school social work during crises and beyond. Considerations include increased funding for schools that serve communities disproportionately affected by the pandemic and the reprioritization of school social workers’ roles and responsibilities to include increased contact with parents.
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Dhiman, Arvind Kumar, Sumita Kumari Sandhu, Vijay Kumar Yadav, and Ishan Arora. "Assessment of goitre among primary school children in district Chamba, Himachal Pradesh, India." International Journal Of Community Medicine And Public Health 7, no. 2 (January 28, 2020): 767. http://dx.doi.org/10.18203/2394-6040.ijcmph20200464.
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Background: Goiter is one of the most visible manifestations of iodine deficiency disorders (IDD) that is caused due to overstimulation of thyroid as an adaptation to Iodine deficiency. IDD is among the major public health threats and important micronutrient deficiencies in developing countries.Methods: This cross-sectional study was conducted among 6-12 years school children in district Chamba of Himachal Pradesh from February to June 2019. The sample size of 336 was calculated and a total of 504 children from government schools were enrolled in the study. The assessment of goitre was done clinically by inspection and palpation of thyroid gland.Results: In this study, 504 school aged children of 6-12 yrs from district Chamba with mean age of 9±1.86 years were included. The prevalence of total goitre rate was 16% with mean age of 8.75±1.37 years. The highest prevalence (%) was observed in age of 10 years (28.4%) followed by 8 years and 9 years (25.9 % and 23.5% respectively).Conclusions: This study showed mild goitre prevalence in school aged children of 6-12 years in district Chamba of Himachal Pradesh. There is dire need of periodic survey to assess the magnitude of IDD in future.
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Day, Rhiannon E., Pinki Sahota, Meaghan S. Christian, and Kim Cocks. "A qualitative study exploring pupil and school staff perceptions of school meal provision in England." British Journal of Nutrition 114, no. 9 (September 2, 2015): 1504–14. http://dx.doi.org/10.1017/s0007114515002834.
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AbstractDespite recent attempts to improve the quality of school meals in England through the introduction of school meal standards, uptake remains low. Since the introduction of the universal infant free school meal (UIFSM) scheme in September 2014 all pupils in Reception, Year 1 and Year 2 in English state-funded primary schools are eligible to receive a free lunch. This study aimed to explore the perceptions of pupils, catering managers and head teachers concerning school meal provision in eight primary schools in North England and provides a unique insight into each school’s preparation for implementation of UIFSM. A total of thirty-two focus groups were conducted with sixty-four pupils aged 7–8 years (Year 3) and sixty-four pupils aged 9–10 years (Year 5) in June–July 2014, to explore perceptions of school meals. Interviews were carried out with six catering managers and five head teachers concerning catering and the impending implementation of UIFSM. Increasing acceptance of school meals could lead to improved uptake. Pupils desired increased choice and menu variety, including greater variety of vegetables and fruit. Caterers can influence the quantity and types of foods offered to pupils, and there are opportunities for them to promote healthy eating behaviours in the dining room. The important roles of school meal providers, caterers, pupils and parents need to be recognised to improve delivery and acceptability of school meals and ultimately school meal uptake. There were practical challenges to implementation of UIFSM, with some concerns expressed over its feasibility. Head teachers were mainly positive about the potential beneficial impacts of the scheme.
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Keeling, Matt J., Michael J. Tildesley, Benjamin D. Atkins, Bridget Penman, Emma Southall, Glen Guyver-Fletcher, Alex Holmes, et al. "The impact of school reopening on the spread of COVID-19 in England." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1829 (May 31, 2021): 20200261. http://dx.doi.org/10.1098/rstb.2020.0261.
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By mid-May 2020, cases of COVID-19 in the UK had been declining for over a month; a multi-phase emergence from lockdown was planned, including a scheduled partial reopening of schools on 1 June 2020. Although evidence suggests that children generally display mild symptoms, the size of the school-age population means the total impact of reopening schools is unclear. Here, we present work from mid-May 2020 that focused on the imminent opening of schools and consider what these results imply for future policy. We compared eight strategies for reopening primary and secondary schools in England. Modifying a transmission model fitted to UK SARS-CoV-2 data, we assessed how reopening schools affects contact patterns, anticipated secondary infections and the relative change in the reproduction number, R . We determined the associated public health impact and its sensitivity to changes in social distancing within the wider community. We predicted that reopening schools with half-sized classes or focused on younger children was unlikely to push R above one. Older children generally have more social contacts, so reopening secondary schools results in more cases than reopening primary schools, while reopening both could have pushed R above one in some regions. Reductions in community social distancing were found to outweigh and exacerbate any impacts of reopening. In particular, opening schools when the reproduction number R is already above one generates the largest increase in cases. Our work indicates that while any school reopening will result in increased mixing and infection amongst children and the wider population, reopening schools alone in June 2020 was unlikely to push R above one. Ultimately, reopening decisions are a difficult trade-off between epidemiological consequences and the emotional, educational and developmental needs of children. Into the future, there are difficult questions about what controls can be instigated such that schools can remain open if cases increase. This article is part of the theme issue ‘Modelling that shaped the early COVID-19 pandemic response in the UK’.
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Bikar, Soon Singh, Balan Rathakrishnan, Mohammad Rahim Kamaluddin, Norruzeyati Che Mohd Nasir, and Mohd Azrin Mohd Nasir. "Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake." Sustainability 13, no. 13 (June 30, 2021): 7308. http://dx.doi.org/10.3390/su13137308.
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The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.
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Mathebula, Rifumuni Nancy, Tawanda Runhare, and Nylon Marishane. "A Critique of the Democratic Functionality of the School Disciplinary Committee Structures within a South African Rural Setting." Journal of Educational and Social Research 11, no. 1 (January 17, 2021): 170. http://dx.doi.org/10.36941/jesr-2021-0017.
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The South Africans Schools Act mandates institutional policy duty bearers such as the school governing bodies (SGBs) and school disciplinary committees (SDCs) through which education stakeholders such as school principals, teachers, parents and learners to democratically formulate and implement school policies. The effectiveness of these bodies in carrying out their responsibilities in most cases is left to speculation. Based on a case study of high schools in a rural district setting in South Africa, this paper reports on the extent to which SDCs are democratically constituted and function in conducting their responsibilities. A qualitative approach was employed to gather data from a purposeful sample of 53 participants at two secondary schools that comprised 10 SGB members, 10 school management team (SMT) members, 9 SDC members, 10 Representative Council of Learners (RCL), 4 class teachers and 10 previously disciplined learners (PDLs). Focus group and individual interviews were the primary data gathering instruments but were complemented by document analysis to cross-check participants’ narratives where necessary. Results indicated that the discharge of the SDC responsibilities was largely undemocratic in both composition and functioning, and therefore unjust in disciplining learners who acted outside school rules. On the basis of our findings, we recommend that the policy duty bearers in school institutional management structures such as the SMT, SGB, RCL and SDC should first be inducted on school policies, roles and responsibilities on assumption of duty.
Received: 28 June 2020 / Accepted: 18 November 2020 / Published: 17 January 2021
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Sparks, R. S. J., W. P. Aspinall, E. Brooks-Pollock, R. M. Cooke, L. Danon, J. Barclay, J. H. Scarrow, and J. Cox. "A novel approach for evaluating contact patterns and risk mitigation strategies for COVID-19 in English primary schools with application of structured expert judgement." Royal Society Open Science 8, no. 1 (January 27, 2021): 201566. http://dx.doi.org/10.1098/rsos.201566.
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Personal contacts drive COVID-19 infections. After being closed (23 March 2020) UK primary schools partially re-opened on 1 June 2020 with social distancing and new risk mitigation strategies. We conducted a structured expert elicitation of teachers to quantify primary school contact patterns and how contact rates changed upon re-opening with risk mitigation measures in place. These rates, with uncertainties, were determined using a performance-based algorithm. We report mean number of contacts per day for four cohorts within schools, with associated 90% confidence ranges. Prior to lockdown, younger children (Reception and Year 1) made 15 contacts per day [range 8.35] within school, older children (Year 6) 18 contacts [range 5.55], teaching staff 25 contacts [range 4.55] and non-classroom staff 11 contacts [range 2.27]. After re-opening, the mean number of contacts was reduced by 53% for young children, 62% for older children, 60% for classroom staff and 64% for other staff. Contacts between teaching and non-teaching staff reduced by 80%. The distributions of contacts per person are asymmetric with heavy tail reflecting a few individuals with high contact numbers. Questions on risk mitigation and supplementary structured interviews elucidated how new measures reduced daily contacts in-school and contribute to infection risk reduction.
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LIU, L. G., X. Y. ZHOU, Z. LAN, L. LI, Z. LI, W. CHEN, J. Y. WANG, and L. J. ZHANG. "Salmonella Typhimurium outbreak associated with a contaminated food container in a school in Sichuan Province, China." Epidemiology and Infection 144, no. 2 (June 29, 2015): 285–90. http://dx.doi.org/10.1017/s0950268815001387.
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SUMMARYOn 13 June 2013, a fever and diarrhoea outbreak occurred in a boarding school in Sichuan Province. We conducted a field investigation and compared food exposure of 81 case students and 104 control students (years 7 and 8) in order to identify the source of infection. There were 401 cases identified (399 students and two cooks). The attack rates were 23–46% in nursery, primary, and secondary schools, but 0% in the high school. Eighty-five percent of case students, consumed cowpea salad compared to 60% of control students at lunch on 12 June (odds ratio 3·1, 95% confidence interval 1·3–7·8). The cowpeas were stored at room temperature for 3 h in a bucket previously used to store raw ingredients. The bucket was cleaned using water without a disinfectant. There were two buckets of cowpea, one for the high-school students and another for the other students. This Salmonella outbreak was likely caused by the cowpea salad due to cross-contamination via a storage bucket.
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Levinsen, Karin Tweddell. "Substituting ICT as a Lever for Inclusion of Children with Reading and Writing Difficulties." Journal of Cases on Information Technology 12, no. 3 (July 2010): 75–89. http://dx.doi.org/10.4018/jcit.2010070105.
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This paper presents research findings from a 3-year development and research project named Project IT-folder (PIF) that aimed at the inclusion of young children with potential reading and writing difficulties into normal classes in a suburb of the Danish capital. The project ran from 2007 to June 2010 as collaboration between the Danish University School of Education, the local municipality government, the Pedagogic Development Centre and two primary schools in the municipality. The aim of the project was to produce research-based knowledge that grounds and consolidates a future-oriented and sustainable implementation strategy and practice for all schools in the municipality regarding ICT as a change agent. The project’s methodology was designed as research-based interventions into everyday practice, while data was collected through qualitative and anthropological methods, collection of student work and school assessment measures. PIF has succeeded in producing a series of interventions ranging from everyday practices over competence building for teachers to organisational changes in the single school and at the municipality level. These interventions are at present being implemented in the municipality.
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Mykhailo, Alokhin. "SOCIAL SITUATION AND EXPERIENCE OF SCHOOLCHILDREN OF PRIMARY PRIVATE SCHOOL (ACCORDING TO THE RESULTS OF THE EXPERIMENTAL RESEARCH)." Science and Education 2020, no. 4 (December 2020): 17–23. http://dx.doi.org/10.24195/2414-4665-2020-4-3.
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The tendency of educational opportunities polarization, which accompanied by segregation and stratification of secondary education, is empirically confirmed in Ukraine. Children from elite families, who are determined by social distance, individual and personal inequality, disparities in social conditions of development and social selection, are new target group of socio-pedagogical research. The aim of the article is to represent the theoretical and experimental study of the social situation and experience of primary school pupils from elite families and its impact on the trajectory of their social development. The survey, conducted in March-June 2020, involved parents of 143 children from elite families aged 6-8. It was determined that the socio-economic situation of the children family, affects their social experience and the educational trajectory of pupils. The leading role in raising a child belongs to educational institutions in 2% of family, despite the fact that in most elite families the educational function is equally distributed between both parents. It forms a specific demand for a school that has to educate children. Private schools could face the problem of forming responsibilities, as most primary school pupils from elite families have no domestic responsibilities, and their behavior may be partly antisocial. It because family education is not based on the causal links of the child's negative behavior and the equival punishment for it. The main demands on private schools for children from elite families are overcoming or minimizing shyness and isolation; fears and phobias; hyperactivity, emotional instability and capriciousness.
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Aschale, Awoke, Metadel Adane, Melaku Getachew, Kebede Faris, Daniel Gebretsadik, Tadesse Sisay, Reta Dewau, et al. "Water, sanitation, and hygiene conditions and prevalence of intestinal parasitosis among primary school children in Dessie City, Ethiopia." PLOS ONE 16, no. 2 (February 3, 2021): e0245463. http://dx.doi.org/10.1371/journal.pone.0245463.
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Background Intestinal parasitosis is a major public health problem that affects the health of primary school children in low- and middle-income countries where water, sanitation, and hygiene (WASH) conditions are deficient. Since there is a paucity of information on the prevalence and associated factors of this problem among primary school children in Dessie City in Ethiopia, this study was designed to address these gaps. Methods A school-based cross-sectional study was conducted among 407 stratified-sampled primary school children in five primary schools at Dessie City from April to June 2018. Data were collected using a pretested structured questionnaire, an observation checklist and laboratory analysis of stool samples. Stool specimen from each study participant was collected using clean, properly labeled and leak-proof stool cup. A portion of stool from each study participant collected sample was processed using saline wet mount technique and examined by microscope. The remaining specimens were preserved with 10% formalin and transported to Dessie Comprehensive Specialized Hospital laboratory to be processed by using formol-ether concentration technique. Then, slide smears were prepared from each processed stool specimen and finally, it was microscopically examined with 10x as well as 40x objectives for the presence or absence of intestinal parasites. Factors significantly associated with intestinal parasitosis were determined using binary logistic regression model at 95% CI (confidence interval). Thus, bivariate (COR [crude odds ratio]) and multivariable (AOR [adjusted odds ratio]) logistic regression analyses were carried out. From the multivariable analysis, variables having a p-value of less than 0.05 were declared as factors significantly associated with intestinal parasitosis among primary school children. Main findings The overall prevalence of intestinal parasitosis was found to be 16.0% (95% CI: 12.5–19.4%), of these, 50.8% were positive for protozoa, 32.2% for helminth infections and 16.9% for double co-infections. Entamoeba histolytica was the most prevalent parasite (29.2%), followed by Giardia lamblia (21.5%), Ascaris lumbricoides (18.5%), Hymenolepis nana (9.2%) and Enterobius vermicularis (4.6%). Prevalence rates were similar among government (16.3%) and private (15.7%) school children. Water consumption was less than 5 liters per capita per day in 4 of the 5 schools. Thirty-eight (9.3%) of primary school students reported that they practiced open defecation. About two-thirds (285, 70.0%) said they always washed their hands after defecation. Mother’s education (illiterate) (AOR = 3.3; 95% CI: 1.20–9.37), father’s education (illiterate) (AOR = 3.9; 95% CI: 1.40–10.82), fathers who could read and write (AOR = 3.3; 95% CI: 1.25–7.86), handwashing before meal (sometimes) (AOR = 2.2; 95% CI: 1.11–4.17) and poor knowledge of WASH (AOR = 9.3; 95% CI: 2.17–16.70) were statistically associated with presence of intestinal parasitic infections. Conclusion We concluded that the prevalence of intestinal parasitosis in the study area among Grades 4–8 primary school children had public health significance. Factors significantly associated with intestinal parasitosis among primary school children’s were illiterate mothers and fathers, irregular handwashing of children before meals, and poor knowledge of WASH. Health education to improve students’ WASH knowledge and mass deworming for parasites are recommended as preventive measures; and improvements to the quality of WASH facilities in primary schools are strongly recommended to support these measures.
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Alexander, Kelly T., Garazi Zulaika, Elizabeth Nyothach, Clifford Oduor, Linda Mason, David Obor, Alie Eleveld, Kayla F. Laserson, and Penelope A. Phillips-Howard. "Do Water, Sanitation and Hygiene Conditions in Primary Schools Consistently Support Schoolgirls’ Menstrual Needs? A Longitudinal Study in Rural Western Kenya." International Journal of Environmental Research and Public Health 15, no. 8 (August 7, 2018): 1682. http://dx.doi.org/10.3390/ijerph15081682.
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Many females lack access to water, privacy and basic sanitation—felt acutely when menstruating. Water, sanitation and hygiene (WASH) conditions in schools, such as access to latrines, water, and soap, are essential for the comfort, equity, and dignity of menstruating girls. Our study was nested within a cluster randomized controlled pilot feasibility study where nurses provided menstrual items to schoolgirls. We observed the WASH conditions of 30 schools from June 2012–October 2013 to see if there were any changes in conditions, to compare differences between study arms and to examine agreement between observed and teacher-reported conditions. Data came from study staff observed, and school head teacher reported, WASH conditions. We developed scores for the condition of school facilities to report any changes in conditions and compare outcomes across study arms. Results demonstrated that soap availability for students increased significantly between baseline and follow-up while there was a significant decrease in the number of “acceptable” latrines. During the study follow-up period, individual WASH indicators supporting menstruating girls, such as locks on latrine doors or water availability in latrines did not significantly improve. Advances in WASH conditions for all students, and menstrual hygiene facilities for schoolgirls, needs further support, a defined budget, and regular monitoring of WASH facilities to maintain standards.
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Ferede, Ayanaw Tsega, Destaye Shiferaw Alemu, Alemayehu Desalegn Gudeta, Haile Woretaw Alemu, and Mulusew Asferaw Melese. "Visual Impairment among Primary School Children in Gondar Town, Northwest Ethiopia." Journal of Ophthalmology 2020 (August 24, 2020): 1–6. http://dx.doi.org/10.1155/2020/6934013.
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Background. An impairment of the visual system at or shortly after birth adversely affects educational performance of children which typically occurs through vision. Limited evidence on the magnitude and causes of visual impairment is one of the reasons for the low priority given to eye care in low-income countries. Objectives. To estimate the prevalence and determine the causes of visual impairment in primary school children in Gondar town, Northwest Ethiopia. Materials and Methods. A descriptive cross-sectional study was conducted among 1289 children aged 5–15 years who were randomly selected in 9 primary schools (government and private) from May to June 2016. Visual acuity was measured at 6 m using Snellen’s chart, and children with an acuity of less than 6/18 in the better eye underwent refraction and a detailed eye examination. A cause of their impairment was determined. Data were recorded using pretested tools. . Statistical Package for Social Sciences version 16 was used to enter and analyze the data using 95% confidence intervals. Results. The prevalence of visual impairment was 1.8%. Refractive errors (nearly 70%) followed by strabismus and cataract, each contributing 4.3%, were the most frequent causes of visual impairment in the study population. Majority (87%) of the children had moderate degree of vision impairment, and 10–15-year age groups are the more affected ones. Children of age fifteen and above showed statistically significant association with visual impairment (p=0.005). Conclusion. The magnitude of visual impairment in primary school children in the study area is significant. School screening programme is recommended to minimize the burden of visual impairment in the study area.
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Isaac, C., P. N. Turay, C. U. Inegbenosun, S. A. Ezekiel, H. O. Adamu, and J. A. Ohiolei. "Prevalence of soil-transmitted helminths in primary school playgrounds in Edo State, southern Nigeria." Helminthologia 56, no. 4 (November 6, 2019): 282–95. http://dx.doi.org/10.2478/helm-2019-0028.
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SummarySchoolchildren in primary schools are mostly at risk of acquiring soil-transmitted helminths (STHs) infections due to their habits (geophagy, onychophagy and playing with barefoot). Profiling soil parasites on school playgrounds is expected to provide an insight to an array of parasites schoolchildren are constantly at risk of acquiring; and this information could guide on intervention programmes. Soil samples from sixteen primary school playgrounds in Edo State (South-South, Nigeria) were collected over a six-month period both in the dry (January, February and March) and wet (May, June and July) seasons in 2018 and early 2019. Samples were processed and analysed following standard parasitological procedures. Of the 576 soil samples collected, 318(55.2 %) were positive with one or more soil parasites. Generally, the predominant parasites recovered from the total number of soil samples collected were: Ascaris 127(22 %), Strongyloides 111(19.27 %) and hookworm 50(8.68 %). Ascaris was most preponderant in the dry season, while Strongyloides was the most occurring in the wet season. The mean differences in the parasite load for Ascaris and hookworm between dry and wet seasons were not significant; while for Strongyloides it was higher in the wet than dry season. These results could be a consequence of observed poor state of toilet/sanitary facilities as well as the lack or poor state of basic infrastructure like proper drainage and waste disposal systems in the host communities. There is therefore urgent need to interrupt the STHs transmission cycles in the environment and possibly in schoolchildren by instituting sustainable intervention programmes within schools located in STHs endemic regions like southern Nigeria.
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Barrett, Spencer C. H., and Deborah Charlesworth. "David Graham Lloyd. 20 June 1937 — 30 May 2007." Biographical Memoirs of Fellows of the Royal Society 53 (January 2007): 203–21. http://dx.doi.org/10.1098/rsbm.2007.0011.
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David Graham Lloyd was born on 20 June 1937 at Manaia, Taranaki, New Zealand, slightly ahead of his identical twin brother, Peter. The births caused surprise to the family because twins were not expected. His father was a dairy farmer, and David's early years were immersed in country life and helping on the farm. David's mother died of cancer when he was eight years old and his father brought up the twins, as well as his elder siblings, Judith and Trevor, with the help of their grandparents, who farmed next door. Although the death of their mother was a sad loss, David seems to have had a happy childhood and to have excelled at primary school before moving to boarding school with Peter in 1950. At New Plymouth Boys High School, David was most interested in the sciences and also in sports, for which the school was well known. Although relatively small in stature, he played in the first team at rugby, was a tenacious tackler, and also excelled at sprinting and long jump.
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Aiano, Felicity, Samuel E. I. Jones, Zahin Amin-Chowdhury, Jessica Flood, Ifeanyichukwu Okike, Andrew Brent, Bernadette Brent, et al. "Feasibility and acceptability of SARS-CoV-2 testing and surveillance in primary school children in England: Prospective, cross-sectional study." PLOS ONE 16, no. 8 (August 27, 2021): e0255517. http://dx.doi.org/10.1371/journal.pone.0255517.
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Background The reopening of schools during the COVID-19 pandemic has raised concerns about widespread infection and transmission of SARS-CoV-2 in educational settings. In June 2020, Public Health England (PHE) initiated prospective national surveillance of SARS-CoV-2 in primary schools across England (sKIDs). We used this opportunity to assess the feasibility and agreeability of large-scale surveillance and testing for SARS-CoV-2 infections in school among staff, parents and students. Methods Staff and students in 131 primary schools were asked to complete a questionnaire at recruitment and provide weekly nasal swabs for SARS-CoV-2 RT-PCR testing (n = 86) or swabs with blood samples for antibody testing (n = 45) at the beginning and end the summer half-term. In six blood sampling schools, students were asked to complete a pictorial questionnaire before and after their investigations. Results In total, 135 children aged 4–7 years (n = 40) or 8–11 years (n = 95) completed the pictorial questionnaire fully or partially. Prior to sampling, oral fluid sampling was the most acceptable test (107/132, 81%) followed by throat swabs (80/134, 59%), nose swabs (77/132, 58%), and blood tests (48/130, 37%). Younger students were more nervous about all tests than older students but, after completing their tests, most children reported a “better than expected” experience with all the investigations. Students were more likely to agree to additional testing for nose swabs (93/113, 82%) and oral fluid (93/114, 82%), followed by throat swabs (85/113, 75%) and blood tests (72/108, 67%). Parents (n = 3,994) and staff (n = 2,580) selected a preference for weekly testing with nose swabs, throat swabs or oral fluid sampling, although staff were more flexible about testing frequency. Conclusions Primary school staff and parents were supportive of regular tests for SARS-CoV-2 and selected a preference for weekly testing. Children preferred nose swabs and oral fluids over throat swabs or blood sampling.
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Mansfield, Sir Peter, and Eric J. Roebuck. "Brian Stewart Worthington. 9 June 1938 — 9 December 2007." Biographical Memoirs of Fellows of the Royal Society 59 (January 2013): 423–35. http://dx.doi.org/10.1098/rsbm.2013.0017.
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Brian Worthington was born into modest circumstances in Oldham and attended the local primary school, from which he moved to Hulme Grammar School, where he studied until he was 18 years of age. He was academically talented and attained the standard to enter university and indeed medical school with a scholarship to Guy’s Hospital in London. He graduated in physiology and medicine and was drawn towards radiology and in particular neuroradiology. He became a consultant for the Nottingham and Derby hospitals, but followed that with a university career as a Professor of Diagnostic Radiology at the University of Nottingham. He was a pioneer in clinical magnetic resonance imaging, for which he was honoured in many ways. Moreover, Brian Worthington was fascinated in all things Icelandic and became a fluent speaker in that language. With his wife Margaret and two sons, Andrew and Stuart, he maintained a close family relationship with his parents.
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Routen, Ash C., Stuart J. H. Biddle, Danielle H. Bodicoat, Lorraine Cale, Stacy Clemes, Charlotte L. Edwardson, Cris Glazebrook, et al. "Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme." BMJ Open 7, no. 11 (November 2017): e019428. http://dx.doi.org/10.1136/bmjopen-2017-019428.
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IntroductionChildren engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL.Methods and analysisThe intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3 , teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs.Ethics and disseminationEthical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s).
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Sobon, Kosmas, Jelvi Monica Mangundap, and Stief Walewangko. "PENGARUH PEMAHAMAN KURIKULUM 2013 DAN INTEGRITAS GURU TERHADAP KINERJA GURU-GURU SD KATOLIK DI MANADO." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 12, no. 2 (July 31, 2020): 148–58. http://dx.doi.org/10.17509/eh.v12i2.20055.
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The purpose of this research is to evaluate and analyze the understanding of the curriculum 2013 and integration on the performance of Catholic elementary school teachers in Manado City. The total of samples are 76 respondents in 11 Catholic Primary Schools. This research is in June to July 2019. The method of the research is quantitative approach by survey methods. The results showed that (1) There is a positive influence of the understanding of the curriculum 2013 on the performance of Catholic elementary school teachers in Manado City. The effect of understanding of the curriculum 2013 on teacher performance was relatively low that is 39.1% with a significance level of 0.000 ≤ from α = 0.05. While the results of the hypothesis test knowledge variable with the t test shows the fact that t-count = 6.889 ≥ (t-tab) = 1.992. (2) There is effect of teacher’s integration on the performance of Catholic elementary school teachers with the results of the determination of percentage, 8.2% and a significance level of 0.012 ≤ from α = 0.05; (3) There is a effect of curriculum 2013 and integration simultaneously on the performance of Catholic elementary school teachers, 37.5% with a significance level of 0,000 ≤ from α = 0.05.
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Baccaglini-Frank, Anna E., George Santi, Agnese Del Zozzo, and Eric Frank. "Teachers’ Perspectives on the Intertwining of Tangible and Digital Modes of Activity with a Drawing Robot for Geometry." Education Sciences 10, no. 12 (December 18, 2020): 387. http://dx.doi.org/10.3390/educsci10120387.
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The GeomBot is a drawing robot that combines the well-known strengths and opportunities offered by Scratch with those of Papert’s original robotic drawing-turtle. In this study we look at the GeomBot as a physical programmable artifact around which action research with a group of teachers and a researcher was carried out with the aim of designing, implementing and discussing geometry activities for primary school classes. The aim of this article is to investigate teachers’ positioning and perspectives with respect to the activities and the educational environment emerging around the Geombot in the action research. The action research meetings between September 2018 and June 2019 included nine primary school teachers from seven different Italian schools, who met regularly with the first author. After the design and experimentation sessions, in June 2019, the teachers shared their experiences during a final meeting and group discussion guided by the first author. The data collected from the teachers were analyzed using cultural categories from the Semiotic Systems of Cultural Signification, theorized by the Theory of Objectification, to identify the most significant features defining the teachers’ perspectives and identity. The seven emergent features cover teachers’ positioning with respect to: forms of rationality and language and languages: sensuous cognition and the use of ideal and material semiotic resources; accepted teaching practices, problems and situations; mathematical knowledge; the conception of the student; social interaction and forms of rationality; ethical issues; technology.
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Mustufa, Muhammad Ayaz, Ashfaque Ahmed Memon, Sadia Nasim, Anjum Shahid, and Sobiya Mohiuddin Omar. "Exposure to risk factors for Hepatitis B and C viruses among primary school teachers in Karachi." Journal of Infection in Developing Countries 4, no. 10 (June 17, 2010): 616–20. http://dx.doi.org/10.3855/jidc.499.
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Introduction: The study aimed to determine hepatitis B vaccination status and assess the exposure of risk factors for hepatitis B and C among primary schoolteachers in Karachi, Pakistan. Methodology: in Two hundred school teachers from 30 primary schools in Karachi participated in the study between January and June 2008 by completing an anonymous, self-administered questionnaire. Exposure to and knowledge of hepatitis B and C were assessed, as well as mode of transmission and prevention. The percentage of vaccinated and non-vaccinated teachers was also estimated. Results: Only 73 (36.5%) respondents were vaccinated against HBV. Nine percent (17) of the teachers had received more than 10 therapeutic injections while about 56% (101) took between 5-10 injections per annum. Fifteen (8%) of the teachers confirmed they had been injected with re-used syringes. More than 8% (17) of participants' family members were suffering from hepatitis B or C, while 10% (20) of family members had died of liver diseases without any known history. More than 13% (27) of participants shared razors, brushes, cigarettes and hukahs. Statistically significant difference was also observed in risk factors of hepatitis B and C among male and female respondents. Conclusion: Hepatitis B vaccination among school teachers of Karachi was around 37% with a high use of therapeutic injections and syringe reuse. Health awareness programs and educational workshops are needed for teachers, who can later educate the children.
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Guzik-Makaruk, Ewa, and Marta Dąbrowska. "The International Self-Report Delinquency Study (ISRD3) in the Research Areas of the Białystok School of Criminology." Zeszyty Prawnicze 20, no. 2 (July 30, 2020): 349–69. http://dx.doi.org/10.21697/zp.2020.20.2.21.
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On March 24, 2017, the Faculty of Law of the University of Białystok entered into a collaboration agreement with the Central Coordinating Team of the International Self-Report Delinquency Study (ISRD). Te Białystok School of Criminology is currently the only Polish representative participating in ISRD3. Te ISRD study addresses a wide range of issues examined by the Białystok School of Criminology, which launched its research work in 1994. The Białystok School of Criminology conducted its contribution to the ISRD3 research project in June 2017, in Białystok and Rzeszów, two Polish cities, regional capitals of their respective voivodeships. Each of these cities has a population of approximately half a million. The survey was conducted among pupils in their sixth year at a Polish primary (elementary) school (i.e. aged 12+) and in their first or second year at a Polish middle school (the 14+-16+ age group). In addition to the standard content prepared by the ISRD3 CCT, respondents filled in a questionnaire with questions intended to identify local levels of risks such as grooming or sexting. The results of the Polish ISRD3 study will help to diagnose various risks and will be compared to the results obtained in other countries participating in the project. The project’s added value will be the opportunity to develop appropriate preventive and educational programs for the schools in Białystok and Rzeszów which took part in the survey
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Zhu, Shimin, Yanqiong Zhuang, Paul Lee, Jessica Chi-Mei Li, and Paul W. C. Wong. "Leisure and Problem Gaming Behaviors Among Children and Adolescents During School Closures Caused by COVID-19 in Hong Kong: Quantitative Cross-sectional Survey Study." JMIR Serious Games 9, no. 2 (May 7, 2021): e26808. http://dx.doi.org/10.2196/26808.
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Background School closures during the COVID-19 pandemic may have exacerbated students’ loneliness, addictive gaming behaviors, and poor mental health. These mental health issues confronting young people are of public concern. Objective This study aimed to examine the associations between loneliness and gaming addiction behaviors among young people in Hong Kong and to investigate how familial factors, psychological distress, and gender differences moderate these relationships. Methods This cross-sectional study was conducted in June 2020 when schools reopened after 6 months of school closures. Participants included 2863 children and adolescents in primary (Grades 4 to 6) and secondary (Grades 7 and 8) schools (female participants: 1502/2863, 52.5%). Chi-square tests, one-way analyses of variance, and independent-samples t tests were performed to compare the differences of distribution in gaming addiction behaviors across gender, age, and other sociodemographic characteristics. Multinomial logistic regression analyses were conducted to identify factors that relate to excessive or pathological gaming behaviors separately, in comparison with leisure gaming. Results A total of 83.0% (2377/2863) of the participants played video games during the COVID-19 pandemic. The prevalence of excessive and pathological game addiction behaviors was 20.9% (597/2863) and 5.3% (153/2863), respectively. More male students had gaming addiction symptoms than female students. The multinomial logistic regressions showed that feeling lonely was associated with more problematic gaming behaviors, and the association was stronger for older female students. Low socioeconomic status, less parental support and less supervision, and poor mental health were risk factors for gaming addiction behaviors, especially among primary school students. Conclusions Loneliness was associated with gaming addiction behaviors; the findings from this study suggested that this association was similar across gender and age groups among young people. Familial support and supervision during school closures can protect young people from developing problematic gaming behaviors. Results of this study have implications for prevention and early intervention on behalf of policy makers and game developers.
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Merrotsy, Alison, Aoife L. McCarthy, Jennifer Flack, Sean Lacey, and Tara Coppinger. "Project Spraoi: a two-year longitudinal study on the effectiveness of a school-based nutrition and physical activity intervention on dietary intake, nutritional knowledge and markers of health of Irish schoolchildren." Public Health Nutrition 22, no. 13 (June 17, 2019): 2489–99. http://dx.doi.org/10.1017/s1368980019001368.
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AbstractObjective:To assess the effectiveness of a nutrition and physical activity (PA) intervention on dietary intake (DI), nutritional knowledge (NK), blood pressure (BP), anthropometric measures and cardiorespiratory fitness (CRF) of schoolchildren.Design:Longitudinal study. DI, NK, BMI, waist-to-height ratio (WHtR), BP and CRF were all measured/calculated prior to (October 2014) and at the end of (June 2016) intervention delivery.Setting:Two primary schools (one intervention and one control), Cork, Ireland.Participants:Six-year-olds (n49; mean age = 6·09 (sd0·33) years) and 10-year-olds (n52; mean age = 9·90 (sd0·37) years).Results:There was a large and a moderate statistically significant difference between the change in systolic (P= 0·005, effect size (ES) = 0·165) and diastolic BP (P= 0·023, ES = 0·116), respectively, for 10-year-olds in the intervention and control groups. There was also a large statistically significant difference between the change in WHtR (P= 0·0005, ES = 0·386) and a moderate statistically significant difference between the change in NK (P= 0·027, ES = 0·107) for 10-year-olds in the intervention and control groups. There was a large statistically significant difference between the change in percentage of energy from protein in 10-year-old females (P= 0·021, ES = 0·276) in the intervention and control groups.Conclusions:Project Spraoi is Ireland’s first ever school-based intervention that has been evaluated and proven effective in improving DI, NK, WHtR and BP in older primary-school children in one intervention school.
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Rojo-Ramos, Jorge, Jorge Carlos-Vivas, Fernando Manzano-Redondo, María Rosa Fernández-Sánchez, Jara Rodilla-Rojo, Miguel Ángel García-Gordillo, and José Carmelo Adsuar. "Study of the Digital Teaching Competence of Physical Education Teachers in Primary Schools in One Region of Spain." International Journal of Environmental Research and Public Health 17, no. 23 (November 27, 2020): 8822. http://dx.doi.org/10.3390/ijerph17238822.
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In today’s society and, in the teaching profession especially, it is demanded that we have a remarkable digital competence and have continuous formation in technological recycling. This study intends to describe and expose the levels of digital competency amongst physical education teachers working in the public school system of Spain, by what was established in the portfolio of teacher digital competence of one region of Spain which was published on the 12th of June 2015 in the Official Journal of Extremadura. The design of our research is of a descriptive type. The instrument used to collect data was the questionnaire published in appendix IV of the previously mentioned portfolio official of a region of Spain. A total of 201 students were tested. The principle obtained results show that primary physical education teachers in public schools in Spain have a basic level of digital teaching competence, more specifically an A2 level. This is in comparison with the guidelines established by the Common Framework for Digital Competence of Teachers 2.0.
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Ulyte, Agne, Thomas Radtke, Irene Alma Abela, Sarah R. Haile, Jacob Blankenberger, Ruedi Jung, Celine Capelli, et al. "Variation in SARS-CoV-2 seroprevalence across districts, schools and classes: baseline measurements from a cohort of primary and secondary school children in Switzerland." BMJ Open 11, no. 7 (July 2021): e047483. http://dx.doi.org/10.1136/bmjopen-2020-047483.
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ObjectivesTo determine the variation in SARS-CoV-2 seroprevalence in school children and the relationship with self-reported symptoms.DesignBaseline measurements of a longitudinal cohort study (Ciao Corona) from June to July 2020.Setting55 schools stratified by district in the canton of Zurich, Switzerland.Participants2585 children (1339 girls; median age: 11 years, age range: 6–16 years), attending grades 1–2, 4–5 and 7–8.Main outcome measuresVariation in seroprevalence of SARS-CoV-2 in children across 12 cantonal districts, schools and grades, assessed using Luminex-based test of four epitopes for IgG, IgA and IgM (Antibody Coronavirus Assay,ABCORA 2.0). Clustering of cases within classes. Association of seropositivity and symptoms. Comparison with seroprevalence in adult population, assessed using Luminex-based test of IgG and IgA (Sensitive Anti-SARS-CoV-2 Spike Trimer Immunoglobulin Serological test).ResultsOverall seroprevalence was 2.8% (95% CI 1.5% to 4.1%), ranging from 1.0% to 4.5% across districts. Seroprevalence in grades 1–2 was 3.8% (95% CI 2.0% to 6.1%), in grades 4–5 was 2.4% (95% CI 1.1% to 4.2%) and in grades 7–8 was 1.5% (95% CI 0.5% to 3.0%). At least one seropositive child was present in 36 of 55 (65%) schools and in 44 (34%) of 131 classes where ≥5 children and ≥50% of children within the class were tested. 73% of children reported COVID-19-compatible symptoms since January 2020, with the same frequency in seropositive and seronegative children for all symptoms. Seroprevalence of children and adults was similar (3.2%, 95% credible interval (CrI) 1.7% to 5.0% vs 3.6%, 95% CrI 1.7% to 5.4%). The ratio of confirmed SARS-CoV-2 cumulative incidence-to-seropositive cases was 1:89 in children and 1:12 in adults.ConclusionsSARS-CoV-2 seroprevalence was low in children and similar to that in adults by the end of June 2020. Very low ratio of diagnosed-to-seropositive children was observed. We did not detect clustering of SARS-CoV-2-seropositive children within classes, but the follow-up of this study will shed more light on transmission within schools.Trial registration numberNCT04448717.
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Qin, XIE, and Stephen Andrews. "Language and Literature Division, Faculty of Education, Hong Kong University." Language Teaching 43, no. 1 (December 10, 2009): 108–12. http://dx.doi.org/10.1017/s0261444809990243.
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The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are very active in conducting their own research, much of which is rooted in classrooms and focuses on issues that directly concern the teaching and learning of languages, such as reading literacy, school-based assessment and assessment for learning in English Language, the teaching of Chinese characters, and good practices in English Language Teaching in Hong Kong secondary schools (see http://good-practices.edb.hkedcity.net/). Colleagues in the English Language area have played important roles in the HKU Strategic Research Theme ‘Language in education and assessment’. This initiative brought together staff from a range of disciplines in various forms of language-related research collaboration, culminating in two large and highly successful international conferences in June 2008: one focusing on language awareness and the other on language issues in English-medium universities (see http://www.hku.hk/clear/).
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Alemayehu, Alem, Gebremedhin Minwuyelet, and Gizachew Andualem. "Prevalence and Etiologic Agents of Dermatophytosis among Primary School Children in Harari Regional State, Ethiopia." Journal of Mycology 2016 (August 28, 2016): 1–5. http://dx.doi.org/10.1155/2016/1489387.
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Dermatophytes are worldwide in distribution and dermatophytosis is a common problem in developing countries. It can occur in both sexes and all ages but the diseases are more common in school children. This study attempted to determine the prevalence and etiological agents of dermatophyte infections of hair, skin, and nail among primary school children in Harari Regional State from April to June 2015. A cross-sectional study was conducted on 428 primary school children. Skin scrapings, hair samples, and nail clippings were collected from children who showed dermatophytosis. All specimens were subjected to microscopic examination and culture. Following a meticulous collection, data was analysed using SPSS version 21. Of the 428 school children, 211 (49%) male and 217 (51%) female, 100 (23.4%) had culture confirmed dermatophytosis and tinea capitis took the overall prevalence of 18% (77/428). Trichophyton violaceum was isolated from 43 samples, followed by Trichophyton rubrum in 24. The highest prevalence of dermatophytosis was seen in the age group 5–9 years and grade levels of 1-2 (p<0.05). As a result, this study found a high prevalence of dermatophytosis in the Harari’s Regional State school children and tinea capitis was the predominant clinical finding which needs an intervention.
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Santos, Ana Isabel, and Eusébio José Martins de Sousa. "I Really Want to Learn New Things! Children's Perspectives on Educational Transition." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 365. http://dx.doi.org/10.36941/ajis-2021-0145.
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The aim of this paper is to analyze how the process of educational transition is perceived by a group of children attending Preschool and Primary School, considering their expectations, fears, and experiences. Methodologically, this exploratory research was based on the collection of information through a conversational interview to 16 children in kindergarten and a questionnaire survey, with open and closed questions, to 35 children in basic education who attend a Portuguese School, in the Azores Archipelago. The data collected were analyzed qualitatively and quantitatively. The results obtained corroborate what is referenced in the specialty bibliography, showing that children, in general, manifest positive and encouraging feelings towards the transition process between preschool and primary education, even though, simultaneously, they may feel some fear or discomfort towards the unknown. These results should be considered in the light of the pedagogical intervention that Preschool educators and Primary School teachers should develop to build a coherent and continuous process. Received: 19 June 2021 / Accepted: 19 August 2021 / Published: 5 September 2021
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Yeshitila, Yordanos Gizachew, Hagos Zewde, Tesfahun Mekene, Aseer Manilal, Serawit Lakew, and Abinet Teshome. "Prevalence and Associated Risk Factors of Intestinal Parasites among Schoolchildren from Two Primary Schools in Rama Town, Northern Ethiopia." Canadian Journal of Infectious Diseases and Medical Microbiology 2020 (August 25, 2020): 1–8. http://dx.doi.org/10.1155/2020/5750891.
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Introduction. Worldwide, about 3.5 billion people are affected by intestinal parasitic infections, and the majority of them are children. A perusal of the literature indicates that in Ethiopia, nearly one-third of schoolchildren are found to be infected by some sort of intestinal parasites. This study aimed to determine the prevalence of intestinal parasites among schoolchildren in Rama town in Northern Ethiopia. Methods. A school-based cross-sectional study was conducted among primary school children from two schools in Rama town during June 2017. A structured questionnaire was used to identify environmental, sociodemographic, and behavioral factors while stool specimens were collected and examined for parasites using direct wet smear with saline preparation. Data analysis was completed using the Statistical Program for Social Sciences version 24 statistical software. Results. A total of 312 school children with a mean age of 11.3 years were included. Among them, 24.4% (76) were found to be positive for at least one of the parasites. The overall infection rate was the highest among the 10–14 age groups (26.7%). Females were predominantly infected (26.7%). Altogether, eight species of intestinal parasites were identified. The most predominant protozoan and helminths were E. histolytica/dispar (10.9%) and Schistosoma mansoni (7.4%), respectively, and infections were mostly mono-parasitic. Coinfections with two and three intestinal parasites were identified among 13 (4.2%, [13/302]) and 2 (0.6%, [2/302]) cases, respectively. Prevalence of intestinal parasites was higher among children who did not wash their hands regularly before meals (AOR: 2.30, CI: 1.32, 4.0, p < 0.001) and those who frequently swam in streams (AOR: 3.12, CI: 1.07, 9.08, p < 0.021). Conclusions. The study revealed a high prevalence of parasitic infection and inadequate personal hygiene practices like poor handwashing and also the habit of swimming by schoolchildren in contaminated water bodies, especially the study area. To minimize the burden caused by parasitic infection, periodic deworming programs and health education should be provided to enhance the awareness of concerned participants are also warranted.
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Akyol, A., N. Kiylioglu, I. Aydin, A. Erturk, E. Kaya, E. Telli, and U. Akyildiz. "Epidemiology and Clinical Characteristics of Migraine Among School Children In The Menderes Region." Cephalalgia 27, no. 7 (July 2007): 781–87. http://dx.doi.org/10.1111/j.1468-2982.2007.01343.x.
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The goal of this study was to collect and analyse information on the prevalence of childhood migraine and disability due to migraine in primary school children of 4th to 8th grades (ages ranging from 9 to 17 years) in the Aydin urban area. A cross-sectional school-based study was conducted between March and June 2004. There were 76 333 children of 4th to 8th grades in primary schools in Aydin. Nearly 10% of this population (7721 out of 76 333) was evaluated by a multistage clustered sampling procedure. Four questionnaire forms were applied to each child by a study neurologist during class time. Questionnaire A consisted of a single question, ‘Have you ever had a headache?’. To those who responded ‘yes’, questionnaire B was applied as a second step, which consisted of eight questions. Diagnosis of migraine headache was made according to International Classification of Headache Disorders 2004. Migraine disability was measured with questionnaire C, which was originally the Pediatric Migraine Disability Assessment (PedMIDAS). Migraine history, previous migraine diagnosis and pain intensity were measured with questionnaire D. According to questionnaire A, 79.6% of boys and 87.1% of girls suffered from headaches. The prevalence of migraine was 9.7% (7.8% in boys, 11.7% in girls) according to questionnaire B. The male:female ratio was 1:1.5. Total PedMIDAS score was 9.94 ± 8.41 days in boys and 11.50 ± 12.28 days in girls. Only 1.9% of the children had previously been diagnosed with migraine. The average migraine headache history was 2.48 ± 1.18 years in girls and 2.57 ± 1.18 years in boys. Although migraine is a common health problem among school children in Aydin, it is mostly still under-recognized.
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Zhang, Yu, John Kabba, Jie Chang, Wenjing Ji, Shan Zhu, Jiale Yu, Sen Xu, and Yu Fang. "A School-Based Educational Intervention for School-Aged Children and Caregivers about Rational Use of Antibiotics in Urban Areas of Shaanxi Province: A Study Protocol for a Randomized Controlled Research." International Journal of Environmental Research and Public Health 15, no. 9 (September 3, 2018): 1912. http://dx.doi.org/10.3390/ijerph15091912.
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(1) Background: Antibiotic resistance is an imperative public health issue globally. Major factors that are resulting in this trend are the irrational and excessive use of antibiotics. Children account for a greater population of antibiotics use, therefore, an educational intervention on the rational use of antibiotics for children and caregivers will be beneficial. (2) Methods: A randomized controlled and parallel group study of fifth grade children and their caregivers will be evaluated in four primary schools in Baoji and Weinan of the Shaanxi Province. Two primary schools will be randomly selected for the educational intervention and two schools will serve as a control group. In the intervention arm, educational interventions will be conducted among caregivers and their children. The intervention measures include interactive training sessions, booklets, and printed or electronic educational materials that will be given to the caregivers or the school-aged children. In the control arm, no interventions will be implemented. Baseline data collected from June, 2018 and the intervention will last for three months. Knowledge-Attitude-Practice (KAP) questionnaires will be used to evaluate the caregivers’ knowledge, their attitude, and their practice. Knowledge-Retention questionnaires will be used to assess the children’s knowledge about microbes, antibiotics, and hygiene. (3) Discussion: This study is a unique comprehensive intervention targeting both children and their caregivers. We hypothesize a decrease in the irrational use of antibiotics among the studied population. Hence, this result would provide evidence for policy makers and educational departments for the implementation of similar interventions on the rational use of antibiotics.
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Nenbee, Simeon Gbimoiye, and Igbogidi Eseoghene Danielle. "Primary School Enrolment, Public Spending on Education and Economic Growth in Nigeria." Mediterranean Journal of Social Sciences 12, no. 5 (September 5, 2021): 103. http://dx.doi.org/10.36941/mjss-2021-0048.
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This paper investigates the effect of primary school enrolment and public education spending on Nigeria’s economic growth using the Autoregressive distributed lag model (ARDL) for the period 1987 and 2017. The coefficient of the error correction model (ECM) reveals a negative sign of -0.304216 which implies that any disequilibrium in the system in the previous year will be corrected at a speed of 30.42 percent annually. Both the short run and long run models were nicely fitted with high coefficients of determination (R2) of about 62 percent. The analysis of the result also showed that primary school enrolment rate and public expenditure on education increased but their effects were less impactful on Nigeria’s economic growth. These findings perhaps could be attributed to the poor state of classrooms across, poor teacher-pupil ratio, unstable macroeconomic environment, dearth of instructional materials and more. The paper thus recommend that there should be re-design of educational strategies by the government to include enrolment campaigns, alternative learning programs, pro-poor economic incentive and more, especially at the basic education level and also increased her budgetary allocation to education sector in line with UNESCO recommendation of about 26 percent. Received: 9 June 2021 / Accepted: 28 September 2021 / Published: 5 September 2021
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Bernal, Caroline Maite Marie, Lena Lhuisset, Nicolas Fabre, and Julien Bois. "School-Based Multicomponent Intervention to Promote Physical Activity and Reduce Sedentary Time of Disadvantaged Children Aged 6-10 Years: Protocol for a Randomized Controlled Trial." JMIR Research Protocols 9, no. 9 (September 23, 2020): e17815. http://dx.doi.org/10.2196/17815.
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Background In our modern society, physical activity (PA) is decreasing and sedentary time (ST) is increasing, especially for children from disadvantaged neighborhoods. School-based interventions to promote PA and decrease ST are therefore required among this population in order to change children’s lifestyle habits. Moreover, attentional capacities and academic achievement can be enhanced by chronic PA during childhood. The relationships between these variables have been poorly studied with this population. Objective The objective of this study is to present the rationale and methods for a randomized controlled trial among 6-10-year-old children with low socioeconomic status that will (1) evaluate the effectiveness of a school-based intervention designed to promote PA and reduce ST and (2) study the relationships between PA, ST, motor skills, attentional capacities, and academic achievement. Methods A randomized controlled trial was conducted in 2 eligible primary schools. During academic year 2016-2017, 1 school was randomly assigned as the experiment one and the other was assigned as the control one. Five assessments times were used: baseline (T1 [November 2016] to T2 [June 2017]), follow-up (T3 [November 2017] to T4 [June 2018]), and final assessment (T5 [June 2019]). The school-based intervention included various components on different levels of the socioecological model: (1) curriculum-based program for children; (2) sensitization workshops and newsletters for parents; (3) training workshops for teachers; (4) environmental adaptation of playgrounds and reorganization of recess time; (5) time adaptation of lunch breaks; and (6) collaboration with political groups. PA, ST, motor skills, and attentional capacities were evaluated and academic achievement was recorded. Results The presented intervention and its different assessments have been successfully implemented. In order to achieve the 2 objectives of this randomized controlled trial, data analyses are about to be completed. Conclusions The implementation of this randomized controlled trial can help to determine effective strategies to promote PA in the context of increasing prevalence of physical inactivity among children with sedentary lifestyle which will be useful for researchers, stakeholders, and public policy makers. Trial Registration ClinicalTrials.gov NCT03983447; https://clinicaltrials.gov/ct2/show/NCT03983447 International Registered Report Identifier (IRRID) RR1-10.2196/17815
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Bonell, Chris, Adam Fletcher, Natasha Fitzgerald-Yau, Daniel Hale, Elizabeth Allen, Diana Elbourne, Rebecca Jones, et al. "Initiating change locally in bullying and aggression through the school environment (INCLUSIVE): a pilot randomised controlled trial." Health Technology Assessment 19, no. 53 (July 2015): 1–110. http://dx.doi.org/10.3310/hta19530.
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BackgroundYouth bullying and other aggressive behaviours are a major public health concern owing to their impact on adolescent physical and mental health and well-being. Whole-school restorative approaches have been identified as a promising method of addressing aggressive behaviour but there have been no randomised trials undertaken to examine their effects.AimTo examine the feasibility and acceptability of implementing and trialling the INCLUSIVE (initiating change locally in bullying and aggression through the school environment) intervention in English secondary schools.DesignCluster randomised controlled pilot trial in eight schools (1 : 1 computer-generated random allocation post baseline by a statistician blind to the identity of clusters) and process evaluation.SettingSecondary schools in England (purposively sampled to ensure diversity).ParticipantsYear 8 students (aged 12–13 years), teachers, other school staff and intervention providers.InterventionWhole-school restorative approach to address bullying and aggression, involving the following standard processes: school action group formation and external facilitation to review needs assessment data, identify priorities, and plan and monitor school-level actions; staff training in restorative practices; and a new social and emotional skills curriculum.Comparison groupStandard practice.Main outcome measures(1) The primary outcome of interest was the feasibility and acceptability of delivering and trialling the intervention according to prespecified criteria; (2) process data were analysed to explore participants’ experiences of implementing and trialling the intervention and how these varied according to school context; and (3) indicative primary outcomes (aggressive behaviour measures), secondary outcomes, intermediate outcomes and economic evaluation methods were piloted.Data sourcesStudents (n = 1144 baseline;n = 1114 follow-up) and teachers (n = 387 baseline;n = 336 follow-up) were surveyed at the start and end of the 2011–12 academic year (baseline September 2011; follow-up June–July 2012). A total of 1017 students surveyed at baseline remained in the study at follow-up (89%). Other quantitative data were collected via intervention provider checklists (n = 4) and action group surveys (n = 44); qualitative data were collected via interviews (n = 34), focus groups (n = 20) and observations of action group meetings (n = 16).Results(1) All prespecified feasibility and acceptability criteria were met. (2) Qualitative data indicated that all intervention components and the trial design were feasible and acceptable to students and staff, including in more disadvantaged school contexts. Qualitative data also suggested that student participation may be a core component in improving relationships and engagement across the school. The later-than-planned project start (July) and the timing of the baseline surveys (September), which needed to be completed pre allocation, caused delays in launching the intervention, staff training and other intervention outputs. (3) Three pilot primary outcomes were examined (completion rate at follow-up range: 91.7–94.2%) and the Gatehouse Bullying Scale and the Edinburgh Study of Youth Transitions and Crime school misbehaviour subscale were acceptable, discriminating and reliable measures of bullying and aggression in this context. Our pilot economic analyses support the use of the Child Health Utility 9D scale with this population and the feasibility of cost–utility analysis, although this should be supplemented with a cost–consequence analysis. There was no evidence of harm.ConclusionsIt is feasible and acceptable to implement and trial the INCLUSIVE intervention in English secondary schools, although a longer lead-in time is required to enable timely intervention outputs to occur. A Phase III cluster randomised controlled trial is required to examine the effectiveness and cost-effectiveness over a 3-year period of implementation for reducing aggressive behaviours, promoting mental health and well-being, and reducing health inequalities.Trial registrationCurrent Controlled Trials ISRCTN88527078.FundingThe National Institute for Health Research Health Technology Assessment programme (research), the Paul Hamlyn Foundation, the Big Lottery Fund and the Coutts Charitable Trust (intervention). The report will be published in full inHealth Technology Assessment; Vol. 19, No. 53. See the NIHR Journals Library website for further project information.
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Sami, Ammara, Madeeha Bangash, Laila Mustafa, Fatimah Shiraz, Gulandama Alam Khan, and Usman Nazir. "“Influence of socioeconomic status on caries score among primary school children of Peshawar”." Professional Medical Journal 26, no. 10 (October 10, 2019): 1738–41. http://dx.doi.org/10.29309/tpmj/2019.26.10.3933.
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Objectives: Dental caries is among common oral conditions in children and adults. Several studies and preventive measures have been carried out over the world to reduce dental caries rate. The objective of this study was to evaluate the relationship between caries score and socioeconomic status among children. Study Design: Cross-sectional study. Setting: Primary schools of Hayatabad, Peshawar. Period: months (January to June 2019). Material and Methods: 240 children aged from 3 to 5 years old were recruited in our study from government and private schools of Hayatabad, Peshawar. Socioeconomic status of the children’s parents was deduced by visiting government schools having lower fees and private schools having higher fees in Hayatabad, Peshawar. The frequency of dental caries among children was determined by clinical examination followed by decayed, extracted, filled teeth index. Results: In this study, 120 participants from private schools belonged to the upper class while the other 120 subjects from government schools belonged to the lower class. The mean DEFT value was found to be 30% greater in children of private schools. Conclusion: The study determined that the frequency of DEFT was found more in upper economic status as compared to the lower economic status, which shows association of socio-economic status with oral health condition.
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Ogbu, John U. "Understanding Cultural Differences and School Learning." Education Libraries 16, no. 3 (September 5, 2017): 7. http://dx.doi.org/10.26443/el.v16i3.34.
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Paper presented to the Special Libraries Association, 83rd Annual Conference, San Francisco, CA., on June 9 1992. Focuses on understanding cultural differences and school learning in minority groups from a comparative perspective. Looks at conventional explanations as to why some groups adapt better than others. Defines and emphasizes the need to recognize the different types of minorities, i.e. autonomous, immigrant or voluntary minorities and non-immigrant or involuntary minorities. Explores primary cultural differences existing before immigrants arrived in United States and secondary cultural differences arising after a group has become a minority. Concludes that, generally, immigrant minorities tend to be more successful in school than involuntary minorities but that both types of minorities can benefit from additional help in school to manage their different cultural problems. Recognizing these differences is the key to better school adjustment and performance.
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Fitsum, Kidus, Gudina Egata, Melake Demena, and Berhe Gebremichael. "Overweight/Obesity and Associated Factors Among Second Cycle Primary School Children in Kirkos Sub-City, Addis Ababa, Ethiopia." Global Advances in Health and Medicine 10 (January 2021): 216495612110178. http://dx.doi.org/10.1177/21649561211017883.
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Background Although overweight/obesity is becoming a public health issue in low income countries, there is a paucity of evidence concerning overweight/obesity in Ethiopia. The aim of the study was to assess the magnitude of overweight/obesity and associated factors among second cycle primary school children in Kirkos Sub-City, Addis Ababa, Ethiopia. Methods A school based cross-sectional study was conducted among 482 children from May to June, 2019. Data were collected using a questionnaire and checklist. Data were entered using EpiData version 3.1 and exported into SPSS version 22.0. Bivariable and multivariable logistic regression analyses were done to identify factors associated with overweight/obesity. Level of statistical significance was declared at p ≤ 0.05. Results The overall magnitude of overweight/obesity was 21.2%. The magnitude of overweight was 13.7% while obesity was 7.5%. Vehicle availability, being from private school, not having friend(s), preferring sweet foods, eating breakfast irregularly, watching movies/Television while eating and physical inactivity were the factors significantly associated with overweight/obesity among second cycle primary school children. Conclusions The magnitude of overweight/obesity was high in the study area. Therefore, health and education sectors should promote healthy lifestyle to curb child overweight/obesity.