Health Education Through Illustrated Storybooks Affected the Bullying Knowledge of Primary School Students

The lifestyles change of children and adolescents during the COVID-19 pandemic due to antipandemic measures can affect their sleep health. Existing studies have used convenient samples and focused on the initial months of the pandemic, leaving a knowledge gap on changes in young people's sleep patterns under the "new normal" under COVID-19. As part of a territory-wide epidemiological study in Hong Kong, this cross-sectional study recruited primary and secondary school students by stratified random sampling. Sleep parameters were collected using the structured diagnostic interview for sleep patterns and disorders. We investigated the pandemic's effects on sleep parameters by comparing data of participants recruited pre-COVID and those recruited during COVID using multivariate regression, adjusting for age, sex, household income, seasonality, and presence of mental disorders, and the moderators and mediators of the effects. Between September 1, 2019 and June 2, 2021, 791 primary and 442 secondary school students were recruited and analyzed. Primary school and secondary school participants assessed before COVID had a longer sleep latency on school days (95% confidence interval [CI] = 1.0-5.2 minutes, adjusted P-value = .010; and 95% CI= 3.9-13.0 minutes, adjusted P-value = .004, respectively) and nonschool days (95% CI = 1.7-7.2 minutes, adjusted P-value = .005; 95% CI = 3.4-13.7 minutes, adjusted P-value = .014, respectively). Low household income was a moderator for later bedtime (adjusted P-value = .032) and later sleep onset (adjusted P-value = .043) during nonschool days among secondary school students. Changes associated with COVID have a widespread and enduring effect on the sleep health of school-aged students in Hong Kong. Household income plays a role in adolescent sleep health resilience, and the impact of antiepidemic measures on the health gaps of the youth should be considered. Chau SWH, Hussain S, Chan SSM, etal. A comparison of sleep-wake patterns among school-age children and adolescents in Hong Kong before and during the COVID-19 pandemic. J Clin Sleep Med. 2023;19(4):749-757.

In this era of technology, gadgets have become a necessity for primary school students due to the fact that they have been overly exposed to them ever since they were little. In addition, attaching too much to gadgets may affect their development and knowledge. This causal research was conducted to investigate the impacts of gadgets on development and knowledge of primary school students. This study was conducted on 464 primary school students through multistage sampling method that consists of cluster sampling and stratified sampling. The self-administered questionnaire is distributed to the primary school students with guidance and the data were analyzed using IBM SPSS Amos. The result was analyzed using Structural Equation Modelling (SEM) method and the finding can be used as parents’ guidelines to educate them about the effect of gadgets toward students’ development. The result shows that gadgets usage significantly affects primary school students’ development which are psychosocial development and socio emotional development. Other than that, this research found that the primary school students’ development which were psychosocial development, socio emotional development and responsibility mediate the impacts of gadgets on primary school students’ knowledge. Besides that, gadgets usage also directly affect the students’ knowledge. In conclusion, parents or guardians play an important role in controlling gadgets usage on primary school students to ensure that they gain benefits from using gadgets.

Background: The transition from primary school to secondary school has negative effects on a significant part of the student body, such as a substantial decrease in self-esteem, motivation, academic performance and the risk of bullying and school dropout school. Social support and school factors are positively associated with transition success; thus, they need to be strengthened in transition programmes. In this sense, the application of pedagogical models that address affective and social domains could set a suitable framework to develop positive transition programmes. Purpose: The aim of this work was to test the impact of a programme consisting in a Service-Learning experience embedded in a Sport Education season on social and school transition facilitators within a positive school transition framework. Methods: A total of 17 teachers, 130 secondary school students (age: 15–16), and 305 primary school students (age: 11–12 years) across five established Sport Education networks participated in this study. The networks were composed of one secondary school group and between two and four primary school groups. The programme comprised between 18 and 21 physical education lessons for each secondary school group, and between 14 and 18 physical education lessons for each primary school group. The data were obtained in multiple time points through focus groups with students and primary school teachers, interviews with secondary school teachers and researchers’ field diaries. Findings: Results evidenced the development of facilitators in the social and school factors. Regarding the social factor, the programme created a positive relationship between primary school and secondary school students and increased quantity and quality of the relationship between students of the same age, as well as expectations of social support in the new stage. Within the school factor, the development of facilitators of school connectedness and a feeling of safety was verified. A shift in primary school students’ ideas and expectations about the transition was identified, which included a greater sense of security and more positive expectations. Conclusions: The Sport Education Service-Learning programme appears to be effective in developing school and social facilitators to promote positive school transition. Results suggest that Sport Education facilitates a positive and respectful relationship between equals, while Service-Learning is a highly suitable framework for relationships with older students. The long-term impact on social relationships established during programmes with a positive focus is suggested as prospective research.

To analyze and describe the status and characteristics of using electronic screens of primary and middle school students in China from 2016 to 2017. From 2016 to 2017, 275 monitoring points were selected from 31 provinces in China, and 280 primary and middle school students were selected from each monitoring point to complete the survey. Using the suggestion from "Healthy China Initiative(2019-2030)"of which the screen time of primary and middle school students should be less than one hour per day as the standard. A total of 74 314 primary and secondary school students(except grade 9 and grade 12) were included in this study. Among them, there were 37 147 boys(50.0%) and 37 167 girls(50.0%); 44 612 pupils(60.0%), 14 858 junior school students(20.0%), and 14 844 senior high school students(20.0%); 38 995(52.5%) rural students and 35 319(47.5%) urban students; 53 287 boarding students(71.7%) and 20 537 day students(27.6%). From 2016 to 2017, the average daily screen time of Chinese primary school students was 1.45 hours, M(P25, P75) was 1.14(0.57, 1.93) h. That of junior high school students was 1.92 hours, M(P25, P75) was 1.43(0.71, 2.48) h. That of senior high school students was 2.37 hours, M(P25, P75) was 1.71(0.90, 3.02) h. The average daily screen time qualified rates of primary school, junior high and senior high school students were 46.1%, 37.1% and 27.7%, respectively. From 2016 to 2017, the most used electronic screen products of primary school students in China were TV/videos(62%), followed by mobile phones(21%). Junior high school students spent 38% and 37% of the total time watching TV/videos and playing mobile phones, respectively. High school students spend the longest time using mobile phones(49%) of the total time, followed by watching TV/videos(26%). With the increasing of grade, screen time became longer, and screen time qualified rate dropped. Moreover, the most used electronic screens were mobile phones and TV/videos.

Objective: To analyze the overweight and obesity status of students in the national pilot counties of the Nutrition Improvement Program for Rural Compulsory Education Students in 2019 and its associated factors. Methods: In 2019, a multi-stage cluster random sampling method was used to select about 40 students from each grade in primary and secondary schools in China's central and western regions where the Nutrition Improvement Program for Rural Compulsory Education Students was implemented. The height and weight of the children were measured using height or weight scales. The school questionnaire and county questionnaire were used to investigate the associated factors. A Chi-square test was used for comparison between groups. The logistic regression analysis was used to analyze the associated factors. Results: In 2019, the prevalence of overweight and obesity among rural primary and secondary school students aged 6-15 years in central and western China 2019 was 11.5%. It was higher for boys (13.1%) than that for girls (9.8%), higher in central (14.3%) than that in the west (9.9%) and higher for elementary school students (12.4%) than that for secondary school students (9.5%, all P<0.001). The logistic regression showed that boys (OR=1.388), primary school students (OR=1.271), students without other dietary subsidies(OR=1.037), schools in rural areas (OR=1.133), schools with enterprise-based feeding mode (OR=1.043), schools without the provision of lunch (OR=1.143), schools without the provision of dinner (OR=1.122), and schools without providing drinking water (OR=1.015) were positively associated with overweight and obesity among students (P<0.05). Schools with snack shops (OR=0.952) were negatively associated with overweight and obesity among students (P<0.001). Conclusion: A certain proportion of primary and secondary school students in rural areas of central and western China are overweight and obese. The prevalence is not only related to children's gender, school section and county area but also related to school meals, whether schools provide drinking water and other factors.

This paper is used to know about the psychological health situation for middle and primary school students in Xianning City and provide a certain empirical basis for meaningful development of psychological health education and psychological assistance. This paper uses the MHT scale prepared by Bucheng Zhou professor et al. to conduct a test for 1000 students in 7 middle and primary schools in Xianning City. The detection rate of psychological health problem accounts for 1.6% where the positive detection rate of study anxiety ranks first (43.2%). The psychological health situations have much difference in sex (t = -4. 624, P<0. 001), and it’s lower in male students than female ones. There is a significant difference between the psychological health situation for only and non-only children (t = -2. 519, P<0. 01).There is a significant difference on the psychological health situation for primary school, middle school and high school students (F = 11. 3, P<0. 001), and the psychological health situation of primary school students is better than that for middle school students. It can be concluded that the psychological health situation of middle and primary school students in Xianning City is fairly good, and the psychological health situation for male student, only children and primary school student is also fairly good.

BackgroundOral health knowledge is essential for establishing healthy behaviors.AimThe purpose of the study was to determine and compare the basic oral health knowledge of 3–6th grade government primary school students and teachers in rural areas of Saudi Arabia.MethodsA cross-sectional study was conducted among government primary school students and teachers in a rural area (Thadig and Ad-Delam) of the Riyadh region of Saudi Arabia using validated, structured, close-ended and self-administered questionnaires. The questionnaire comprised demographic variables and 18 multiple-choice items. A convenience sampling methodology was employed to select the study sample.ResultsA total of 1864 subjects from rural area government primary schools [students (N = 1538) and teachers (N = 326)] participated in this study. The majority of the students were females 841 (54.7%), Saudi nationals 1376 (89.5%), and studying in 5th grade 446 (29%). Most teacher participants were females, 199 (61.0%), and Saudi nationals, 326 (100.0%). Teachers (12.62 ± 2.36) demonstrated significantly higher overall mean knowledge scores compared to the students (9.63 ± 2.36) (p < 0.001). Females and non-Saudi students showed significantly higher mean knowledge scores compared to their counterparts. However, 4th standard students showed significantly lower mean knowledge scores compared to other graders. Female teachers (13.17 ± 2.25) demonstrated significantly higher overall oral health knowledge scores compared to male teachers (11.75 ± 2.26) (p < 0.001).ConclusionBasic oral health knowledge was adequate among 3–6th grade government primary school students and teachers in rural areas of the Riyadh region.

Environmental Knowledge of Primary School Students: Zonguldak (Turkey) Example

With the growing use of electronic communication among children and adolescents, the Internet has become an important tool for their socialization and has opened up new perspectives for network and community building opportunities. However, the Internet and electronic communication tools can be used either positively or negatively and the spread of its use in these recent years has led to online risky behaviours and harm. This questionnaire survey was completed in five primary schools and seven lower secondary schools in the South of France. It sets out to assess the digital uses, risk taking and negative experiences online among primary and secondary school students in France (N = 4200). Findings show that primary school students are pretty well involved in digital communication since they spend an average of 150 min per day online vs. 190 for secondary school participants. Social networking is also part of their lives with 17 % of primary school children and 50 % secondary school students who use Facebook. In terms of risk taking, only 49 % of primary students and 39 % of secondary school students report they personally know all their online friends. Cyberbullying figures show that quite a few respondents have been affected with negative experiences among which some were repeatedly victimized (14 % in primary schools and 5 % in secondary schools). These findings highlight the necessity to take the issue of educating towards a positive and safe use of the Internet seriously and that primary school children also need to be provided with proper guidance towards a safer Internet.

Despite the rise of Ocean Literacy (OL) movement at the beginning of 2000s, ocean sciences remain a neglected topic in school curricula of many countries, including Italy. This study investigates ocean-related knowledge and opinions in a sample of 351 primary and secondary school students of North Eastern Italy (4th, 5th and 8th grades) by means of structured questionnaires, before and after a teaching intervention aimed at promoting higher education and careers in the maritime sector. Students demonstrated a moderate level of knowledge and positive opinions about their relationship with the marine environment, as well as some misconceptions about the connectedness of all seas, the origin of half of atmospheric oxygen from the sea and the global dimension of water cycle. After the teaching intervention, primary school students’ scores evidenced a significant improvement, while secondary school results showed minimal change. This difference could possibly be attributed to differences in teaching organisation between primary and secondary schools. This is the first investigation on OL among Italian students, and is part of a larger project carried out by EMSEA (European Marine Science Educators Association) in three Mediterranean countries.

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students’ GPAs and teachers’ assessment of academic skills were used to measure school performance. To evaluate the students’ social behavior, participants were asked to rate all their classmates’ prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students’ social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

To understand the awareness status on malaria control knowledge of residents, primary and middle school students in Huai'an District, Huai'an City, so as to provide the evidences for promoting the malaria elimination process in this district. Three towns in Huai'an District were selected randomly, and one village, one primary school and one junior middle school in each town were chosen as the investigation sites. The residents over 18 years old, the primary school students in Grade 4 to 6, and the junior middle students in the investigation sites were investigated by questionnaires to understand their awareness status on knowledge of malaria control. Totally 305 residents and 618 students were investigated. The awareness rate of students was 89.97%, and the rates of the junior middle school students and primary school students were 85.94% and 94.10%, respectively, the difference between them was statistically significant (P＜0.01). The awareness rate of the residents was 80.98%, which was lower than that of the students (P＜0.05). For the students, the awareness rate on "precaution of malaria" (96.74%) was the highest, while that on "drug of malaria" (68.93%) was the lowest. For the residents, the rate on "transmission route of malaria" (95.08%) was the highest, that on "4·26 is Malaria Day" (64.26%) was the lowest. Expect the items of "transmission route of malaria" and "precaution of malaria" (both P＞0.05), the differences of the awareness rates on all the other items between the students and residents were statistically significant (all P＜0.01). Although the awareness rates of malaria control knowledge in the population of Huai'an District, Huai'an City have achieved the goal of the relevant requirement, the health education on malaria control still should be strengthened, especially for the primary students, female residents and exported labor service personnel.

Individuals often use external aids to assist with information storage, a process known as cognitive offloading. Prior research has indicated that adults sometimes fail to utilize internal and external cognitive resources judiciously, resulting in cognitive offloading bias, which is often linked to metacognition. However, it remains experimentally unverified whether primary and secondary school students exhibit cognitive offloading bias and how this relates to metacognition. This study aimed to address these gaps. In Experiment 1, we examined cognitive offloading bias in primary and secondary school students (aged 7-15 years) using a word-pair memory task. The results revealed that primary school students tended to rely excessively on internal memory in comparison to the optimal strategy, while secondary school students leaned towards an overreliance on external reminders. In Experiment 2, we incorporated metacognitive judgements to explore the relationship between metacognition and cognitive offloading bias. Results indicated that the cognitive offloading bias observed in primary school students was linked to the accuracy of their metacognitive monitoring.

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

Since the enactment of Dakar Program in 2000, all of the countries have taken a series of measures to achieve the aim of universal education. China, the country with the largest population in the world, also makes every effort to popularize the universal education and to achieve the equity of education. After contact work for many years, China’s education has got a quite great development, especially in the aspect of popularizing the universal education, China have taken great achievements, just like the quite huge and great developments in the economic field. According to the Progress of China in Implementing the Millennium Development Goals (2000–2015) which was issued jointly by the government of China and UN agencies in China, China has achieved the goal of universal primary education by 2015 ahead of schedule: when the Chinese Government has progressed towards free compulsory education in a phased and planned way, the Chinese also has achieve the targets of universal 9-year compulsory education and basic elimination of illiteracy among the adolescents, and illiteracy rate among the adolescents has been below 1.0 %, and the net enrollment rate of primary-school-age children has increased to 99.8 %. In the aspect of eliminating gender disparity, the difference in net enrollment rate between boys and girls has been eliminated, and the gap between boys and girls in the years of education they received was narrowed from 1.3 years in 2000 to 0.8 years in 2014. In 2014, there were 32.458 million girl students in secondary schools, accounting for 47.84 % of the total number of students there, and 43.7196 million girl students in primary schools, accounting for 46.26 % of the total number of students there. The ratio of boy to girl students in primary and secondary schools is basically consistent with the ratio of school-age children between boys and girls. These glorious data remarked that Chinese education has attained the aim of “equity” and “popularization” in some extrinsic data and indexes, but these glorious outside data cannot hide the deep conflicts in the Chinese educational equity. In addition, with a decade of development, these extrinsic conflicts have become more internal. Due to their concealment, these internal conflicts of equity will be tough to solve. These internal conflicts can be summarized in three basic facts: quality, freedom, and equity. The relationship among them also becomes critical influences on China’s education today. 1. Educational equity and quality of education: how to ensure students in the poverty-stricken areas can enjoy high-quality education? Quality of education is the finally direction of the educational equity, and the quality of education in the poverty-stricken areas in China is still severe from the point of view of students’ scholastic achievement and the state of teaching staff. College entrance examination is the largest academic test in China, students get the qualification to enter the college through this text. For the students in poverty-stricken areas, college entrance examination is the only way for them to change their fate. However, according to a study published in the Social Science in China, the probability of rural students entering the college is getting smaller, and it will be increasing difficult for them to enter the college. In addition, the rate of rural students in the Chinese top universities is declining obviously. (Li 2012). On the other side, teachers in rural areas are not optimistic too. The Responsible editor: Philippe Garrigues