Mainstream or special secondary school for the health, education, and well-being of adolescents with Down syndrome: A systematic review.

The study aimed to: - Build a scale of subjective vitality sports in the sports field for the special secondary school students in the sports center in the city of Mosul. - Recognizing the degree of subjective vitality sports secondary of school students who excel in sports in the city center of Mosul. The study was conducted on the research community of special secondary high school students participating in school sports activities in the city of Mosul, whose number is according to the records of the sports teams of physical education teachers in the two secondary schools (230) students in both secondary schools who participate in school sports activities, and the construction sample reached (140 students representing (61%) of the research community, while the application sample amounted to (50) students representing (22%) of the researchers community. As for the exploratory experiment sample, it amounted to (10) students representing (4%), and the sample The stability has reached (30) students, representing (13%), and the researcher used the statistical methods measured in the (spss) system to obtain the research data, which included(arithmetic mean, standard deviation, t-test for two independent samples, Pearson correlation coefficient, percentage.andCronbach’s alpha coefficient, The researchers concluded: - The effectiveness of the subjective vitality measure applied to the members of the research sample of the athletes students in the two special secondary schools in the city center of Mosul - The members of the research sample of the students participating in the internal and external sports activities have a good level of self-vitality. The researchers recommended: - Conducting other studies and research on the subjective vitality sports variable on a sample of student athletes, whether in individual or team games. - Conducting studies and research on students who are practicing and non-practicing in sports activities

Disadvantage in early childhood (ages 0-5 years) is associated with worse health and educational outcomes in adolescence. Evidence on the clustering of these adverse outcomes by household income is scarce in the generation of adolescents born since the turn of the millennium. We aimed to describe the association between household income in early childhood and physical health, psychological distress, smoking behaviour, obesity, and educational outcomes at age 17 years, including the patterning and clustering of these five outcomes by income quintiles. In this population-based, retrospective cohort study, we used data from the Millennium Cohort Study in which individuals born in the UK between Sept 1, 2000, and Jan 1, 2002, were followed up. We collected data on five adverse health and social outcomes in adolescents aged 17 years known to limit life chances: psychological distress, self-assessed ill health, smoking, obesity, and poor educational achievement. We compared how single and multiple outcomes were distributed across early childhood quintile groups of income, as an indicator of disadvantage, and modelled the potential effect of three income-shifting scenarios in early childhood for reducing adverse outcomes in adolescence. We included 15 245 adolescents aged 17 years, 7788 (51·1%) of whom were male and 7457 (48·9%) of whom were female. Adolescents in the lowest income quintile group in childhood were 12·7 (95% CI 6·4-25·1) times more likely than those in the highest quintile group to have four or five adverse adolescent outcomes, with poor educational achievement (risk ratio [RR] 4·6, 95% CI 4·2-5·0) and smoking (3·6, 3·0-4·2), showing the largest single risk ratios. Shifting up to the second lowest, middle, and highest income groups would reduce multiple adolescent adversities by 4·9% (95% CI -23·8 to 33·6), 32·3% (-2·7 to 67·3), and 83·9% (47·2 to 120·7), respectively. Adjusting for parental education and single parent status moderately attenuated these estimates. Early childhood disadvantage is more strongly correlated with multiple adolescent adversities than any of the five single adverse outcomes. However, shifting children from the lowest income quintile group to the next lowest group is ineffective. Tackling multiple adolescent adversities requires managing early childhood disadvantage across the social gradient, with income redistribution as a central element of coordinated cross-sectoral action. UK Prevention Research Partnership.

Mental health, social adversity, and health-related outcomes in sexual minority adolescents: a contemporary national cohort study

Academic achievement is an important parameter used to measure learners’ outcome in schools. However, studies have shown that the education of learners with disabilities have constantly been neglected by the government of Nigeria. This has led to a downward trend in the academic achievement of learners, especially those with disabilities. This study examines the self-esteem and career aspirations as correlates of academic achievement of learners with hearing impairment in special secondary schools in north eastern Nigeria. Correlation research design was adopted. The target population is 1,402 learners with hearing impairment in special senior secondary schools. Multistage sampling technique was used to select 351 Senior Secondary Two (SS II) learners across the five special schools in North Eastern Nigeria. The instruments for data collection are Learners' Self-esteem Rosenberg Scale (LSRS), Learners’ Career Aspiration Questionnaire (LCAQ), and “An English Language Pro forma (ELP)”. Data gathered were analyzed using Pearson product moment correlation and multiple linear regression. The study found a strong relationship between self-esteem and academic achievement of learners with hearing impairment in English language. There was a moderate but positive relationship between career aspiration and academic achievement of learners with hearing impairment in English language. Both self-esteem and career aspiration jointly have direct positive impact on students’ academic achievement. The study concludes that both self-esteem and career aspiration can independently or collectively push students into better academic performance. The study recommends among others that teachers should work toward boosting self-esteem and career aspiration of their students through constructive teaching approach. Keywords: Self-Esteem, Career Aspirations, Academic Achievement, Learners with Hearing Impairment, Special Schools

PROTOCOL: Systematic Review Protocol: Later School Start Times for Supporting the Education, Health and Well‐being of High School Students

BackgroundThere are more than 1.5 million children and young people in England with special educational needs (SEN), with over 160,000 young people in the United Kingdom attending a special school or alternative provision (AP) setting. Young people with SEN have been found to be at risk for poorer mental health and well-being than non-SEN peers. However, there is a range of both school-related and research challenges associated with identifying difficulties in a timely manner.ObjectiveThis Delphi study aims to determine a list of stakeholder priorities for improving school-based measurement of mental health and well-being among young people with SEN, at an aggregated level, within secondary special school or AP settings. A secondary objective is to inform the implementation of school-based well-being surveys, improve engagement in special schools or AP settings, and improve survey response rates among children and young people with SEN.MethodsA mixed methods Delphi study will be conducted, including a scoping review and preliminary focus groups with school staff members and researchers to establish key issues. This will be followed by a 2-round Delphi survey to determine a list of stakeholder priorities for improving the measurement of mental health and well-being at an aggregate level within special schools and AP settings. A final stakeholder workshop will be held to discuss the findings. A list of recommendations will be drafted as a report for special schools and AP settings.ResultsThe study has received ethical approval from the University College London Research Ethics Committee. The stage 1 scoping review has commenced. Recruitment for focus groups will begin in Autumn 2024. The first round of the Delphi survey will commence in early 2025, and the second round of the Delphi survey in the spring of 2025. The final workshop will commence in mid-2025 with final results expected in late 2025.ConclusionsThere is a need for clear recommendations for special schools and AP settings on priorities for improving the measurement of mental health and well-being problems among young people with SEN. There is also a need for recommendations to researchers implementing school-based well-being surveys, including the #BeeWell program, to enable them to improve their engagement in special schools and AP settings and ensure surveys are accessible.International Registered Report Identifier (IRRID)PRR1-10.2196/58610

Cash Transfers and Child and Adolescent Development

IntroductionAboriginal people in the Kimberley are concerned that scientific research, government Inquiries and Royal Commissions are not adequately informing policy and service design. In this protocol paper, we outline our proposed scoping review to identify and provide a broad overview of scientific literature regarding the health, well-being, mental health, disability, education and social outcomes of children and adolescents living in the Kimberley region of Western Australia and the recommendations that came from them.Methods and analysisThis scoping review is guided by Arksey and O’Malley’s (2005) methodological framework. We will conduct a comprehensive search across multiple databases using several search engines. Inclusion criteria were established to inform the selection of papers to be included in the review. After de-duplication, all titles and abstracts will be reviewed, followed by full-text screening. A second reviewer will independently screen 20% of the titles, abstracts and full texts. Two reviewers will discuss discrepancies, and a third reviewer will resolve any disagreements that may arise. We will use a data extraction template in Covidence to systematically extract relevant data.Ethics and disseminationThis scoping review does not require ethics approval, as we are investigating the breadth of existing literature regarding the outcomes of children and adolescents in the Kimberley, Western Australia. The scoping review results will be published in peer-reviewed journal(s) and shared with relevant policymakers to help inform future policies and service improvements and designs in the region.

Purpose/Rationale for the projectHow important are early childhood predictors in the presence of later childhood and early adolescent predictors when examining several late adolescent health and education outcomes? How well...

This paper estimates the effect of economic shocks that affect families with young children on children’s health, educational and behavioral outcomes in adolescence. Transition period in Russia provides a natural experiment setting for estimating this effect. During the economic turmoil of early transition many people lost their jobs, experiences salary declines or occupational downgrading. These individual labor market shocks were mainly caused by the structural changes in the economy. Analyzing household survey data from Russia I find that children who were under the age of five and whose parents were negatively affected during the early transition have poorer health in adolescence and are less likely to have completed high school. For the comparison group – children who were at the school age during the early transition – there is an effect on educational outcomes and risky behaviors but not on health. Absence of a father in a family during the early transition years has a negative health effect only for the younger age group. I also find differential effects for boys and girls, by mother and father.

This paper estimates the effect of economic shocks that affect families with young children on children’s health, educational and behavioral outcomes in adolescence. Transition period in Russia provides a natural experiment setting for estimating this effect. During the economic turmoil of early transition many people lost their jobs, experienced salary declines or occupational downgrading. These individual labor market shocks were mainly caused by the structural changes in the economy. Analyzing household survey data from Russia I find that children who were under the age of five and whose parents were negatively affected during the early transition have poorer health in adolescence and are less likely to have completed high school. For the comparison group – children who were at the school age during the early transition – there is an effect on educational outcomes and risky behaviors but not on health. Absence of a father in a family during the early transition years has a negative health effect only for the younger age group. I also find differential effects for boys and girls, by mother and father

BackgroundSchool feeding programs are ubiquitous in low- and middle-income countries (LMICs) and may have critical implications for the health and education of school-age children and adolescents. This systematic review aimed to assess the impacts of school feeding on educational and health outcomes of children and adolescents in LMICs.MethodsInterventional studies on the effects of school feeding on nutritional and health outcomes of children and adolescents receiving primary or secondary education in LMICs were included. MEDLINE, EMBASE, CINAHL, the Cochrane Library, and grey literature were searched (through December 2019) to identify eligible studies. We included randomized controlled trials and controlled before-after studies on school feeding conducted in LMICs among children and adolescents aged 6 to 19 who received primary or secondary education. Two reviewers independently conducted study selection, data extraction, and risk of bias assessment. Meta-analyses were performed for outcomes available in three or more independent studies. Subgroup analyses were conducted by study design and school feeding modality whenever possible.ResultsFifty-seven articles met the inclusion criteria for the review, including 44 randomized controlled trials and 13 controlled before-after studies; 19 articles were included in the meta-analysis. School feeding resulted in a significant increase in height (mean difference = 0.32 cm; confidence interval (CI) = 0.03, 0.61; P = 0.032) and weight (mean difference: 0.58 kg; 95% 95% CI = 0.22, 0.93; P = 0.001) over 12 months, compared to those in the control groups. School feeding also resulted in a significant increase in the percentage of school days attended (2.6%; 95% CI = 1.2%, 3.9%; P < 0.001).ConclusionsSchool feeding is an important approach to improving the health and education outcomes of children and adolescents living in LMICs. More well-designed research is needed to establish further the effectiveness of school feeding for nutritional outcomes and academic achievement.RegistrationPROSPERO ID: CRD42020159003.

Why young people's substance use matters for global health

P.6.013 Polysubstance use among HIV-infected drinkers in Russia

Aim of the Study: A well-organized school system is essential for fostering a supportive and productive environment for teachers. This enables them to thrive professionally maintain job satisfaction and contribute effectively to student success and overall institutional growth. Methodology: This cross-sectional quantitative survey was designed to evaluate the organizational climate of general and special secondary schools. A sample of 340 teachers from general secondary schools and 106 teachers from special secondary schools were selected by using systematic sampling. A questionnaire (reliability .823) was constructed having 25 closed-ended items and the responses were taken on a 5-point Likert scale. Findings: The findings reveal that there were no significant differences in the perceptions of organizational climate across groups for any of the measured dimensions, including; teacher-principal relationship, teachers’ collaboration and support, teachers’ morale and school climate, principal’s leadership style, and students’ influence on school activities, as the significance value is greater than .05. This lack of significant differences in the organizational climate suggests that general and special secondary schools operate under similar conditions, with shared policies, leadership practices, and challenges. Conclusion: This finding highlights the potential for universal strategies to enhance the organizational climate across general and special types of schools, fostering environments that support teacher collaboration, inclusivity, and student success. Future research could delve deeper into other detailed factors or challenges that could not be covered in the current study. It is recommended that management, stakeholders, and policymakers should design targeted interventions to improve organizational climate that address universal factors, rather than being tailored to specific school types.