ObjectiveActivation of the aryl hydrocarbon receptor (AhR) with its prototypical agonist 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD) suppresses B cell class switch recombination (CSR). In T cells, AhR activation with structurally diverse agonists has been reported to alter differentiation non-uniformly with some agonists supporting Th17 development and others supporting Treg development. To determine if B cell CSR is similarly impacted by different AhR agonists, we exposed mouse splenic CD19+ cells to the AhR agonists, cinnabarinic acid (25 µM), 5,11-dihydroindolo[3,2-b]carbazole-6-carboxaldehyde (FICZ, 0.2 µM), indole-3-carbanol (I3C, 200 µM), L-kynurenine (25 µM), tamoxifen (10 µM), or TCDD (50 nM), or to the AhR antagonist CH-223191 (100 µM), under conditions to stimulate activation and class switch to IgA.ResultsRelative to control cells (10.8% IgA+), significantly decreased proportions of IgA+ cells were observed after exposure to cinnabarinic acid (4.5%), FICZ (2.5%), I3C (2.3%), kynurenine (4.4%), and TCDD (3.9%). In contrast, CH-223,191 significantly increased the proportion of IgA+ cells (16.2%). These results suggest that suppression of CSR is a common effect of AhR agonists in activated murine B cells.Supplementary InformationThe online version contains supplementary material available at 10.1186/s13104-025-07364-3.

BackgroundThere is a dearth of studies focused on the impact of self-rated health on life satisfaction among large-bodied adolescents, as well as the moderating role of physical activity in this relationship. Large-bodied adolescents refers to young people (usually aged 10–19 years) whose body size falls within the overweight or obese range as defined by the World Health Organisation’s Growth Reference, based on age- and sex-specific body mass index (BMI) percentiles. This study aimed to address the gap in research by examining the association between self-rated health and life satisfaction in a diverse sample of large-bodied adolescents from 39 countries and regions in Europe and North America. The moderating role of physical activity in the association was also examined.MethodsThe study analysed data from the Health Behaviour in School-aged Children (HBSC) survey, involving a sample of 24,839 large-bodied adolescents. Three sequential binary mixed effects logit models were fitted: the first assessing self-rated health alone, the second adjusting for multiple covariates, and the third incorporating an interaction term between physical activity and self-rated health. The analysis was performed using R Software (v4.1.2), with significance determined at a level of 0.05.ResultsThe results show that adolescents who rated their health as “poor” were a little more than six times (AOR = 6.32, 95%CI: 5.30–7.54, p < 0.001) as likely to report lower life satisfaction compared to those who rated their health as “excellent”. Those who rated their health as “good” had 1.71 times higher odds (AOR = 1.71, 95%CI: 1.44–2.04, p < 0.001) of reporting lower life satisfaction compared to those who rated their health as “excellent”. The analysis further indicated that physical activity plays a partial moderating role in the relationship between self-rated health and life satisfaction. Participants who considered themselves “somewhat active” reported higher life satisfaction compared to their “inactive” peers (AOR = 0.58, p = 0.031, 95% CI: 0.36–0.95).ConclusionsThe study supports the hypothesis that poorer self-rated health is associated with lower life satisfaction among large-bodied adolescents. It further suggests that increased physical activity can ‘partly’ buffer the negative effects of poor self-rated health on life satisfaction. These findings emphasise the importance of interventions promoting physical activity and positive self-care to improve general well-being in large-bodied adolescents.

Children are not meeting the physical activity (PA) minutes recommendation. Due to this, new and innovative approaches are needed to address child inactivity. Motor competence is associated with PA and fitness in children, and could potentially be targeted to increase child PA. Addressing PA outside of school hours has become an increasingly popular intervention strategy in providing additional minutes of PA. However, limited staff have training and a background in creating active environments. Therefore, the purpose of this study was to implement a data sharing process with program leaders to address leader PA promoting practices, child PA minutes, and locomotor skills. We implemented a data sharing process with an out-of-school time (OST) program in a midwestern town. The data sharing process involved collecting baseline information on students' PA (accelerometer), locomotor skills (TGMD-3), and staff PA promoting behavior (systematic observation). In total (n = 5) sites were included and n = 45 children participated in the study. In addition, site leaders (n = 5) for each location were provided with a real-time data sharing intervention. Results from the data sharing intervention indicated increased staff PA promoting behaviors. There was a statistically significant increase in locomotor skills from baseline for boys. There was no significant increase in moderate-to-vigorous PA minutes during programming. The implementation of a data sharing intervention is a promising strategy in addressing OST staff PA promoting behaviors, child PA, and locomotor skills.

Transformative experience is a deep-engagement outcome that involves using curricular content to see and experience the world in meaningful new ways in one's everyday life. Researcher have investigated individual factors predictive of transformative experience. We built on this research by investigating perceived autonomy and relatedness support as potential predictors of transformative experience and considering cross-cultural effects. Pre-service teachers from both the United States and Kuwait comprised the sample (n = 353). Perceived autonomy and relatedness support, the interaction between perceived autonomy and relatedness support, and the three-way interaction between perceived autonomy support, perceived relatedness support, and nationality were significant predictors of transformative experience controlling for students' year in school and gender. Moderation analyses revealed that a baseline level of perceived relatedness support was needed for the relationship between perceived autonomy support and transformative experience to manifest and this baseline was higher for Kuwaiti students. Further, for U.S. but not Kuwaiti students, a baseline level of perceived autonomy support was needed for the relationship between perceived relatedness support and transformative experience to manifest. Overall, perceived autonomy and relatedness support were important predictors of transformative experience for both nationalities, but perceived autonomy support was relatively more important for U.S. students and perceived relatedness support for Kuwaiti students.

This grounded theory study identified and described eight leadership phases of the school consolidation process from the perspective of receiving school principals. The study was conducted during the 2023-2024 academic year in a large suburban district that was undergoing wide-ranging consolidation of elementary schools due to declining enrollment. Data were collected through semi-structured interviews with five receiving school principals and one district liaison. The findings included leadership strategies and emotional responses within each of the eight phases. Key implications were that consolidation is a multi-year process, leaders and staff members in receiving schools experienced emotional grieving, and merging two communities involved creating a new culture in the receiving school.