6th Grade Research Articles

Knowledge and perception among adults of their congenital heart disease: A single center cross-sectional study

Introduction and objectiveCongenital heart disease (CHD) is a complex condition requiring a multidisciplinary approach. It is crucial that adults with CHD (CHD) have adequate knowledge of their condition, enabling them to engage in their healthcare decisions and self-management. We aimed to investigate knowledge and perception among adults of their CHD. MethodsSingle-center, observational, cross-sectional study. A 25-item adapted survey of Leuven Questionnaire for CHD was used to assess four main domains: (1) disease and treatment, (2) endocarditis and preventive measures, (3) physical activity and (4) reproductive issues. ResultsOne hundred forty-eight patients participated in the study. Patients had a significant lack of knowledge localizing their heart defect, recognizing drug side effects, acting in case of experiencing drug side effects, recognizing at least two symptoms of clinical deterioration, to adequately define endocarditis and most typical signs and risk factors, to acknowledge the hereditary nature of their CHD and risk of clinical deterioration during pregnancies. Patients with an education level ≥12th grade have higher knowledge in various items and, overall, the complexity of CHD was not associated with a better performance. ConclusionThis study highlights the existing knowledge gaps among adults with CHD. It underscores the need for tailored information and structured educational programs to improve management. By addressing these challenges, healthcare providers can enhance patient outcomes, improve quality of life, and promote long-term well-being for individuals with CHD.

Augmented Reality as a Tool to Support the Connection Between Reality and Mathematical Knowledge: A Case for Teaching Parallel Relations of Planes in Space

In the 11th−grade Vietnamese Mathematics Curriculum, students learn about parallel relations between planes in space. This is cognitively challenging for many students. Studies have shown difficulties relating to limited spatial imagination and drawing representations. The teacher’s approach also causes difficulties for some students; for example, some teachers do not approach new knowledge from practice. These approaches lead students to learn math only in that class rather than to relate math knowledge to real life, whereas real-life objects can be good tools for illustrating knowledge of spatial geometry. This study uses an action research method using GeoGebra 3D Calculator software to design teaching situations about parallel relations of lines and planes in space. This study was conducted with 40 students in 11th grade in Long An Province, Vietnam. It was found that learning tasks can be designed to help students construct knowledge effectively and overcome difficulties. The results of this research show that AR software for 3D Geometry, in particular GeoGebra, creates a connection between reality and abstract knowledge about the parallel relations of lines and surfaces in space. The research also shows that the application of augmented reality in teaching helps students understand and test hypotheses, eliminate false hypotheses, and build new knowledge about parallel relations effectively.

PowerPoint as a Tool to Support the Creation of Dynamic Models for Teaching: The Case of the Sum of an Infinite Geometric Sequence

PowerPoint is a learning aid, developed for presentations. PowerPoint has “dynamic” features for creating presentations with dynamic actions. The knowledge of the infinite backward multiplier is difficult to understand. One of the difficulties in understanding this knowledge is infinity, “dynamic”. In this study, we use the dynamic features of PowerPoint to design the sum of an infinite geometric sequence teaching. The study was conducted with 32 students in 11th grade. Students experimented with the dynamic model in PowerPoint. Research results show that the flexible use of PowerPoint’s dynamic features allows the creation of dynamic models of the sum of an infinite geometric sequence. Dynamic models have made it easier for students to build knowledge, creating geometric images of infinite sums. Moreover, with the dynamic features of PowerPoint, creating artistic images, attracts students to actively participate in learning.

Are high school cardiopulmonary resuscitation education mandates working? Insights from a high school survey on CPR knowledge, attitudes, and readiness

BackgroundThe use of cardiopulmonary resuscitation (CPR) and automated external defibrillators (AEDs) significantly improve the chances of survival after out-of-hospital cardiac arrest. Subsequently, state laws mandate training in CPR and AED use for high school graduation. However, training and its impact vary and must be better understood. ObjectiveWe assessed the current CPR training mandates and their impact. MethodsWe performed a nationwide, cross-sectional, survey-based observational study of high schoolers in 9th to 12th grades in all 50 states from 2020 to 2022 (NCT04493970), assessing basic demographics, attitudes, knowledge and skills, and willingness to learn CPR and AED. ResultsWe had an 8% response rate, resulting in 2395 high school students surveyed. The mean age of respondents was 16.8 ± 0.7 years, with 52.5% female students. Of these, 86% underwent some form of training, and 25.1% had CPR training in the last year. Only 58.7% knew how to use an AED. Notably, 26.9% had previously witnessed CPR, and almost all (94%) realized the importance of learning CPR. Most respondents also believed recurrent and longitudinal would be beneficial. ConclusionSurprisingly, only a small cohort of students undergo CPR training even when it is mandatory. The quality of this training appears to be inadequate to impart appropriate confidence and knowledge levels. This suggests a need for a significant overhaul of CPR training mandates across the United States.

Assessment of printed lung cancer surgery patient education materials in the United States

ObjectiveWell-designed patient education materials (PEMs) increase health literacy, which has been linked to better surgical patient outcomes. The quality of lung cancer surgery PEMs is unknown, however. Here we assessed printed lung cancer surgery PEMs for readability, understandability, actionability, and accessibility. MethodsVarious lung cancer programs throughout the United States were contacted for their lung cancer surgery PEMs. The readability of the received materials was calculated using 6 readability tests. Four thoracic surgeon–advanced practice practitioner dyads scored the PEMs for understandability, actionability, and accessibility using the Patient Education Material Assessment Tool and the Accessibility Assessment Tool, with the recommended minimum threshold of 70%. One-sample t tests were performed to compare each parameter against its recommended threshold. ResultsOut of 34 institutions contacted, 18 (52.9%) provided PEMs. The average reading level of the PEMs ranged from 7th grade to 11th grade, significantly exceeding the recommended 6th grade health literacy threshold (P < .01). Although mean understandability (73.7 ± 13.2%) and actionability (70.2 ± 17.8%) scores were not significantly different from the minimum threshold, and the mean accessibility score (81.8 ± 13.5%) was significantly higher than the threshold (P < .05), there was wide variation in the scores. Most PEMs scored well in organization and writing but lacked other features that can enhance patient understanding, such as visual aids and summaries. ConclusionsPEMs are written at reading levels that are too advanced for patients. Although PEMs scored well in understandability, actionability, and accessibility, analysis of individual items revealed the need for improvement, including the use of shorter sentences, more visual aids and summaries, and expansion of language translations.

Education of mercy as a traditional Russian value based on a modern teenage book

Introduction. The problem of studying ways and means of educating the younger generation of high moral ideals is an acutely urgent task of modern science, since it is a response to the challenges of the time, laid down in the basis of state policy to preserve and strengthen traditional Russian spiritual and moral values. The purpose of the article is to present the results of a study of the educational impact of a modern children's and youth book on the example of Elena Mamontova's novella "The White Owl" on understanding and strengthening such a traditional Russian spiritual and moral value as mercy. Materials and methods. The tools for socio-pedagogical research were 26 children's books – winners of literary prizes over the past ten years, from 2013 to 2023, and presented on official websites. Among them, the books most in demand by the children's readership were highlighted. The selection was carried out using the methods of analyzing readers' reviews, readers' forms of children's libraries and literary analysis of the ideological and artistic merits of the works. Based on the ideological and substantive criterion, the expert evaluation method selected E. Mamontova's novel "The White Owl" as having a spiritual and moral educational potential. Results. The author summarized the results of the experimental study. The subjects, 22 students of the 7th grade, teenagers of 13-14 years old, first independently, and then together with the teacher discussed traditional Russian values, primarily charity. After the initial independent reading of the book, 82% were able to understand the main idea of the work – the importance of mercy, which indicates the accessibility of the ideological and artistic system of the teenage book to readers. At the same time, special work in the lesson deepened and enriched the students' ideas about mercy: 100% realized the concept of mercy not just as a synonym for kindness, but as the ability to forgive out of compassion, humanity, and show leniency. 60% of the subjects somehow compare themselves with the characters of the story, noting a similar experience in their lives, which indicates a meaningful reading. In addition, some young readers, after special work with the book, were able to go beyond the specific situation and see the problem of mercy in a broad life perspective, talking about the fate of future generations. Conclusion. On an experimental basis, a conclusion is formulated about modern adolescent literature as an important resource for the spiritual development of the younger generation and the strengthening of its national identity. The conclusion is confirmed by the analysis of students' feedback on E. Mamontova's story "The White Owl", which contains moral lessons that allow preserving Russian national identity and help to educate a spiritually developed personality of a teenager.

Effective technologies for the development of semantic reading skills in students of basic general education

Introduction. In the context of an increase in the amount of information that general education students receive, the use of innovative technologies for developing semantic reading skills is relevant. Possession of the skills of meaningful reading and working with information serves as the foundation for acquiring knowledge in modern society. With the growing emphasis on the digital economy and digital technologies, developing strong reading skills has become essential. The purpose of the study is to analyze the effectiveness of using quantum technologies to develop semantic reading skills and the ability to work with information for the development of reading literacy of students in basic general education. Materials and methods. 97 5th grade students of the Petrozavodsk Presidential Cadet School (Russian Federation, Republic of Karelia). Methods: pedagogical experiment, comparative analysis, diagnostics of the level of semantic reading (quantum technologies), observation, self-assessment of students, statistical processing using the t-test for related samples, Wilcoxon signed-rank test. The results of the study. It is revealed that the development of semantic reading skills through quantum technologies is effective for 5th grade students. As a result of the analysis of the effectiveness of the formative experiment, a change in the indicators characterizing the development of semantic reading skills and the positive dynamics of academic performance in the experimental groups (p &lt; 0,001) was revealed. Conclusion. The use of quantum technologies for the development of semantic reading skills has confirmed its effectiveness at the level of basic general education, which has had a positive impact on student academic performance. The results obtained can be used by teachers of basic general education both in extracurricular activities and in various academic subjects.

Analyzing the Climate Change and Deforestation Education Discourses at Social Studies Grade Eighth Sindh Textbook Board: A Content Analysis

Climate change and deforestation education play a crucial role in raising awareness of environmental issues, fostering eco-literacy, promoting environmental responsibility, and enabling young minds to take action. It has a broader scope across the globe, and many research studies have been carried out worldwide to provide awareness of environment-related consequences. Textbooks are the primary sources of information for students. How these topics are presented can significantly influence their understanding and awareness of climate change and deforestation. The discourse in textbooks can shape public opinion on these issues, impacting policy discussions and societal actions. For this purpose, the study was conducted to analyze climate change and deforestation. This research methodology was qualitative, and the content analysis method was used for this study. The data was collected through document analysis and criterion sampling and one book of social studies Sindh textbook for grade 8th has been used as a sample size for this research. Thematic analysis was used, where coded data was analyzed thematically to identify recurring themes, topics, patterns, and points related to environmental education discourses within the textbook. The findings revealed that the textbook highlights the influence of climate change and deforestation on human health, migration patterns, and economic activities. It is recommended that the state take immediate measures to protect the environment from all forms of pollution and practices that directly or indirectly impact global climate. Social studies textbooks should include Projects and activities that foster hands-on and problem-solving skills to prepare students for natural disasters.

Exploring the relationship of rurality and region: An analysis of adolescent marijuana use in the United States

Marijuana use among adolescents and young adults has increased, however, there is a paucity of research concerning marijuana use among adolescents in rural areas. Current literature holds the assumption that adolescents in rural areas tend to use less marijuana and marijuana associated products compared with youth from urban and suburban areas. However, geographical features may contribute to unique stressors experienced by rural youth, resulting in distinct differences in usage that have been previously unexplored. The purpose of the current study was to explore the relationship between rurality and geographic region by examining patterns of lifetime marijuana use in 12th graders across various geographical backgrounds. Using data from the Monitoring the Future Study database, participants were classified based on rurality (rural, medium suburban/urban, large suburban/urban) and geographic region (Northeast, Midwest, South, West) and data was analyzed to investigate the differences in lifetime marijuana and hash usage. Results demonstrated that rural adolescents in the Northeast and West reported lifetime marijuana and hash product use at the same level as their urban/suburban counterparts; however, there were differences across rurality among Midwest and Southern regions. These results suggest that lifetime marijuana use among rural adolescents is not uniform across geographic regions, indicating that geography should be heavily considered when formulating preventative and educational marijuana programs.

Caracterización de tareas sobre inecuaciones en libros de textos escolares en educación primaria

[Objective] This study characterized mathematical inequation tasks in Chilean primary school textbooks for 4th and 5th graders (9 and 10 year olds). [Methodology] A qualitative descriptive study was conducted considering the following six categories: algebraic practices involved, syntactic structure of the expressions, meaning of the concept of inequation, resolution strategies, level of cognitive demand, and context. The sample is comprised of 206 tasks from math textbooks. [Results] The characterised tasks have few practices leading to algebraic thinking, and it is the alphanumeric symbolic representation the one that predominantly stands out within these practices. The structure of the expressions shows little variety for generalising and reasoning, the latter having repercussions on the resolution strategies, which are not progressively addressed in order to improve their comprehension. The proposed tasks present different meanings of inequation. Regarding the cognitive demand, most of the tasks consist of connected and unconnected procedures. Finally, the most frequent contexts are mathematical, while the ones with the least presence are personal, social, and occupational contexts. [Conclusions] It is concluded that improving task design is necessary. The proposed categories are a tool to visualise which elements are taken into consideration and to improve inequation tasks.

Creatividad percibida en problemas insight por alumnado de secundaria: Efectos de algunas variables del problema y del sujeto resolutor

Objective: The study analyzes secondary school students’ perceptions of creativity in insight problems. Methodology. An empirical study was conducted with a total of 127 Spanish students from 8th grade and 11th grade. The students evaluated the creativity involved in the problems before and after attempting to solve them. These evaluations were related to grade, gender, surface, and structural aspects of the problems. Everyday life and science contexts were considered as problem surfaces. The structural aspects of the problems were associated with the specific strategy needed to solve them, such as chunk decomposition and constraint relaxation, the assistance provided by the problem statement to initiate the resolution process, and the possibility of metacognitive control over the quality of the solution. Individual booklets with counterbalanced statements were prepared to assess perceived creativity and to solve the problems. Results. Contrary to expectations, students were able to mentally represent the structural aspects of the problems during reading, and before solving them. The problem surface did not significantly affect the initial perception of creativity. After solving the problems, the average changes in perceived creativity were small. Conclusions. The results encourage teachers to use insight problems to promote creativity in secondary school classrooms.

Estudiantado chileno de centros educativos públicos con una baja higiene del sueño presentan una menor autoestima. Estudio transversal

Objective. To analyze the self-esteem of Chilean students from public schools and determine its association with sleep hygiene variables, after the first year of restrictions due to the COVID-19 pandemic. Method. The study had a non-experimental, descriptive, and analytical design, with a cross-sectional temporal dimension. A convenience non-probabilistic sample of 265 students from 7th to 12th grade (between 11 and 18 years old) of both sexes from the town of El Carmen, southern Chile, participated in an online questionnaire about context, self-esteem, and sleep habits. Analysis of results. A majority of students perceived themselves with average or low self-esteem (26.4% and 24.9%, respectively). It was found that students who usually fell asleep before midnight, did not wake up tired or did so occasionally, did not have nightmares, and did not usually have trouble falling asleep had higher self-esteem than those who fell asleep after midnight, woke up tired regularly, had nightmares, and had trouble falling asleep, respectively. Conclusions. It was concluded that a high percentage of students had average or low self-esteem, and that students who reported having better sleep hygiene had higher self-esteem compared to those who had worse sleep hygiene. In this way, further studies are necessary to address these topics, especially in contexts of uncertainty, where it is presumed that they could have an impact on both lifestyle habits and mental health.

Effectiveness of Health Education Toward Personal Hygiene During Menstruation Among Adolescent Girls

Aims: knowing the effectiveness of providing health education about personal hygiene to adolescent girls who are menstruating. Method: quasi-experimental with one group pretest-posttest design. The sample in this study were some 10th grade students of SMAN I Jatisari in July 2023 as many as 75 people. The sampling technique was random sampling. Results: The knowledge of adolescent girls about personal hygiene before being given health is mostly poor knowledge (78.7%) and after being given health education is mostly good knowledge (56%). Health education can effectively improve the knowledge of adolescent girls about personal hygiene (p value 0.000). Conclusions: Health education can effectively improve the knowledge of adolescent girls about personal hygiene. It is hoped that health workers will be more active in conducting counseling on personal hygiene during menstruation so that young women get knowledge related to this and apply good and correct personal hygiene behaviour.

Determinants of parents’ readiness for face-to-face learning among elementary school children during the new normal

Introduction: This study aimed to identify factors influencing the readiness of parents with elementary school-age children for face-to-face learning using the Health Promotion Model (HPM). Methods: This was a cross-sectional study. The study population consisted of parents of elementary school students in Surabaya. A purposive sampling method was used to select 395 respondents. The independent variables included motivation, parental knowledge, perceived benefits, perceptions of barriers, self-efficacy, interpersonal factors, situational factors, and commitment. The dependent variable was parental behavior in face-to-face learning readiness. Data were collected using a validated and reliable questionnaire. Data analysis was conducted using a logistic regression test, with a significance level of α ≤ 0.05. Results: Most parents were 37 years old, and children in the 5th grade of elementary school. Most of the parents' motivation was in the sufficient category (57%). The parents’ knowledge of COVID-19 was good (66.8%). Most parents had a good perception of benefits (68.4%), and the perception of barriers was sufficient (59.7%). Good self-efficacy was observed in only 49% of cases, and interpersonal and situational factors accounted for 99.7% and 100%, respectively. Meanwhile, regarding parental readiness for face-to-face learning, the majority exhibited good behavior (96.2%). The factors that influenced parental behavior in face-to-face learning readiness were parental knowledge (0.010), perceived benefits (0.019), and commitment (0.029). Conclusions: Good knowledge, perceived benefits, and parental commitment are factors that influence parents' readiness to participate in face-to-face learning. Keywords: COVID-19, face-to-face learning, good health and well-being, Health promotion model (HPM), parents

The Effect of Bullying Victimization on Cyberbullying Perpetration in Upper Elementary Students: The Sequential Mediating Effect of Hopelessness and Time Spent Online

Objectives: This study examined the effects of bullying victimization on cyberbullying perpetration and investigated whether hopelessness and time spent online sequentially mediate the relationship between bullying victimization and cyberbullying perpetration among upper elementary students.Methods: The participants were 596 upper elementary school students {5th and 6th graders; 291 boys (48.8%)} from Seoul and Gyeonggi-do. The data were collected through a self-report questionnaire and analyzed using SPSS 26.0 and PROCESS macro version 4.3 (Model 6) by Hayes (2017).Results: First, bullying victimization positively influenced cyberbullying perpetration. Second, the sequential mediating effects of hopelessness and time spent online were significant. Lastly, time spent online mediated the effect of bullying victimization on cyberbullying perpetration, whereas hopelessness did not mediate this effect.Conclusion: These findings indicate a link between bullying victimization and cyberbullying perpetration. Therefore, it is recommended that cyberbullying prevention programs include strategies to reduce bullying victimization. Furthermore, high levels of hopelessness resulting from bullying victimization may lead to excessive internet use, increasing the likelihood of cyberbullying perpetration. Thus, victims need to be informed of about the importance of reporting bullying incidents to adults such as teachers, counselors, or parents. Additionally, if victims already exhibit high levels of hopelessness, it is necessary to encourage them to participate in evidence-based programs. Finally, the significant mediating effect of time spent online suggests that monitoring and intervening in victims’ online activities are crucial for reducing the likelihood of cyberbullying perpetration. These efforts may help prevent victims from spending excessive time online to relieve their hopelessness and from perpetrating cyberbullying.

Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.

This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications. Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US). Researchers used reflexive thematic analysis to identify themes across interviews. Central themes encompassing the student- and caregiver-reported challenges and advantages of COVID-19 school closures were changes in [1] education delivery, special education services, and accommodations for children with TBI, and [2] social relationships for students with TBI and their caregivers. COVID-19 and the transition to remote learning significantly impacted special education services and education received by students with TBI. Families in this study discussed both perceived obstacles to and advantages of remote learning in this population. As remote and asynchronous learning are now commonly integrated into the curriculum, research should clarify the facilitators and barriers for successful service provision for students with TBI.

Parent and child opinion on the use of standing desks in the classroom

ObjectiveStanding desks present a novel approach to reduce sedentary time in the classroom and address cardiovascular risk factors at an early age. In the context of designing a standing desk study, parents and children were surveyed regarding their perceptions and current use of standing desks and other flexible seating. MethodsSurvey administered from January 31st to February 26th, 2024 to a convenience cohort of 50 parent–child pairs presenting for well or acute care at a pediatrics clinic affiliated with an academic institution (Hershey, Pennsylvania, United States). Logistic regression examined parent support of and child willingness to use a standing desk in the classroom. ResultsParents were primarily non-Hispanic, white females above 40 years of age. Child participants mean age and grade level were 10.5 years and 5th grade respectively. Among parents, 85 % (39/46) were supportive of their child’s use of a standing desk in the classroom, with 4 declining to answer. For children, almost half, 48 % (24/50), were willing to use a standing desk. Acceptability decreased for child body mass index (BMI) ≥85th percentile versus BMI <85th percentile (parent acceptability OR = 0.07 [95 % CI: 0.01–0.63; p = 0.018]; child acceptability: OR = 0.13 [95 % CI 0.03–0.51, p = 0.003]). ConclusionsMost parents and children are amenable to use of a standing desk in the classroom. Additional information for children with elevated BMI and their parents may be required to address reservations about standing. This study was limited by its small sample size, which may not generalize to other populations.

THỰC TRẠNG GIÁO DỤC DINH DƯỠNG TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ HỒ CHÍ MINH VÀ NHU CẦU SỬ DỤNG CẨM NANG DINH DƯỠNG TRONG DẠY HỌC MÔN KHOA HỌC LỚP 4

Nutritional education for elementary school students is increasingly being emphasized due to the growing number of children suffering from nutritional-related diseases. This research investigates the current status of nutrition education at the primary level as well as the need to use nutrition handbooks in teaching, supporting the improvement of nutrition education effectiveness. Therefore, the nutrition handbook is designed to support teaching the topic of Human and Health in the content of Human Nutrition in the 4th-grade Science subject to meet the 2018 General Education Program. A survey involving 214 4th-grade students and 25 teachers studying and teaching at several schools in Ho Chi Minh City will be presented. The results show the necessity of handbooks in supporting the improvement of students' and teachers’ learning and teaching effectiveness. Keywords: Nutrition handbook; nutritional education; primary school; 4th grade Science.

PHÁT TRIỂN NĂNG LỰC ĐỊNH HƯỚNG NGHỀ NGHIỆP CỦA HỌC SINH QUA BÀI HỌC E-STEM “CÔNG TY THIẾT KẾ SẢN PHẨM ỨNG DỤNG CẢM BIẾN” TRONG DẠY HỌC CHUYÊN ĐỀ “MỞ ĐẦU VỀ ĐIỆN TỬ HỌC” (VẬT LÝ 11)

Based on the E-STEM theoretical framework, STEM lessons, and thematic knowledge content “Introduction to Electronics” in the 11th grade physics curriculum, the article designs the E-STEM lesson “The company designs sensor application products” to foster students’ career-oriented capabilities. Experimental results show that the lesson has an impact on the development of career-oriented competency, including STEM career awareness, STEM self-efficacy, and STEM career interest. Furthermore, although the personal emotional aspect and the decision to choose a STEM career also had an increased average score after the experimental process, it was not statistically significant. In general, students can complete tasks and respond positively to the lessons, while also having the opportunity to foster behavioral manifestations of career-oriented and physics competency. These contributions will suggest and direct the integration of E-STEM into forms of implementing STEM education in high schools in the future. Keywords: E-STEM; STEM education; entrepreneurship education; career orientation; Physics curriculum.

Anxious boys and girls under the teacher’s radar: Students’ perceptions of academic problems and help in compulsory school

ABSTRACT Anxiety adversely impacts boys’ and girls’ mental health. We assessed agreement on student anxiousness in 390 student and teacher reports from first to 10th grade. Of 67 self-reported anxious students, 56 (83.6%) were unrecognized by the teacher. Next, we explored classroom-related characteristics of anxious and unseen students in logistic regression. Multivariable analyses showed perceptions of being bothered in class to be typical for boys, whereas loneliness was most dominant for anxious and unseen girls. Lastly, we explored the influence of specific academic problems and teacher help. Dissatisfaction with teacher help and perceived problems in mathematics characterized girls, whereas boys reported problems with writing, mathematics, and English. However, it is worth noting that perceived teacher help lessened burdens of academic problems for anxious and unseen students. We discuss possible reasons for the large proportion of unseen anxiousness and suggest that reflective conversations among teachers may increase their attentiveness and engagement.