To investigate the association between daily toothbrushing and hand washing practices among Brazilian adolescent students. This cross-sectional study analysed data from the 2019 Brazilian National School-Based Health Survey. The sample comprised 120,054 schoolchildren aged 13-17 who completed an electronic questionnaire at school. The outcome variable was 'low toothbrushing frequency' (< twice/day). The independent variables were hand washing frequency before eating, after using the toilet, and with soap. The covariates were the adolescents' sociodemographic characteristics: sex, age, colour/race and their mother's level of education. Data analysis included Chi-square tests with Rao-Scott correction and logistic regression for complex samples. After adjustments, adolescents who rarely/sometimes and those who never washed their hands before eating were more likely to have a low brushing frequency (< twice/day) than those who most of the time/always washed their hands before eating. Similar results were found for hand washing after using the toilet and for washing with soap. Associations were found between oral and hand hygiene practices. Regardless of their sociodemographic characteristics, adolescents who reported infrequent hand washing were more likely to brush their teeth less frequently. These findings reinforce the importance of adopting a common risk factors approach to oral and general health in school health programmes.

Academic stress among adolescents is a growing concern, impacting their mental health and academic performance. It can lead to adverse outcomes such as anxiety, depression, sleep disturbances, and diminished motivation. The objective is to assess the effectiveness of a Structured Teaching Program (STP) in enhancing knowledge regarding the prevention of academic stress among adolescent boys and girls in Bengaluru. A single-group pre-test and post-test experimental design was adopted. Fifty adolescent students aged 12–16 years from selected schools in Bengaluru were recruited through simple random sampling. A validated, self-administered questionnaire was used to evaluate their knowledge of academic stress. Following the pre-test, a structured teaching program was implemented, and a post-test was conducted one week later. The results indicated a statistically significant improvement in knowledge following the intervention. The mean pretest score was 14.40 ± 4.53, which increased to 21.38 ± 2.69 in the post-test. A paired t-test revealed a significant difference (t = 9.839, df = 49; p &lt; 0.001), demonstrating the effectiveness of the structured teaching program in enhancing awareness regarding academic stress prevention. The structured educational program significantly improved adolescents’ knowledge of academic stress prevention. The findings highlight the utility of school-based interventions in promoting mental health awareness among students. Major Findings: The study found a statistically significant improvement in knowledge regarding academic stress prevention after the structured teaching program. The mean knowledge score increased from 14.40 (pre-test) to 21.38 (post-test). The paired t-test results (t = 9.839, p &lt; 0.001) confirmed the program’s effectiveness.

This study investigated the longitudinal trajectory of learned helplessness in academic settings during adolescence, examined the generalizability of this trajectory across students' demographic and academic backgrounds, and assessed the role of parental autonomy support and psychological control in predicting learned helplessness at each time point. We analyzed five waves of large-scale panel data following Korean adolescent students (N = 2590) from Grade 7 to Grade 11. Our second-order latent basis growth modeling indicated that adolescent students tend to experience a significant, steady increase in helplessness from Grade 7 to Grade 11. In addition, both students' prior academic achievement and family income negatively predicted the intercept of learned helplessness. The contemporaneous effects of parental autonomy support and psychological control on learned helplessness were significant and in the expected directions at all time points: higher autonomy support was associated with lower learned helplessness, whereas higher psychological control was associated with higher helplessness. Notably, parental control exhibited a significant escalating effect, such that its detrimental effect on learned helplessness became stronger over time, whereas the protective effect of parental autonomy support remained stable. This study provides theoretical and practical implications, highlighting the roles of parental autonomy support and control in shaping adolescents' learned helplessness over time.

148. "Perceived Stressors and Coping Strategies among Adolescent Students in the Philippines"

Abstract This study investigates the associations between perceptions of school climate, psychological sense of school membership, and academic achievement among adolescent students attending public secondary schools in Türkiye. Drawing from a comprehensive dataset comprising responses from 1033 students, the study employs path analysis to explore the interrelationships among the variables. The findings show significant associations between various dimensions of school climate, including teacher-student relations and student-student relations, and academic achievement. Moreover, sense of school belonging and feeling of rejection act as partial mediators in the link between peer interactions and academic achievement while fully mediating the relationship between fairness of school rules and academic achievement. These results highlight the importance of nurturing positive school environments and cultivating students’ psychological sense of belonging to improve academic outcomes among adolescent learners. Through its findings, this study contributes to the scholarly discourse on adolescent education and well-being by offering valuable insights for educators, policymakers, and researchers alike.

Background: Mental health issues are highly prevalent among adolescents and represent hidden public health concern. Indian adolescents, particularly girls, are vulnerable to a broad spectrum of mental health challenges due to academic stress, emotional and behavioural difficulties, and engagement in health-risk behaviour. Aims: To assess levels of depression, anxiety, and stress along with associated individual and family factors among adolescent female students. Methodology: A cross-sectional study was carried among adolescent girl students during February 2023 to June 2023.Total 168 adolescent girl students aged between 13 to 19 years were selected by two-stage random sampling technique. Information concerning socio-demographics, family related characteristics and psychological issues was collected. A validated Depression, Anxiety and Stress (DASS-21) scale was used to assess the depression, anxiety and stress among adolescent girls. Results: Mean age of respondents was 15.08 ± 1.68 years. More than half of the participants were in late adolescence (57.7%). Among adolescents aged 13–15 years, a higher proportion had normal levels of depression 65 (58.6%), whereas moderate depression was more common in those aged 16–19 years 24 (42.1%). A statistically significant association was observed between age group and levels of depression, anxiety, and stress (DAS). Among early adolescents (13–15 years), moderate depression was the most prevalent category (29.8%). Severe depression was rare in both groups and extremely severe depression was not observed. Anxiety levels also varied significantly with age, with normal anxiety more frequent in early adolescents (45.0%) compared to late adolescents (33.3%). Moderate and severe anxiety levels were more prevalent in late adolescence, and extremely severe anxiety was reported only among adolescents aged 16–19 years (3.5%). Stress levels showed a similar pattern, with most early adolescents having normal stress levels (74.8%). No participant reported severe or extremely severe stress. Overall rates of depression, anxiety and stress were found to be 49.4%,58.9% and 28.6% respectively and no significant age-related differences were observed for depression, anxiety and stress (P&lt;0.001). Family type showed no statistically significant association with depression, anxiety, or stress. Respondents reported multiple coping strategies to overcome DAS, including overthinking (79.2%), procrastination (57.1%) and negative self-talk (43.5%). Sleep disturbances were reported by 35.7% of participants, mainly attributed to over thinking and academic stress. Although most respondents reported supportive family relationships, many experienced hesitations in expressing needs, difficulties in decision-making, and perceived peer pressure. Nearly two-thirds (64.3%) of the adolescents expressed a perceived need for psychological counseling. Conclusion: The present study reported a high prevalence of anxiety, depression, and stress among adolescent girl students in Chandigarh, with anxiety being the most common condition. Their mental health showed significant association with age and family relationships emphasizing the influence of family and social environments. Emotional communication, coping behaviour, peer pressure, academic stress, and sleep disturbances also emerged as key issues in health. The high perceived need for counselling reflects unmet support needs among adolescents.

ABSTRACT The ubiquity of technology in language learning has drawn attention to how digital natives’ technological dispositions affect their engagement in online learning contexts. Adolescents represent a key population whose emerging digital fluency and developmental characteristics position them for success in online learning and sustainable growth. Previous studies have investigated the relationship between digital nativity (DN) and online English learning engagement (OELE); however, the impact of transactional distance (TD) on online English learning engagement among adolescent students has not been well explored. This study was carried out to explore the relationships among DN, TD and OELE from a sample of 638 Chinese secondary school students. The partial least squares structural equation modeling (PLS-SEM) findings indicate that DN does not have a direct effect on OELE, but DN has an indirect effect on OELE through the mediation of TD. TD has a positive effect on OELE. These findings offer practical and research implications for fostering engagement in digitally empowered EFL learning.

ABSTRACT We investigated dual‐factor mental health (DFMH) profiles with a sample of largely non‐Hispanic White (55.4%) and Hispanic (31.3%) adolescent students in grades 9–12 ( N = 1,064). DFMH profiles were defined by three indicators: school‐specific subjective well‐being, broad internalizing problems, and broad externalizing problems. First, we used latent profile analysis (LPA) to identify an optimal DFMH profile model based on empirical and theoretical considerations. Next, we explored the association of the identified DFMH profiles with several student sociodemographic characteristics: sex, race and ethnicity, grade level, free/reduced‐price lunch (FRPL) eligibility, special education eligibility, and English language learner (ELL) status. Finally, we examined the association of the identified DFMH profiles with psychosocial and educational outcomes. LPA identified three profiles: complete mental health (31% of the sample), moderate mental health (61% of the sample), and troubled (8% of the sample). Sociodemographic analyses showed that FRPL eligibility was associated with significantly increased odds of moderate mental health profile membership, whereas ELL status was associated with increased odds of complete mental health profile membership. Outcome analyses showed significant differences between all three profiles across each psychosocial and educational outcome—the complete mental health profile showed the best outcomes, followed by the moderate mental health and troubled profiles, respectively. Overall, findings advance empirical understanding of the nature and consistency of the DFMH model in adolescent students and offer support for assessing and supporting student well‐being in addition to addressing distress in school settings.

Music education tends to portray marginalized students—for example those with foreign backgrounds or from low-income families—as needing to be “saved” by music education. While these stories are potentially helpful when securing funding and promoting socially driven initiatives as part of institutions’ inclusive aims, they simultaneously risk obscuring the complexities of meaningful music-making and overlook the lived experiences of the young people involved, thereby perpetuating structural inequities. This article addresses the question of inclusion from the perspective of students themselves by exploring adolescents’ experiences in Floora , a social innovation within the Basic Education in the Arts music system in Finland, providing access to regular instrumental tuition at music schools for children and young people who would not otherwise be able to participate due to socio-economic barriers. The empirical material has been generated through interviews with adolescents in Floora and analyzed through narrative inquiry. The findings articulate how students’ experiences of regular music tuition do not align with benevolent professional salvation stories. Rather, the findings point to the complexity of meanings given to music-making and instrumental learning, creating a whole ecosystem of social and musical encounters where agency can be achieved or challenged far beyond music schools. Recognizing the multiplicity of young people’s musical worlds and viewing these worlds as interconnected requires professional responsibility and genuine knowledge sharing among all involved, fostering the potential for social justice and more democratic practices within music schools.

This quasi-experimental study compares the differences in psychological well-being impact factors of school-based yoga interventions and mindfulness practices for at-risk Hispanic adolescent high school students with similar students enrolled in traditional physical education classes in a face-to-face setting. Convenience sampling was applied to freshmen students enrolled in a Physical Education 1-hour course at a designated high school in South Texas. A hypothesis model was utilized: mind-body awareness, self-regulation, and physical postures. To assess psychological wellbeing constructs of mood and affect, measurement instruments employed were two commonly utilized questionnaires, the Brunel Mood Scale (BRUMS) and Positive and Negative Affect Schedule (PANAS-C). Statistical analyses included Friedman’s Test for nonparametric data, comparisons of pre-post change scores between yoga and physical education classes, and longitudinal data trends for each measurement instrument’s subscales from inception to conclusion. Overall, longitudinal trends in participant responses from Week 1 to Week 10 comparisons demonstrate a practical significance of gradual increases in improved student well-being in comparison to traditional physical education classes. Overall positive impacts continue to support overall improvement for students participating in Yoga as a form of physical fitness.

Background: Students of grade XII of vocational high school will take the final competency test of vocational skills in February-March 2026. They are required to pass the competency test so that this causes anxiety and tension in students of grade XII of vocational high school. Actions to overcome anxiety in students of grade XII of vocational high school can be done with pharmacological and non-pharmacological therapy. 5-finger hypnosis and a combination of deep breathing relaxation are non-pharmacological therapies that can reduce anxiety in students of grade XII of vocational high school. 5-finger hypnosis combined with deep breathing relaxation therapy will provide a calming effect on anxiety and tension experienced by students. Purpose: To determine the effect of 5-finger hypnosis and a combination of deep breathing relaxation on anxiety levels in students. Method: This type of research uses a pretest and post-test design. This study used a sample of 60 students of grade XII of SMK Sehati Karawang with 30 students given a combination of deep breathing and 5-finger hypnosis intervention and 30 students as control variables. Results: The results of the study showed a significant difference in anxiety levels before and after being given a combination of deep breathing relaxation and 5-finger hypnosis in students who were given the intervention. Conclusion: One effective non-pharmacological intervention for reducing adolescent anxiety is a combination of deep breathing relaxation and five-finger hypnosis. This therapy helps individuals achieve a relaxed state by imagining positive experiences, thereby reducing physical and psychological tension.

ABSTRACT Achieving equity in women’s literacy requires tackling specific difficulties through inclusive strategies that promote access, retention, and participation, thereby generating a positive social impact. This research examines the social value created by the international online volunteering program Aprendiendo Contigo (Learning with You), which provided reading comprehension support to a group of disadvantaged schoolgirls in Arequipa (Peru). In 2021, 82 volunteers participated, supporting 120 girls aged 7–17. The methodology combines a case study approach with a social return on investment (SROI) evaluation of social value. The findings allow for the identification and classification of outcomes generated by the program for each stakeholder, particularly improved access to learning for girls and adolescent students confined in their homes during the COVID-19 pandemic. The program fostered collaborative initiatives between the educational centre and the non-governmental organisation. This paper contributes to the limited literature on socio-educational experiences in the analysis of social value.

Yoga is reported to have a beneficial impact on mental well-being, thus improving attention. Research efforts have focused on understanding how yoga influences various aspects, such as short-term memory and self-esteem, particularly among adolescents. This study aims to investigate the effect of yogic techniques on short-term memory and self-esteem in school students. The study conducted at Srinanda High School in Bolpur, West Bengal, investigated the effects of asanas, pranayama, chanting, and meditation on short-term memory and self-esteem among school students aged 12-15 years. With a sample size of 40, comprising 14 males and 26 females, the study included physically and mentally healthy participants who had provided informed consent. The study employed a single-group pre- and post-design, where participants underwent assessments using the Trail Making Test (A & B) to measure short-term memory and the Rosenberg Self-Esteem Scale to assess self-esteem before and after engaging in yogic techniques. Significant improvements were observed in short-term memory among the participants after practicing yogic techniques for one and a half months. The P values for both components of the Trail Making Test (A and B) were less than .001, indicating enhanced memory function. However, a reduction in Rosenberg Self-Esteem Scale scores was observed post-intervention. These findings suggest that Yoga can be effective in enhancing the short-term memory of adolescents. In the future, longitudinal studies and randomized controlled trials should be conducted in this area to generalize the results. yoga, self-esteem, short-term memory, adolescents, school students.

Fatphobia is a form of discrimination that negatively impacts physical and mental health. Adolescents in health-related technical education are both exposed to and capable of reproducing fatphobia. This study aimed to analyze the perceptions of adolescent students in professional technical health courses regarding fatphobia and its relationship with social media. This qualitative study was conducted with 24 adolescents aged 14 to 18 years enrolled in Nursing and Aesthetics technical programs at a public technical school in Fortaleza, Brazil. Two focus group sessions were held, one for each program, using a semi-structured guide. Sessions were audio-recorded, transcribed verbatim, and analyzed using Descending Hierarchical Classification with the IRaMuTeQ software. The analysis sought to identify thematic patterns based on the frequency and association of textual segments. The study followed established qualitative reporting criteria to ensure transparency and rigor. Five thematic classes emerged: (1) Recognition and reproduction of fatphobia; (2) Experience of fatphobia; (3) Social construction of the "ideal body"; (4) The fat body and the reinterpretation of health; and (5) Influence of social media and use of digital filters. Students recognized the existence and harmful effects of fatphobia but also acknowledged reproducing stigmatizing comments and behaviors. Students demonstrated nuanced views about the relationship between body size and health, challenging weight-centered biomedical interpretations. Social media emerged as a powerful driver of unrealistic aesthetic expectations. Adolescents in technical health training recognize fatphobia as both an individual and structural issue, shaped by social norms and amplified by social media. Although they express empathy toward people with larger bodies, many simultaneously reproduce weight-stigmatizing practices. Technical-vocational schools represent formative spaces where fatphobia is simultaneously reproduced and questioned, making them key environments for integrating educational interventions that promote body diversity, challenge weight-based prejudice, and support the development of more inclusive future health professionals.

Self-compassion, mindful self-compassion intervention, and test anxiety in adolescent students: Combining latent profile analysis and network analysis

Effect of Acupressure Points on Pain Intensity and Distress among Adolescent Secondary Schools Students regarding Primary Dysmenorrhea

The current sex and relationship education (hereinafter SRE) provided to adolescent students presents two serious problems: it is scarce and lacks a feminist perspective—it is not framed within coeducation as a strategy for achieving equality between women and men. As we shall see, it does not address the human rights violations suffered by women, such as reproductive exploitation (‘surrogate pregnancy’, egg ‘donation’), sexual exploitation (prostitution, pornography) or child sexual abuse (CSA). In addition to all this, EAS is accused of promoting transgender queer ideology: workshops on diversity or sex-affectivity focus on ‘gender identity’ as an unquestionable truth. Meanwhile, in educational environments such as secondary schools, it is clear that young people and girls suffer symbolic and physical sexual violence. Without co-education, it is not possible to offer an EAS that contributes to the social equality that girls and boys deserve.

The objective of this study was to analyze the impact of mobile learning (m-learning) on strengthening the English language skills of adolescent students in northern Peru. A mixed approach was used, employing a quasi-experimental pretest-posttest design with a single group, complemented by a qualitative interpretive analysis. The intervention consisted of the use of educational mobile applications during regular English classes, integrated with active and contextualized teaching strategies. The sample consisted of 120 students from public schools in different cities in northern Peru, a region that faces structural challenges in terms of connectivity and equitable access to technological resources. The results showed significant improvements in the language skills assessed, with average increases of more than 3 points between the pre-test (M = 10.2, SD = 2.1) and the post-test (M = 14.0, SD = 2.0), highlighting greater progress in listening comprehension. It is concluded that mobile learning, when implemented with adequate pedagogical planning and adapted to the conditions of the local educational environment, is an effective tool for improving English proficiency in secondary school students. The importance of this study lies in the fact that it provides empirical evidence from a context that has been little explored in the international literature, highlighting the potential of m-learning as a strategy for reducing educational gaps and expanding access to learning experiences.

Digital technologies in recent times have grown exponentially, especially among adolescents, which has raised awareness of their possible adverse social and psychological effects, such as the emergence of online gaming addiction. This framework proposes family life satisfaction as a primary protective factor against online gaming addiction and as an indirect contributor to adolescent flourishing. This research provides a comprehensive model of family, social, and behavioral aspects of adolescent flourishing by examining the mediating role of online gaming addiction and the moderating role of peer victimization among adolescents. Using a cross-sectional research design, the current study allowed researchers to examine how different factors interact with one another among adolescent college students in the North Indian region. The hypotheses were supported, providing important new information about the intricate relationships between adolescent gaming habits, social factors (peer victimization), and family factors. Family life satisfaction was positively associated with adolescent flourishing and negatively associated with online gaming addiction, which revealed the protective effect of the variable against problematic behaviors. On the contrary, higher levels of gaming addiction were related to lower levels of flourishing, and peer victimization emerged as a significant risk factor, whereby adverse peer behavior was associated with higher levels of online gaming addiction and strengthened the relationship between family life satisfaction and gaming addiction.

This study investigated the relationships between adolescents’ school-related perceived financial pressure, mental well-being, and their relationship with their parents. A 27-item online questionnaire was designed with three subscales - perceived financial pressure, parent-adolescent relationship, and mental well-being - to examine this. A sample of 40 adolescent students in Auckland, New Zealand, was collected. Correlational relationships between the subscales were measured using Pearson’s correlation, and gender differences were investigated using the ANOVA test. The correlational tests revealed that there are significant negative correlations between perceived financial pressure and parent-adolescent relationship, as well as between perceived financial pressure and mental well-being. A positive correlation was identified between parent-adolescent relationship and mental well-being. No significant differences within these subscales were found between genders. The findings suggest that adolescent students’ stress related to academics is significantly influenced by how they perceive their parents’ financial situation. It is also suggested that financial stress places a strain on parent-adolescent relationships, as consistent with previous research. The results also give reason to assume that male and female adolescents in Auckland experience similar amounts of financial pressure.