Behaviour Of Primary School Children Research Articles

Factors related to oral health behavior among primary schoolchildren in rural Armenia

Abstract Background Oral health (OH) of children is very important for their physical and mental health and wellbeing. OH is known to be tightly linked to OH behavior. There is lack of studies on children's OH behavior in rural Armenia. This study aimed to measure OH behavior among primary schoolchildren in two villages of Armenia and identify factors associated with their desired OH behavior. Methods A cross-sectional study among schoolchildren and their primary caregivers (parents) was carried out in 2022 in Sardarapat and Mrgashat communities of Armavir province, Armenia. Overall, OH status of 400 schoolchildren was assessed by a dentist, and their parents participated in a telephone interview. The survey questionnaire included items on parent's OH knowledge, child's OH behavior and nutrition practices, and family's socio-demographic characteristics. Multiple linear regression model was fitted to identify factors associated with child's OH behavior score. Results The mean age of children was 8.3 years, and the mean age of their caregivers was 33.6 years. Children's mean OH behavior score was 1.8 of the maximum of 5 (i.e. 36% score); nutrition practice score was 6.0 of 14, and parental OH knowledge score was 6.9 of 9. Factors positively associated with child's OH behavior in the adjusted analysis included child's nutrition practice score (B = 0.07; p = 0.026), parent's OH knowledge score (B = 0.12; p = 0.002), higher than secondary education of parent (B = 0.22; p = 0.042), and family's higher than average living standards (B = 0.48; p = 0.051). Conclusions The study identified that OH behavior of primary schoolchildren in rural Armenia was poor. It could be improved through increasing the knowledge of parents on child's desired OH behavior and nutrition practices. An unexpected finding was the lack of association between children's OH behavior and objective measures of their OH - plaque index and DMFT (number of decayed, missing due to caries and filled permanent and primary teeth). Key messages • Rural children’s OH behavior in Armenia was mainly poor. To address this issue, parents should be educated on correct child care practices including child’s oral health and nutrition behavior. • Further research is needed to explain the reason of the lack of association between objective measures of child’s oral health (plaque index and DMFT) and child’s OH behavior score.

Evaluation of a school-based sun safety education program in Reunion Island, 2016–2017

BackgroundSun exposure, especially during childhood, is the main environmental risk factor for skin cancers. This study evaluated the impact of the school-based sun safety education program “Living with the Sun” on the knowledge and behavior of primary school children regarding sun safety in Reunion Island. MethodsThis multicenter, comparative intervention study was conducted in selected primary schools of Reunion during the 2016–2017 school year. The intervention consisted of an in-class slide-show presentation on sun safety, a teaching guide, and school trips during which children were offered sunscreen and were requested to wear sunglasses, a T-shirt, and a cap. The children completed a questionnaire before and after the intervention. The percentage of children wearing a cap in school playgrounds at the end of the school year was compared between paired intervention and control schools. ResultsSeven hundred children from 7 Reunionese schools completed the questionnaire before and after the intervention. There was a statistically significant improvement in children’s knowledge of sun safety, with differences between schools, teachers, school levels, and questionnaire responses. The percentage of children wearing a cap at the end of the school year was significantly higher in intervention schools compared to control schools. ConclusionsChildren’s knowledge and behavior regarding sun safety improved significantly as a result of the intervention.

Defender self-efficacy and defender behaviour in school bullying of primary school pupils: The role of perceived responsibility and sex

This study examined the relationship between bullying defender self-efficacy and bullying defender behaviour in primary school pupils and the role perceived responsibility and sex played in this relationship. Participants included 1 310 pupils from Chinese primary schools attending Grades 4 to 6 (boys = 47.7%, girls = 52.3%; mean age = 10.97 years, SD = 0.98 years, age range = 8 to 14 years). Participants completed the Defender Self-Efficacy Scale, the Perceived Responsibility Scale, and the Participant Role Behaviour Scale, respectively. Following structural equation modelling, the results indicated that bullying defender self-efficacy directly predicted bullying defender behaviour in the school pupils. Perceived responsibility strengthened the association between bullying defender self-efficacy and bullying defender behaviour partly in boys, while the association between bullying defender self-efficacy and bullying defender behaviour was higher in girls rather than boys. These findings show that prosocial behavior of primary school children from a collectivist culture is influenced by gender, so that gender is an important factor to consider when designing anti-bullying interventions for improved school citizenship.

Effectiveness of a Whole-of-School Approach in Promoting Physical Activity for Children: Evidence From Cohort Study in Primary Schools in Thailand

Purpose: This study aims to examine the effectiveness of a whole-of-school approach by using the 4PC model (Active Policy, Active People, Active Program, Active Place, and Active Classroom) in improving physical activity and reducing sedentary behavior of school children in Thailand. Method: We employed a quasi-experimental cohort design in which the intervention group was exposed to the 4PC model and control schools performed their regular routine. We followed the same students from 10 participating schools over a 2-year academic period (2017–2019) from primary school Grades 4–6. A total of 119 of 184 students in the intervention group, and 173 of 254 students in the control group were present in all five rounds of data collection and are included in the analysis. Results: Compared to students in the control group without the 4PC exposure, students in the intervention group accumulated an additional 19–25 min of physical activity time and experienced a 31-min reduction in sedentary time. Conclusion: As a whole-of-school approach, the 4PC model was effective in increasing physical activity and reducing sedentary behavior of primary school children in Thailand.

Formation of Olympic values in younger schoolchildren within the educational process in institutions of general secondary education in Ukraine

The terms "Olympic education" and "Olympism" cover a variety of educational initiatives aimed at children and youth in general secondary education. The article presents a critical analysis of these initiatives, as well as a review of the relevant secondary literature, including a small but significant number of studies that develop a genuine critique of Olympic education and Olympism. The history of the Olympic movement is partially revealed and identified with the development of the educational space surrounding idealistic Olympic education, with an emphasis on the generally undeniable value of Olympism as a key tool in character formation. The program for introducing Olympic values into the educational process of Ukrainian schoolchildren is considered, and the hidden and explicit corporate messages embedded in these materials are identified. The authors looked at the educational program of educational institutions that try to challenge the hegemony of the Olympic industry in educational institutions to study how the pedagogical process works in general secondary education institutions. This is a scientific novelty of our time. Olympic education, combining the ideas of universal values, offers various methods of their realization.
 Purpose: to analyze the implementation of an educational program based on the principles of Olympism in the educational space of general secondary education institutions. Conclusions. If Olympic values are reflected in the behavior of primary school children, it can be assumed that the educational process has achieved results, and that the pedagogical process of Olympic education ensures the development of the Olympic movement.

ЗНАЧЕННЯ УКРАЇНСЬКОЇ ЕТНІЧНОЇ КУЛЬТУРИ ДЛЯ ФОРМУВАННЯ ЕКОЛОГО-ОРІЄНТОВАНОЇ ПОВЕДІНКИ МОЛОДШИХ ШКОЛЯРІВ

The article identifies the importance of Ukrainian ethnic culture for the formation of environmentally-oriented behavior of primary school children. The ecological and educational potential of Ukrainian folk culture and pedagogical experience of its use are clarified; the essence of the concepts "Ukrainian ethnic culture" (culture created by the Ukrainian ethnic group for a long historical time, passed down from generation to generation), "tradition" (a concept that defines various forms of past influence on the present and future of the Ukrainian people), "custom", Ukrainian folk remedies and methods of influencing the personality of primary school children are identified and characterized. The peculiarities of ecological traditions of the Ukrainian ethnos are determined, which are combined into two types: 1) based on reason and appropriate motivations in the form of desire for good, duty, justice, respect for natural rights, 2) traditions based on feelings and motivation in the form of sympathy, pity, love, care, etc. The concept "custom" (involvement of people in the social and cultural experience of the Ukrainian people and its transmission from generation to generation) regulates relations between people, maintains community cohesion.

Knowledge, Attitude, Risk Perception, and Health-Related Adaptive Behavior of Primary School Children towards Climate Change: A Cross-Sectional Study in China

Children are disproportionately affected by climate change while evidence regarding their adaptive behavior and relevant influencing factors is limited. We attempted to investigate health-related adaptive behavior towards climate change for primary school children in China and explore potential influencing factors. We conducted a survey of 8322 primary school children in 12 cities across China. Knowledge, attitude, risk perception, and adaptive behavior scores for children were collected using a designed questionnaire. Weather exposures of cities were collected from 2014 to 2018. We applied a multiple linear regression and mixed-effect regression to assess the influencing factors of adaptive behavior. We also used the structural equation model (SEM) to validate the theoretical framework of adaptive behavior. Most children (76.1%) were aware of climate change. They mainly get information from television, smartphones, and the Internet. A 1 score increase in knowledge, attitude, and risk perception was associated with 0.210, 0.386, and 0.160 increase in adaptive behavior scores, respectively. Females and children having air conditioners or heating systems at home were positively associated with adaptive behavior. Exposure to cold and rainstorms increased the adaptive behavior scores, while heat exposure had the opposite effects. The SEM showed that knowledge was positively associated with attitude and risk perception. Knowledge, attitude, and risk perception corresponded to 31.6%, 22.8%, and 26.1% changes of adaptive behavior, respectively. Most primary school children in China were aware of climate change. Knowledge, attitude, risk perception, cold, and rainstorm exposure were positively associated with health-related adaptive behavior towards climate change.

The effect of active breaks on cognitive performance and classroom behaviour: the I-move study

Abstract Background Active Breaks (ABs) intervention involves short bouts of moderate to vigorous physical activity (MVPA) conducted during or between curricular lessons by the appropriately trained teachers. The aim of the Imola Active Breaks Study (I-MOVE study) was to evaluate the effect of an ABs intervention on cognitive function and classroom behaviour in primary school children. Methods The study was quasi-experimental, and it involved two groups attending a primary school in Imola (Bologna, Italy). The Active Breaks group (ABsG) performed the I-MOVE protocol consisting in 10 minutes of ABs divided in warm up, tone-up with high intensity interval training and cool-down. This is repeated three times a day for one year and half. The control group (CG) continued with regular lessons. The baseline assessment was conducted in October 2019 and the follow-up in May 2021. Cognitive performance was assessed using working memory test and classroom behaviour was monitored using an “ad hoc questionnaire”. Results Working memory performance increased significantly more in the ABsG (change: 1.30±1.17) than in CG (0.96±1.20), p < 0.05. Almost the entire sample of the children wanted to continue with this intervention in the next following year. Children reported improvements in their school-life quality, including feeling better in class (75.40%) and in school (82.50%) when using ABs. Improvements were also reported in children time-on-task behaviours: 52.90% said they work easily in class, 52.90% that they could listen more clearly, 58.80% reported they can stay seated easily, and 59.60% that they learned better and were more focused after ABs. Conclusions In conclusion the program has proven to be very effective on the children's cognitive improvement and classroom behaviour. Since the ABs intervention demonstrates these positive effects, its implementation in schools can have a beneficial, sustainable and long-term impact on childhood health. Key messages • ABs intervention represents a cost-effective strategy to be implemented in the school settings regardless of the age and sex differences, to make the school a more dynamic environment. • Despite the pandemic difficulties, the ABs intervention proved to be sustainable, and to have a positive effect on classroom behaviour by improving children’s concentration and attention in class.

Efficacy of school-based intervention programs in reducing overweight: A randomized trial.

Childhood obesity represents a serious public health problem and this study evaluates the effectiveness of a 6-month educational intervention on lifestyle, nutrient adequacy, and diet quality in the school setting in improving the knowledge and behavior of primary school children regarding correct eating habits. The strategy was implemented over a 6-month period and participants were randomly assigned to either the intervention group (n = 200) or the non-intervention group (control group, n = 197). Participants had a mean body mass index of 18.3 ± 2.7 kg/m2 and its variation in the intervention group (−2.7 ± 0.5 kg/m2) was significantly different from that in the control group (3.41 ± 0.8 kg/m2). In the experimental group, there were significant differences between the proportion of children who were overweight, underweight, normal weight, or obese before and after intervention (p < 0.05). The best results were seen in the female sex, and after the intervention, there were no more girls with obesity. Furthermore, there were significant waist circumference decrement effects in the intervention group compared to the control group (p < 0.05). Finally, many of the participating children acquired healthy eating habits. Therefore, the quantitative results obtained suggest that a school intervention program represents an effective strategy to prevent and improve the problem of childhood overweight and obesity.

Home learning environment and out-of-home activities: their relations to prosocial behaviour and peer relationships in primary school children

There is consensus that child socio-emotional development is influenced by various contexts, such as the family one. Research on influencing factors on child socio-emotional skills mainly investigated the effects of home learning environment, whereas the effects of out-of-home activities were often analysed mainly in samples of adolescents. The present study aimed to shed light on effects of preschool home learning environment and out-of-home activities on two facets of socio-emotional skills at the beginning of primary school: Prosocial behaviour and peer relationships. The information on the child prosocial behaviour and peer relationships at preschool age was included with the aim to control for most of the differences across children. Using data from a large sample of children (N = 1,818; Mage = 7.08 years, SD = 0.15; 49.9% girls), results of regression analyses show significant effects of out-of-home activities on prosocial behaviour after controlling a range of child- and family-related influencing factors on prosocial behaviour as well as prosocial behaviour at preschool age. The effects of home learning environment were significant after controlling a range of child- and family-related influencing factors on both facets of socio-emotional skills but became nonsignificant after taking into account respective behaviour at preschool age. The results of the present study suggest that fostering participation in out-of-home activities might contribute to an increase of prosocial behaviour in primary school children.

The Current Status of Public Playground Safety and Children's Risk Taking Behavior in the Park: Nakhon Si Thammarat Province, Thailand.

The playground is perhaps the one area where school children feel like they can roam free, and public playgrounds provide many learning opportunities through different types of play. A cross-sectional descriptive study is presented with the objective of studying playground safety and the play behavior of primary school children at a park in Nakhon Si Thammarat Province, Thailand. The total number of playground equipment pieces was 22, the sample group of children was 362 children, and the data were collected using a playground safety survey and an observation form on playground play behavior. Data were collected from 2017 to 2018 and were analyzed using descriptive statistics including frequency, average, and standard deviation. The research showed that: (1) the most common defects of playground equipment included the material selection, the distance of the stair steps, and the height of the playground equipment; (2) the lack of awareness of children in terms of using the playground equipment safely; and (3) the three top risks in the play behavior of children were not checking equipment or toys before play, playing on the equipment over-adventurously, and playing on the equipment carelessly with friends. Related government agencies should provide support and management for playground areas and playground equipment by continuously implementing equipment checks, improvements, and repairs.

Reduction of aggressiveness level of children with hearing impairment in inclusive education

A high level of anxiety in children of primary school age with hearing disorders affects their communicative and emotional sphere, reduces motivation for learning and development. The article defines the phenomenon of aggressiveness. The signs and causes of aggression of children with hearing impairments in primary school are presented. The methods of psychological and pedagogical treatment that correct the aggressive behavior of primary school children with hearing impairments are introduced. The concepts of sand therapy, relaxation and art therapy are revealed. The possibilities of game therapy in working with younger schoolchildren are explained. Diagnostic research methods, such as the observation method, the "Self-portrait" method by A.Karelin, the "Hand testing” method by E. Wagner, Benevolskaya's questionnaire for teachers were performed.&nbsp; The performance of a teacher-psychologist in schools with inclusive experience include 4 areas: advisory, diagnostic, informational-educational and developmental. The article also defines the necessity and effectiveness of psychological and pedagogical correctional work in order to reduce aggressiveness in children with hearing impairments.&nbsp; The program of psychological and pedagogical correction of aggressive behavior in younger schoolchildren was proposed, edited and tested by authors of the article. Reduction in the aggressiveness of younger schoolchildren with hearing impairments who took participation in experiment confirmed the effectiveness of the program, which allows it to be used by modern psychologists and teachers in inclusive education. Key words: inclusive education, students with hearing impairment, children with special needs in learning, child aggressiveness, psychological and pedagogical correction.

Child Pedestrian Safety: Study of Street-Crossing Behaviour of Primary School Children with Adult Supervision

Road traffic accidents are the primary cause of injuries and fatalities among children. The current study focuses on children’s (un)safe crossing behaviour in a real traffic situation accompanied by an adult at a crosswalk in front of their school. The study aims to investigate if there are differences in crossing behaviour related to road infrastructure (i.e., one-way and two-way street, elevated and non-elevated street crossing), the gender of the child, and the effect of the accompanying adult’s behaviour on the child’s crossing behaviour. Primary school children from two urban schools in Flanders (Belgium) were observed for three days while crossing the street in front of their school in the morning and afternoon. A total of 241 child–adult pairs were observed. Descriptive analysis, Pearson chi-square tests, and binary logistic regression models were used to find differences between groups. More than half of the crossings exhibited two or more unsafe behaviours. Not stopping at the curb before crossing was the most unsafe behaviour, exhibited by 47.7% of children; not looking for oncoming traffic before and during the crossing was the second most unsafe behaviour, exhibited by 39.4% of the children. The only difference between boys’ and girls’ crossing behaviour was in stopping at the curb with girls 1.901 times more likely to stop before crossing as compared to boys. Adults holding hands of the child resulted in safer behaviours by children. The children not holding hands displayed significantly riskier behaviour in running or hopping while crossing the street and being distracted. The study reinforces the need to improve the transportation system through infrastructural interventions (elevated crosswalks), as well as educating and training children and the parents on safe crossing behaviour in traffic.

OVERCOMING OF AGGRESSIVE BEHAVIOR OF PRIMARY SCHOOL CHILDREN THROUGH FAIRY TALE THERAPY

The article provides definitions of aggression, the causes of its occurrence, as well as fairy tale therapy as a means of overcoming aggressive manifestations. A research was conducted to study the psychological characteristics of the aggressive behaviour of younger schoolchildren. The formative linear experiment was used. The method for diagnosing aggression Bass-Darky and Rosenzweig's test of measuring the aggressiveness were carried out. In the aggressive behavior of primary school children is dominated by negative and indirect aggression; verbal and physical aggression are moderately manifested; auto-aggression, insult and suspicion are weakly expressed. More than half of primary schoolchildren have a high level of aggressiveness. In the vast majority of pupils, aggressive reactions are directed to the environment, that is, the orientation of aggression is extrapunitive. In about a quarter of pupils, the orientation of aggression is impunitive, for what happened they attribute the blame to the situation. The weakest expression has the intrapunitive orientation of aggression, when the child considers himself responsible for the event. To overcome the aggressive manifestations of primary schoolchildren, a training program was used, in which therapeutic tales and training exercises were included. If before applying a training program for overcoming agressiveness, aggressive reactions of most younger schoolchildren were directed at others, and they considered others to be responsible for solving the problem, then after implementing the training program the results of the retest show that there has been a sharp increase in the rate of intrapunitive aggression. That is, children began to count, that the solution of the problem depends more on the person, and in case of failure, the person should blame not the other, but own identity. Therapeutic fairy tales are an effective way to overcome the aggressive behaviour of children in educational institutions.

Psychological and pedagogical prevention and correction of non constructive forms of behavior of primary schoolchildren

The article provides data from a theoretical analysis of studies of non-constructive forms of behavior of schoolchildren. Over the past few years, domestic and foreign scientists have noted a significant increase in the manifestation of aggressive tendencies in the school environment. An analysis of scientific psychological and pedagogical literature shows that most studies on aggressiveness and aggression, manifestations of violence in the educational environment are devoted to adolescence. If earlier aggressiveness was a characteristic feature of adolescence, then at present manifestations of aggressiveness are becoming relevant already for pupils of primary school age. The problematic field of theoretical and applied research and its relevance is determined by the contradictions between: (a) the need of society indicated at the state level for the implementation of civil and spiritual and moral education of children, on the one hand, and insufficient theoretical and technological development of the problem of psychological and pedagogical prevention and correction of non-constructive forms elementary school behavior; (b) requirements for the formation of civil and spiritual and moral consciousness and the level of its scientific and methodological support in the education system; (c) the possibilities of developing an effective program of psychological and pedagogical prevention and correction of non-constructive forms of behavior of primary schoolchildren and its implementation in practice. The purpose of the psychological research is to develop the theoretical and methodological foundations of the content and practical ways of introducing a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. In the theoretical and empirical part of the study, the authors use an integrated methodology, qualitative and quantitative research methods. An integrated approach makes it possible to design and test a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. This article presents the results of the search-theoretical stage of the study, which included first grade students (58 people), their parents and teachers. The conducted theoretical and empirical research allowed to generalize well-known research projects on the problem of manifestation of aggression and aggressiveness, which were carried out by domestic and foreign scientists. Develop a program for diagnosing the forms and causes of the manifestation of aggression, aggressiveness and violence in children's school groups; to conduct a primary diagnosis of the severity of individual psychological characteristics of younger students (self-esteem, anxiety and behavioral reactions in critical situations), which cause aggressive reactions in the behavioral repertoire of junior schoolchild

Formation of the foundations of the culture of safe behavior of primary school children as a pedagogical problem

Formation of the foundations of the culture of safe behavior of primary school children as a pedagogical problem

Patterning types of aggressive behaviour of primary school children with speech disorders

In order to understand the relationship between speech disorders and aggressive behaviour, the dependence of aggressive behaviour in young school-age children on their speech disorders was studied experimentally. The study had 286 children (6 to 10 years old), 57% of them with typical psychophysical development and 43% with speech disorders in Ukrainian schools. According to the results of the summary of the scientific methods, there have been discoveries of three types of aggression and six subtypes of aggression and also their features: the self-regulating type of aggression incorporates the controlled and the competitive subtypes; covert type – defensive and depressive; behavioural type – demonstrative and physical. The findings indicate that the more complex the speech disorder is, the greater the manifestation of depressive, demonstrative and physical aggression is. The more complex the state of aggression is, the harder it is to realize it. A child cannot always overcome such states on his/her own; therefore, he/she needs co-education, adult assistance.

Excessive gaming behaviour in primary school children in Belgium

Abstract Background The use of electronic devices (smartphones, laptops,...) has gradually become a common activity among primary school children. Especially children's excessive use of elec-tronic games has been increasingly considered an important Public Health issue. This study explored the effects of personal and social factors on gaming behaviour in primary school children. Methods A survey was conducted in primary school children in Flanders (Belgium), 2016. Overall 8,444 children, mainly 9 to 11 years old, were included. First, descriptive and bivariate analyses were conducted. Subsequently, a multinominal logistic regression was performed to analyse gaming behaviour. Results Overall, 27% (n = 2,277), 25% (n = 2,108), 29% (n = 2,453) and 19% (n = 1,606) of the participating children showed a low, moderate, frequent and very frequent level of gaming behaviour, respectively. Gender differences were statistically significant, with boys showing more moderate, frequent and very frequent gaming behaviour. Further, chances for gaming were higher among children with a more frequent consumption of high sugar content soda, chips and candies. Conclusions More frequent gaming in boys can already be observed in primary school. How-ever, further research is needed to explore the development of this behaviour over longer time periods. Further results might provide useful information for developing effective prevention strategies concerning excessive gaming behaviour among primary school children. Key messages Excessive gaming behaviour is already present in 9 to 11 years old children. It might be useful to develop effective prevention strategies regarding excessive gaming in primary school children.

THE IMPACT OF SCHOOL ENVIRONMENT PRESSURES ON AGGRESSIVE BEHAVIOR DIRECTED TOWARDS OTHERS IN PRIMARY SCHOOL CHILDREEN

The study aimed to identify the relationship between environmental pressures and aggressive behavior in children of primary schools, and to identify the relationship between the environment of the house and the school and the family environment and the emergence of aggressive behavior in children. In order to achieve the objectives of the study, a 100-sample sample was distributed to the primary schools in Cairo Governorate. The sample was selected equally between the East Cairo Department, the West Cairo Department, the North Cairo Department, and the South Cairo Administration. As for methodological procedures, the researchers used Behavioral Theory the descriptive approach was used using the social survey method. The results of the study found that the higher the percentage of environmental pressures on children, the higher the aggressive behavior of primary school children. The environmental pressures were divided into the pressures of the school environment, the pressures of the housing environment, social pressures and economic pressures. Yes, (26%) to a certain extent, (23%) no, which means that a high proportion of primary school children suffer from the pressures of the school environment. Aggressive behavior directed at others to the total sample is relatively significant (49%). Yes, (13%) to a certain extent (38%), This means that the proportion of aggressive behavior directed at others in primary school children is high and that there is a direct correlation between environmental pressures and behavior Aggression whenever the percentage of environmental pressure with the percentage of aggressive behavior in children of primary schools. The study recommends programs to modify behavior and overcome aggression in children periodically in primary schools, Organizing seminars for parents to identify the causes of aggressive behavior and its association with environmental pressures and how to overcome it, allocate different sports activities and activate the share of sports activity for children in primary schools, and also recommend planting and planting flowers around the schools to increase the percentage of oxygen and absorption of negative energy in children, and also activating the role of psychologist Within the primary schools in order to overcome the aggressive behavior of children and follow up their behavior and modification.

The key to risk communication success. The longitudinal effect of risk message repetition on actual self-protective behavior of primary school children

In the current study, the effect of repetitive risk messages on actual self-protective behavior in both the short- and long-term was tested. The research took place in the Risk Factory, a state-of-the-art safety-education-center in which children (age: 9–13) experience real-life-risks first hand and learn how to deal with dangerous situations. We assumed that risk message repetition increases the level of self-protective behavior to a larger extent than providing only one single risk message or than providing no risk message at all. We chose a behavioral training (active risk-communication) as research indicates that this form is more effective in increasing self-protectiveness than standard-passive techniques of risk communication. In our study among primary school children in the Netherlands (N = 265, Mage = 11.4 years), we tested the added predictive value of repeating risk messages via a serious game over and above the effect of the Risk Factory behavioral training (behavioral training repetition vs. behavioral training vs. no information) on self-protectiveness directly following and 3 months after the interventions. The self-protective behaviors measured in this study were related to “responding to an air aid alarm”, “how to deal with undesired behavior from others on the internet” and “when/how calling the Dutch emergency number (112)”. As expected, risk message repetition led to a significant increase in intentions to engage in as well as actual self-protective behavior on the short- as well as long-term. Respondents receiving risk message repetition showed significantly more risk mitigating behavior shortly after and three months after receiving the risk messages than respondents receiving a single risk message or no risk message. This study demonstrates that risk message repetition is beneficial when trying to enhance the resilience of primary school children.