Life Of Schoolchildren Research Articles

Educational needs of school health teachers caring for students with type 1 diabetes: An analysis using the Borich needs assessment and the locus for focus models

Purpose: The aim of this study was to identify educational priorities to ensure school health teachers’ competencies in managing students’ type 1 diabetes.Methods: A secondary analysis of the data from a cross-sectional study involving 188 health teachers was conducted. Fourteen specific competencies were identified through a literature review. Using paired t-tests, differences between knowledge levels and perceived importance were analyzed. The Borich needs assessment measured the gap between knowledge and perceived importance, and the locus for focus model presented the priorities.Results: Of the participants, 75.5% (n=142) had experience caring for students with type 1 diabetes. The discrepancy between perceived importance and knowledge level regarding the “management of the latest diabetes devices” was found to be the most significant difference (t=18.36, p<.001). High-priority competencies revealed by the Borich needs assessment and the locus for focus models included “latest guidelines,” “emergency management,” and “dietary management.” Prioritization differences were noted for the competencies “management of the latest diabetes devices,” “unique issues during the school life of children,” and “psychological issues;” the differences were dependent on the health teachers’ experience managing students with type 1 diabetes.Conclusion: An educational program for health teachers is needed to enhance their competencies in managing the latest diabetes devices, handling emergencies, addressing unique issues, and staying informed about the latest insights on type 1 diabetes. Tailored education should be provided based on health teachers’ experience in managing students with type 1 diabetes.

Association of family meals with sleep and quality of life in Japanese preschool and elementary school children: A cross-sectional study

ABSTRACT Sleep is crucial for children’s health and eating habits. The decline in family meals has raised concerns about its impact on children. Previous research indicated associations between family meals and psychological health and dietary habits, but their relationship with sleep behavior is less understood. This study examined the association between family meals (breakfast and dinner), sleep patterns, and quality of life among Japanese preschoolers and elementary school students (1st to 3rd grade). The cross-sectional study involved 6,177 children aged 3–8 years in Japan. Mothers completed an online survey on family meal habits, sleep patterns, and the KINDL-R questionnaire to assess quality of life. Results showed that family meals were associated with sleep behaviors and KINDL scores. Multiple regression analysis indicated that family breakfast was associated with earlier bedtime and wake-up time, shorter weekend sleep duration, reduced social jet lag, and a morning chronotype, as detected by the Munich ChronoType Questionnaire. Family dinners were linked to later sleep and wake-up times and an evening chronotype. Family breakfast and dinner were associated with higher KINDL scores, with dinner having a stronger positive impact. These findings underscore the significance of family meals in associating sleep patterns and quality of life among Japanese children.

School Experiences in the Disease Management of Children With Celiac Disease: A Qualitative Study.

This study was conducted to examine in depth the disease management experiences of school-age children with celiac disease and the effects of family, friends, and teachers on disease management at school. The study employed a qualitative research method using the phenomenology design. Face-to-face, semi-structured, in-depth interviews were conducted with children (n = 14) with celiac disease. The transcripts were analysed using a phenomenological approach and an inductive process. Three main themes were identified: Individual, Institutional, and Environmental. It was observed that children adapted better to the celiac diet as they got older, but they had difficulty adjusting to the diet in the school environment. In addition, it was found that school-age children had challenges in diagnosing the disease and finding products suitable for the diet in a rural city with limited facilities. It was determined that the approaches of peers and teachers throughout the child's school life affected the disease management levels of children. The study reveals the emotional, cognitive, and behavioural difficulties that children face while adapting to celiac disease and diet, especially in the school environment. The results emphasize that school-age children with celiac disease should not be ignored and that the school nurse plays an essential role in this process.

Social Inequalities and Geographical Distribution in Caries Treatment Needs among Schoolchildren Living in Buenos Aires City: A Cross-Sectional Study.

Caries experience in Argentine children is quite high and no national data are present. This cross-sectional observational survey aimed to assess the oral health status of schoolchildren in Buenos Aires (CABA) using CTNI and to evaluate the ecological association between health inequalities and caries prevalence. Data were collected, via a clustered procedure, during the 2016-2018 school years. Children were examined at school to determine dental status according to the CTNI performed under standardized conditions, using light, dental mirrors, WHO probes and magnification (2.5×). Secondary sources were used to acquire socio-demographic and epidemiological data. A hierarchical cluster analysis was carried out with the municipalities of the CABA as the dependent variable and the socio-demographic factors. The study population consisted of 62,904 schoolchildren, 43,571 of whom were enrolled into the study. Total caries prevalence was 67.78% while severe caries prevalence was 28.29%, which was statistically associated with the year of the survey (p < 0.01). Four territorial conglomerates from a socio-epidemiological standpoint outline homogeneous areas of social risk; cluster 1 had the highest social risk. The prevalence of severe caries (CTNI 7-14) was highest in cluster 1 (44.7-53.2% of the population). The social inequalities between municipalities of the CABA were statistically associated with high inequalities in oral health needs.

The impact of digital devices on the mental and physical health of primary school children: systematic review

The use of digital technology has permeated the lives of elementary school children, affecting aspects of their mental and physical health. While these technologies offer various benefits, there are concerns about their negative impacts such as anxiety, sleep disturbances and decreased physical activity. This study aims to evaluate the impact of digital devices on primary school children's mental and physical health through a systematic review. Using the PRISMA method, literature from PubMed, and Scopus was selected based on quality, relevance, and completeness of data. Of the initial 150 publications, 7 articles were relevant after being pre-analyzed. The results showed that physical activity is important for the health of children who actively use digital devices. Some active apps and video games increase physical activity and emotional well-being, but excessive use may pose a risk for anxiety, depression and obesity. Digital device use affects the mental and physical health of primary school children. The conclusion of this study is that parents and educators should supervise the use of digital devices to reduce negative impacts and optimally utilize technology to support children's development. Keywords: Digital technology; Mental health; Physical health; Elementary school children

Health promotion and child obesity in the daily life of school children and families

Objectives: to understand the daily life of families of boys and girls in pre-school and basic education in a school in the Barranco Amarillo sector, Magallanes and Chilean Antarctic Region; to know the experience of care related to the prevention of childhood obesity and the promotion of the health of their families. Method: qualitative, descriptive-exploratory study, based on the Comprehensive and Daily Sociology of Michel Maffesoli, with the participation of twelve families. Results: families have knowledge about good health, trying to eat healthy, but it is difficult for them to apply them because they do not find an appropriate routine, due to the higher cost of healthy foods, sedentary lifestyle, and the preference for fast foods, among others. Conclusion: it is necessary to establish intervention strategies in the prevention of childhood obesity, focusing on health promotion, for a dignified and healthy life.

Features of achieving mutual understanding in the relationship of the child with parents regarding the educational process

The stages of establishing interaction between parents and children, which are important in the process of forming mutual understanding is considered in the article. The socio-psychological tools for studying the conditions of mutual understanding in parent-child relations in the conditions of reforming school education during the war are characterized. The study results of cognitive, emotional and behavioral components are analyzed and the hypotheses of these results are presented. It was found that in adolescents the emotional component is more intense than the motivational and cognitive one. The reason for that may be the adolescents age characteristics. According to the results of the study, an analysis of the main research lines of statistically significant interaction between the parents’ interest in a child's success and their ability to motivate their children to learn; between emotions which a child feels being with parents and the real amount of time spent communicating with them, etc. The results of the questionnaire show that parents communicate little with children, but the children themselves are not always ready to go on a frank conversation with their parents and tell them about school life or relationships with friends. The moderators on whom the above-mentioned relationships may depend on are defined, they may be: the child's age, the experience of parents, the parenting style, the involvement of parents in the school life of children, etc. The respondents who participated in the study (place of residence, age, class, gender, etc.) are characterized. The correlation analysis which shows the relationship between the studied components was conducted. It is determined that in order to improve the results of the educational process, it is necessary to establish mutual understanding in parent-child relations and support of adolescents from parents.

Epilepsia de ausencias infantil y juvenil y comorbilidades asociadas

IntroductionAmong the idiopathic generalized epilepsies, absence epilepsy is the most prevalent type. They can be associated with cognitive, behavioral, or psychiatric disorders. ObjectiveTo describe the clinical and electroencephalographic characteristics, as well as the comorbidities, in children under 18 years old who had childhood and juvenile absences epilepsy. Patients and methodsRetrospective, single-center, observational study in a referral center for 8 years. ResultsOf the 103 patients, 67 were female (65%). The median age of the first crisis was 7 years. Forty-four percent of patients had a personal history of seizures, and half had a family history of epilepsy. Learning disorders were present in 21% of the patients; 14% had associated attention-deficit hyperactivity disorders, and 11% had both. Anxiety and depression were found in 10% of children. The electroencephalogram, in most cases (68%), presented abnormal activity. The most used drug was valproic acid. ConclusionBehavioral, cognitive, and psychiatric comorbidities are common in children with childhood and juvenile absence epilepsy, so an active search for these disorders is required in order to achieve timely treatment and reduce the impact on the school life of children and adolescents.

Study on the management of extracurricular activities and their contribution to improving training quality

For the development of an efficient management in the contemporary school, based on a modern value system and the valorization of the pupil’s personality, an important role in the educational system is played by extracurricular activities, which can contribute to the development of the student, strengthen the relationship between children and parents, but also mitigate the impact of undesirable phenomena, such as, for example, school dropout. In this article, the author exposes the analysis of the results of sociological research, which explores the ability of extracurricular activities to contribute to increasing the quality of training. It analyzes that compartment, which reveals extracurricular activity through the prism of the opinions of parents and tries to highlight the need to attract them as important actors in the school life of children.

Effects of school-based occupational therapy program for children with disabilities in elementary school in Korea: a case study

BackgroundThe purpose of this case study was to explore the effects of a school-based occupational therapy on children’s attention, school adaptation, sensory processing, and motor function for children in special classes in elementary school in Korea.Case presentationThe subjects of this study were a 7-year-old boy with autism spectrum disorder and a 9-year-old girl with intellectual disability. The school-based occupational therapy program consisted of 10 sessions and was conducted once a week for an hour and a half. The program consisted of classroom activities, use of school facilities, emotional management, and activities based on sensory integration, and was conducted as individual and group programs according to sessions. As a result of the study, all improved when the pre- and post-scores of the two children’s attention assessment, school adjustment scale, sensory processing evaluation tool for the children in school and BOT-2-SF were compared.ConclusionsAlthough the results from two cases cannot be generalized, the findings suggest the school-based occupational therapy program may help a positive effect on the school life of children with disabilities. Further investigation is necessary.

Relationship between body mass index, fundamental movement skills, and quality of life in primary school children

Background: Obesity in children is a serious public health problem, affecting their physical health and quality of life. Fundamental movement skills (FMS) have been suggested to play an important role in reducing the risk of obesity in primary school children and improving their health-related quality of life (HRQoL). Objectives: This study aims to investigate the relationship between body mass index (BMI), FMS, and HRQoL in primary school children. Methods: 193 primary school children (81 boys, 112 girls) aged 6 to 8 years were included in this cross-sectional study. Weight and height, FMS, and HRQoL were measured using BMI percentiles, the Test of Gross Motor Development, Second Edition (TGMD-2) including the object control, locomotor subtests and the total gross motor quotient, and the Pediatric Quality of Life Inventory (PedsQLTM) respectively. Results: There was a negative significant correlation between BMI and gross motor quotient, and between BMI and the locomotor subscale of the TGMD. There was also a negative significant correlation between BMI and the PedsQL scale. There was a positive significant correlation between TGMD and PedsQoL scales. According to linear regression analysis, BMI significantly predicted TGMD gross motor quotient and PedsQL total score. In addition, the TGMD gross motor quotient significantly predicted the total PedsQL score. Conclusion: Mastery of FMS might be an important factor in avoiding obesity and improving HRQoL in primary school children.

Why Breakfast should be an important meal among school children life?

Why Breakfast should be an important meal among school children life?

Effectiveness of a culturally specific school-based cognitive-behavioural group therapy for primary school children with anxiety problems in Hong Kong

ABSTRACT This study explores effective outcomes of a social worker-delivered, culturally adapted school-based cognitive-behaviour group to improve anxiety symptoms among primary school children in Hong Kong. Pre- and post- scores of the intervention groups were compared with waiting-list control groups using repeated measures ANOVA. A statistically significant reduction in anxiety level was evident in the treatment groups compared with the control groups. This article concludes by identifying policy and practice measures that could reduce anxiety and improve the lives of primary school children in Hong Kong.

Assessment and indicators of hallux limitus related with quality of life and foot health in school children.

Functional Hallux Limitus (FHL) is a dynamic foot dysfunction characterized by a limitation of hallux dorsiflexion when the first metatarsal head is under load. FHL plays a role in the development of osteoarthrosis in the first metatarsophalangeal joint (IMTPJ). Forefoot disorders can significantly impact an individual's quality of life, leading to dysfunction and pain. The aim of this project was to evaluate the quality of life of school-aged individuals with and without FHL using the Foot Health Status Questionnaire (FHSQ). A case-control study was conducted to evaluate the outcomes in paediatric age. A total sample of 116 children between 6 and 12 years old was used to conduct this research. The sample was divided into two groups: (i) the healthy group (n = 58) and the FHL group (n = 58). The FHSQ was completed and the FHL test was performed in a seated position to classify the patients into the selected group. Non-significant changes were observed when the mean values of the FHSQ domains were compared between the groups with and without FHL, except for the "general foot health" domain (p = 0,024) associated with the specific foot health section (section 1) of the Questionnaire. For the domains linked with the general well-being section (section 2), there was not a statistically difference in the mean of the scores obtained between the two school-aged groups with and without FHL, being slightly lower in the group with the presence of FHL for the overall health and physical function domains. Both the healthy and case groups obtained and identical range of scores (10-100) for the "foot pain" domain. Nevertheless, the mean of the score was lower for the participants with FHL. The perception of the quality of general foot health was poorer in the school-aged group with FHL. Variables such as foot pain and footwear are likely contributors influencing the perception of foot health quality. The school-aged population with FHL faces a decline in the quality of foot life. Ensuring adequate foot control in children and implementing future foot programs for this population are imperative for enhancing school children's perception of foot health and managing the development of pain and footwear-related issues.

Steps per day and health-related quality of life in schoolchildren: the mediator role of cardiorespiratory fitness.

To analyse the relationship between steps per day and health-related quality of life (HRQoL) and cardiorespiratory fitness (CRF) and to examine whether the relationship between steps per day and HRQoL is mediated by CRF in schoolchildren. This was a cross-sectional study including 501 schoolchildren (aged 9-12years, 47% girls), from Cuenca, Spain. Steps per day were measured using the Xiaomi Mi Band 3 Smart Bracelet, HRQoL was estimated by the KIDSCREEN-27 questionnaire, and CRF was assessed using the 20-m shuttle run test. Analysis of covariance and multivariate analysis of covariance models showed that children with a higher mean number of steps per day (> 9000 steps/day) had better HRQoL (global score, and physical and psychological well-being) and higher CRF levels than their peers with a lower number of steps per day (p < 0.05); however, these differences were no longer significant when controlling for sex, age, mother's education level, and CRF (p > 0.05). Linear regression models estimated that each 1000-step increment was associated with better CRF (β = 0.350; 95% CI, 0.192 to 0.508). In addition, the relationship between steps per day and HRQoL was mediated by CRF (p < 0.05). Conclusion: Steps per day are a good metric to estimate daily physical activity because of its positive relationship with CRF. Moreover, those children taking more than 9000 steps per day are associated with higher levels of physical and psychological well-being. Finally, a substantial part of the improvement in HRQoL achieved through the increase in physical activity (steps per day) is mediated by CRF. What is Known: • Physical activity is known to have a positive impact on health-related quality of life in children.Steps per day are commonly used as a measure of physical activity. • Cardiorespiratory fitness is a recognized indicator of overall health in youth. What is New: • Increments of steps per day were associated with better CRF, with a nonlinear association after approximately 9000 steps/day. • Schoolchildren with > 9000 steps/ day showed better HRQoL.

학교적응이 아동의 삶의 만족도에 미치는 영향

Objectives The purpose of this study is to identify the effects of children's school adjustment on life satisfaction and to determine whether self-esteem functions as a mediator between these variables, thereby securing basic information that can contribute to the promotion of life satisfaction. Methods We used data from the 13th year (2020) of the Korea Child Panel of the Child Care Policy Institute. The 13th year data reflects the developmental characteristics of the children in the panel, as most of the children who have participated in the panel so far have entered the 6th grade of elementary school and are called adolescents in the later stages of school age. Of the 2,150 households in the Korean Child Panel, we analyzed data from 1,397 of the 1,359 children who responded to the school adjustment, self-esteem, and life satisfaction questions. Spss ver 25.0 was used for statistical analysis. Tests were conducted to measure variables related to children's life sat-isfaction, and school adjustment, self-esteem, and life satisfaction were selected as variables in the structural equation model. Results The main findings of the study are as follows First, school adjustment has a positive effect on children's life satisfaction. Second, school adjustment has a positive effect on self-esteem. Third, there is a partial media-tion effect of self-esteem on the relationship between school adjustment and children's life satisfaction. Conclusions This means that children's positive school adjustment affects their life satisfaction. Based on this, we can confirm that children's school adjustment is an important factor that affects not only life satisfaction but also children's self-esteem, and it is necessary to develop practical interventions and various programs to im-prove children's school adjustment, self-esteem, and life satisfaction.

Enhancing education service outcomes through value co-creation

PurposeThe purpose is to investigate the impact of the value co-creation behaviour of parents on a set of education service outcomes, including perceived school reputation, parent satisfaction and teacher competence.Design/methodology/approachAn online survey of 932 parents of primary and secondary school children was conducted. Canonical correlation analysis (general linear model) was used to test the impact of parental involvement in value co-creation behaviour on education service outcomes.FindingsValue co-creation behaviour has a positive impact on education service outcomes, but the impact differs depending on the type of behaviour. Parent citizenship behaviour positively affects satisfaction, school reputation and perceived teacher competence. However, parent participation behaviour positively affects satisfaction with the school and perceived teacher competence.Research limitations/implicationsThe study used self-reported data from parents, which may be biased and subject to errors. Future research could use more objective measures such as administrative records or teacher reports. The study's results are limited to one country, highlighting the need for further research in multiple countries.Practical implicationsThe study's findings have implications for education service providers in terms of the importance of supporting parental involvement in their child's school life via value co-creation behaviour.Originality/valueThe study contributes to the service dominant logic, value co-creation theory and educational marketing literature by providing the detailed empirical evidences of parents' value co-creation outcomes in the context of the primary and secondary schools.

초등학교에서 중학교로 전환하는 완전통합 장애자녀를 둔 학부모의 경험과 지원요구

Purpose: The purpose of this study is to examine the experiences and support needs of parents of students with disabilities who have been fully included in the transition process of elementary and middle schools.&#x0D; Methods: In-depth interviews were conducted with five parents of children with disabilities who are in the process of transition from elementary school to middle school or have already completed the transition.&#x0D; Results: By analyzing the interviews, four upper categories of “full inclusion experiences of parents and students with disabilities”, “parents struggling in the transition process”, “supports for full inclusion again”, and “supports for resolving blind spots”. and 15 lower categories were derived.&#x0D; Conclusions: First, parents perceived the full inclusion for students with disabilities positively. Second, parents’ sacrificing and striving for the transition and school life of children with disabilities who are fully included were confirmed. Third, matters and conditions that parents of students with disabilities who were fully included in the elementary school considered for full inclusion in middle school were identified. Fourth. support needs of parents of students with disabilities who are fully included for a successful transition from elementary to middle school were identified.

Specific features of the quality of life of primary school children during distance learning

Aim. To study the impact of distance learning on the quality of life (QoL) indicators of primary school children.Materials and methods. Primary school children and their parents were surveyed using the international questionnaire Pediatric Quality of Life Inventory PedsQL 4.0TM (block for children 8–12 years old). The research group included 182 children (and the same number of parents) undertaking distance learning. The control group consisted of 234 primary school pupils (and the same number of parents) undertaking traditional offline learning.Results. All QoL indicators in schoolchildren in the setting of distance learning differed significantly from those undertaking offline education. The greatest decrease in indicators was observed on the scale of physical functioning. The indicators of school functioning in distance learning amounted to 65.89±12.63 points (p = 0.04). Distance learning led to a reduction in social contacts among younger schoolchildren, which was reflected in a decrease in the level of social functioning and a decrease in the corresponding indicators to 66.90±10.18 points. The study of the respondents’ emotional well-being and psychological comfort established that changes in QoL indicators were accompanied by a drop in the QoL emotional component during distance learning by 17.98 points. The parents’ attitude to the QoL of their children during distance learning was characterized by anxiety about the indicator of school functioning. The parents also noted a deterioration in emotional functioning and assessed its decrease even at a lower level (64.36±29.37 points) than their children (70.74±19.32; p = 0.03).Conclusion. Distance learning affects all aspects of the QoL of younger schoolchildren. The greatest decrease in the indicators of physical, school, and social functioning was observed. The parents’ and their children’s opinions of QoL differed. Thus, primary school pupils suffer from insufficient social contacts, while their parents are concerned about a reduced emotional background.

National screening for developmental delays and their determinants among Egyptian school age children: A step towards implementing life skills programs.

This study aimed to estimate the national prevalence of developmental delays (DDs) and their determinants among Egyptian children aged 6 to 12 years. Such estimation is a prerequisite step toward the application of Life Skill Education (LSE) programs that will potentiate children's future capabilities. Vineland Adaptive Behavior Scales" was used as a reliable and diagnostic test for DDs screening during this national cross sectional study. Gross motor (GM), fine motor (FM), daily living skills, communication, and socialization skills were assessed. The multivariate logistic regression analysis was used to identify factors associated with DDs. The Adjusted Odds Ratio (AOR) with a 95% Confidence Interval was estimated to indicate the strength of association. A p-value of <0.05 was used to declare statistical significance. Out of the 20324 surveyed school-aged children, 7.4% were found to have at least one delay. Communication deficits were the most common (6.4%) followed by delay in daily living skills (2.0%). The final model of logistic regression had a good fit for seven variables out of the sociodemographic, epidemiological characteristics, maternal and perinatal problems that were associated with a higher likelihood of at least one DD: Children suffering from any convulsions (AOR = 4.32; 95% CI: 3.18-5.88), male gender (AOR = 1.86; 95% CI: 1.65-2.09), birth weight less than 2.5 kg (AOR = 1.77; 95% CI: 1.40-2.24), history of maternal health problem during pregnancy (AOR = 1.64; 95% CI:1.34-2.01), children staying in an incubator for more than two days (AOR = 1.57, 95% CI: 1.29-1.91), having less educated fathers (AOR = 1.55, 95% CI: 1.24-1.95) and belonging to the middle social class (AOR = 1.40, 95% CI: 1.24-1.58). The identified types and determinants for each DD are allowing for the implementation of tailored programs for school children's life skills promotion for achieving the most sustainable effects on children's biological and psychological health and well-being.