School Clusters Research Articles

Analysis of Secondary School Infrastructure Distributions in Osogbo Metropolis, Nigeria

This study analysed the geospatial distribution of secondary schools infrastructure in the Osogbo metropolis, Nigeria, with a focus on evaluating accessibility and spatial patterns of school locations. By examining the spatial distribution, travel distances, and clustering of schools, this research offers a novel contribution to the educational planning literature. The data were collected through both primary and secondary sources, utilizing total enumeration for spatial data and a sampling frame of 17,595 students and 452 teachers across 120 public and private secondary schools. Using a balloting approach, at 15%, 19 schools were sampled, followed by a random sampling technique to choose 5% of students and staff, resulting in a total of 906 respondents (880 students and 26 teachers). The analysis, employing Moran's I Index, revealed a value of 0.75 and a p-value of 0.14, indicating a random distribution of schools with a z-score of 1.45, falling within the expected range. The average distance traveled to schools was 1.582 km, reflecting spatial inequities in accessibility. This study provides critical insights for policymakers, emphasizing the need for both public and private stakeholders to ensure equitable distribution and accessibility of secondary schools across Osogbo metropolis.

Exploring the Relationship Between Experiences of Violence and Subjective Wellbeing: A Cross-Sectional Survey Among School Teachers in Nyarugusu Refugee Camp in Tanzania.

Experiences of violence have been reported to be associated with lower levels of subjective wellbeing (SWB). However, little is known about this association in conflict settings and among forcibly displaced populations. In this study we exploit data from a representative sample of refugee teachers from Nyarugusu Refugee Camp collected as part of a larger study, to examine the association between demographic characteristics and SWB, and between experiences of violence and SWB. Three cross-sectional surveys of primary and secondary school teachers were conducted, collecting data on lifetime experience of violence (physical and sexual) and SWB (measured by life satisfaction and current happiness, on 1-5 Likert scales). Linear mixed models were used to estimate the associations between violence and SWB accounting for teacher and school clustering, unadjusted and adjusted for main factors associated with SWB. The 3 surveys included 1,666 responses completed by 885 teachers. Country of origin and number of meals consumed per day were strongly associated with SWB. Individuals who experienced physical violence reported on average, 0.13 lower life satisfaction scores (95% CI [-0.23, -0.02], p = .016) compared to those who did not experience physical violence, while survivors of sexual violence reported on average, 0.24 lower happiness scores ([-0.43, -0.05], p = .014) compared to those who did not experience sexual violence, after adjusting for confounders and clustering. We found an important negative association between past experience of violence and SWB in a refugee camp setting. These findings contribute to the evidence that violent experiences are likely to have a long-lasting impact on people's wellbeing. There is a need for improved mental health and psychosocial support in humanitarian settings.

Co-Creation and Implementation of a Healthy Snacks Policy in Primary Schools: Data from Sintra Grows Healthy.

Policy interventions in the school food environment can improve dietary behaviors. However, the literature describing its development and implementation is scarce. This manuscript aims to describe the process of co-creation, implementation, monitoring, and evaluation of a Healthy Snacks Policy, in the scope of Sintra Grows Healthy intervention. Through a community-based participatory research methodology, the co-creation of the Healthy Snacks Policy comprises six stages: snacks evaluation, feedback sessions, class assemblies, school community assemblies, school cluster policy approval, and process evaluation. Within one school year, a Healthy Snacks Policy was co-created, approved, incorporated in the school regulations, implemented, continuously monitored, and evaluated. Regarding snacks evaluation, 1900 snacks were evaluated at the beginning of the school year and 1079 at the end of the school year. There were three feedback sessions, twenty-two class assemblies, and three school community assemblies. Most teachers perceived that children began to consume healthier snacks (72%); 66% of the children were considered to have started eating healthier; and most families said "yes or sometimes" when asked whether their children started requesting healthier snacks (70%), trying new foods (63%), and noticing improvements in their eating habits (74%). The co-creation of a Healthy Snacks Policy establishes an approach to effectively implement existing guidelines for school food supplies, complying with national priority implementation recommendations.

Pengaruh Kepemimpinan Transformasional dan Budaya Kerja Terhadap Kinerja Guru Melalui Motivasi Kerja di Sekolah Dasar Gugus 01 Sugihwaras Bojonegoro

The purpose of this study is to describe, test, and analyze the effects of Transformational Leadership and work culture on teacher performance, both directly and indirectly through teacher motivation, at Elementary School Cluster 01 Sugihwaras Bojonegoro. This research employs a quantitative approach, with a sample of 61 teachers selected using census sampling. Data collection was carried out through questionnaires and documentation, and the analysis used Partial Least Squares (PLS). The findings indicate that performance, motivation, transformational leadership, and organizational culture are all rated very high. Transformational leadership and organizational culture have a significant positive effect on teacher motivation. Organizational culture significantly impacts teacher performance, while transformational leadership does not have a direct significant effect on teacher performance. However, transformational leadership significantly affects teacher performance through motivation, and organizational culture significantly impacts teacher performance both directly and through motivation.

Effectiveness of a group psychological intervention to reduce psychosocial distress in adolescents in Pakistan: a single-blind, cluster randomised controlled trial

Emotional problems in adolescents living in low-income and middle-income countries (LMICs) remain largely unaddressed; key reasons include a scarcity of trained mental health professionals and unavailability of evidence-based, scalable psychological interventions. We aimed to evaluate the effectiveness of a non-specialist-delivered, group psychological intervention to reduce psychosocial distress in school-going adolescents in Pakistan. In a two-arm, single-blind, cluster randomised controlled trial, eligible public school clusters from a rural subdistrict of Gujar Khan, Rawalpindi, Pakistan, were randomised (1:1, stratified by sex) using permuted block randomisation into intervention (n=20) and wait-list control (n=20) groups. Adolescents aged 13-15 years who provided informed assent and caregivers' consent were screened for psychosocial distress using the youth-reported Pediatric Symptoms Checklist (PSC; total psychosocial distress scores from 0 to 70), and those scoring 28 or more and their caregivers were enrolled into the trial. Adolescents in the intervention group received seven weekly group sessions and their caregivers received three biweekly group sessions in school settings from trained non-specialists. The primary outcome was change from baseline in the total PSC scores at 3 months post-intervention. The trial was registered prospectively with the International Standard Randomised Controlled Trial Number registry, ISRCTN17755448. From the 40 school clusters that were included, 282 adolescents in the intervention group and 284 adolescents in the wait-list control group were enrolled between Nov 2 and Nov 30, 2021. At 3 months, adolescents in the intervention group had significantly lower mean total score on the PSC compared with adolescents in the control group (mean difference in change from baseline 3·48 [95% CI 1·66-5·29], p=0·0002, effect size 0·38 [95% CI 0·18-0·57]; adjusted mean difference 3·26 (95% CI 1·46-5·06], p=0·0004, effect size 0·35 (0·16-0·55). No adverse events were reported in either group. The group psychological intervention most likely represents a feasible and effective option for adolescents with psychosocial distress in school settings. UK Medical Research Council, Foreign Commonwealth and Development Office, Department of Health and Social Care. For the Urdu translation of the abstract see Supplementary Materials section.

Impact of Social Stories on social and emotional health of autism spectrum primary school children: the ASSSIST2 RCT with economic evaluation.

Differences in the way autistic children experience the world can contribute to anxiety and stress. Carol Gray's Social Stories™ are a highly personalised intervention to support children by providing social information about specific situations in an individual story. This randomised controlled trial aimed to establish whether Social Stories are clinically effective and cost-effective in improving social responsiveness and social and emotional health in children on the autism spectrum in schools. A multisite pragmatic cluster randomised controlled trial comparing Social Stories with care as usual. Eighty-seven schools (clusters) across Yorkshire and the Humber. Two hundred and forty-nine children were randomised via a bespoke system hosted at York Trials Unit (129 Social Stories and 120 care as usual). Recruitment was completed in May 2021. Participants were children aged 4-11 years with a diagnosis of autism, alongside teachers, interventionists and caregivers. Recruitment was via schools, NHS trusts, support groups and local publicity. The intervention included training for educational professionals and caregivers covering psychoeducation and implementation of Social Stories. Stories were written around contextualised goals around the child's need for social information. Interventionists read the Social Story™ with the child at least six times over 4 weeks during school. The primary outcome was the Social Responsiveness Scale-2 completed by teachers at 6 months (the primary end point), which measures social awareness, cognition, communication and behaviour. Data were collected from caregivers and educational professionals at 6 weeks and 6 months through questionnaires. Blinding of participants was not possible. At 6 months, the estimated difference in expected teacher-reported Social Responsiveness Scale-2 T-score (the primary end point) was -1.61 (95% confidence interval -4.18 to 0.96, p = 0.220), slightly favouring the intervention group. The estimated differences for the parent-reported secondary outcomes at 6 months were small and generally favoured the control group except the measure of children's quality-adjusted life-year (+ 0.001, 95% confidence interval -0.032 to 0.035) and parental stress (-1.49, 95% confidence interval -5.43 to 2.46, p = 0.460), which favoured the intervention group. Children in the intervention group met their individual goals more frequently than children who received usual care alone (0.97 confidence interval 0.21 to 1.73, p = 0.012). The intervention is likely to save small costs (-£191 per child, 95% confidence interval -767.7 to 337.7) and maintain a similar quality of life compared to usual care. The probability of Social Stories being a preferred option is 75% if the society is willing to pay £20,000 per quality-adjusted life-year gained. Limitations include considerable disruptions during the coronavirus disease 2019 pandemic. Social Stories are used in schools and represent a low-cost intervention. There is no clinically evident impact on social responsiveness, anxiety and/or depression, parental stress or general health. Benefits were observed for specific behavioural goals as assessed by the teacher, and Social Stories may serve as a useful tool for facilitating dialogue between children and school staff to address specific behavioural challenges. Usage should be at the school's discretion. Given the uncertainty of the results in light of coronavirus disease 2019, further work to establish the impact of Social Stories is merited. This trial is registered as ISRCTN11634810. This award was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment programme (NIHR award ref: 16/111/91) and is published in full in Health Technology Assessment; Vol. 28, No. 39. See the NIHR Funding and Awards website for further award information.

Assessing the spatial distribution and accessibility of public and private schools in Qatar: A GIS-based analysis

Educational services are essential to the development and well-being of any city, acting as a cornerstone for individual and community advancement. The aim of this study is to analyze the spatial distribution and accessibility of public and private schools in Qatar, using various GIS tools to inform educational planning and policy. The methods employed include Kernel Density Analysis to visualize the concentration of schools, Nearest Neighbor Analysis to assess spatial patterns, Ripley’s K-function to evaluate clustering across different scales, Location Quotient to determine relative school concentrations, and Buffer Analysis to examine proximity to various land uses and hazards. Additionally, Accessibility Analysis was conducted to calculate travel times and distances to schools. The results reveal significant clustering of both public and private schools in urban centers, particularly Doha, with notable disparities in school accessibility between urban and rural areas. Policy implications highlight the need for strategic placement of new schools, improvement of existing facilities, and targeted interventions in underserved regions to ensure equitable access to quality education for all students across Qatar.

Adolescent Lifestyle Behaviour Modification and Mental Health: Longitudinal Changes in Diet, Physical Activity, Sleep, Screen Time, Smoking, and Alcohol Use and Associations with Psychological Distress

AbstractThis study examines longitudinal behaviour change in six key lifestyle behaviours—sleep, physical activity (PA), sedentary recreational screen time, diet, alcohol use, and tobacco use—and associations with mental health in a large study of Australian adolescents. Change between baseline (Mage = 12.7, N = 6,639) and 3-year follow up (Mage = 15.7, N = 4445) was investigated. Generalised linear mixed effects regressions modelled associations between behaviour change and later psychological distress score adjusting for baseline behaviours, baseline psychological distress, social determinants, and school clustering. Changes over time in each of the behaviours were significantly associated with later psychological distress, whereby health-promoting behaviours were associated with reduced psychological distress and vice versa. When all behaviour changes were modelled together, significant effects remained for sleep, PA, vegetable consumption, junk food and SSB consumption, alcohol, and tobacco use. Results highlight the potential benefits of behaviour modification to reduce the progression of psychological distress in adolescence.

THE EFFECTIVENESS OF INTERACTIVE ANIMATION MULTIMEDIA IN INCREASING THE LEARNING MOTIVATION OF GRADE V STUDENTS

This study aims to find out how much influence interactive animation multimedia has in increasing the learning motivation of class V students in school cluster 05 Banyuwangi District, which consists of SDN Tamanbaru, SDN Kebalenan, SDN Sobo, SDN Sumberrejo, SDN Kertosari 1, SDN Kertosari 2 dan SDN Model. Sampling was conducted using random sampling with a shaking system. So, the experimental class and the control class were chosen. The results of the study show that: 1) The validity of the learning motivation questionnaire is very valid r calculate > r table; 2) The reliability of the X variable is 0.926, and the Y is 0.845 Excellent and Good Reliable Categories; 3) Homogeneous; 4) Normally distributed; 5) there is a linear relationship between the independent variable and the bound variable; 6) There is a positive influence between the use of interactive animation multimedia on learning motivation. So, interactive animation multimedia has an effective impact on learning motivation by 71.3%.

PENGARUH MODEL PEMBELAJARAN MIND MAPPING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR

IPAS is a learning that prioritizes students' critical thinking skills. However, the lack of use of attractive learning models and media results in students not being interested in participating in social studies learning, so that students' social studies learning outcomes decrease. This study aims to determine the influence of the Mind Mapping learning model assisted by audio-visual media on the critical thinking skills of grade V students in science learning in elementary school cluster IV, Kediri district for the 2023/2024 school year. The population of this study is all class V in Cluster IV Kediri, with as many as 180 students. This research was conducted using a pseudo-experimental design with a non-equivalent control group. The results of data analysis showed that students who learned with the Mind Mapping model and audio-visual media had a significant increase in critical thinking skills compared to students who did not use this approach. The average score of critical thinking ability of students who used the Mind Mapping learning model was 88.39%, while students who did not use the model only achieved an average score of 80.32%. This shows that the mind-mapping learning model assisted by audio-visual media has a positive impact on the critical thinking ability of grade V students in science lessons in elementary school.

Outdoor STEAM Education: Opportunities and Challenges

There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects.

Exploring the Assessment Strategies of Secondary School Teachers in Schools: Views of Novice Teachers

This study aimed to explore the lived experiences of secondary school teachers in one of the Clusters of Schools in the Division of Davao City regarding their assessment practices during the post- pandemic era, utilizing phenomenological design. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. The themes were extracted using thematic content analysis. The findings were: addressing learning gaps, technological challenges, social and emotional considerations, reteaching basic literacy and numeracy skills, transition to online assessment, professional development needs, and supporting diverse learners are the experiences of the teachers; their coping mechanisms are collaboration and peer learning, individualized support, clear communication, incorporate social and emotional support, adaptability and resilience, staying informed, and employ flexible assessment methods; while their insights include need for professional development, flexibility in assessment approaches, recognition of individual learning needs, technology integration assessment, considers social and emotional well-being, and collaboration and sharing best practices. The recommendation advanced included recognizing the significance of technology in assessment by the Department of Education and invest in the required infrastructure and tools, ensuring that teachers have access to reliable technology and training in order to properly use digital technologies into their assessment processes.

Teacher's Journey in Understanding, Interpreting, and Applying the Concept of Merdeka Belajar in IPAS Learning

The concept of merdeka belajar is a characteristic of the kurikulum merdeka. This concept is the basis for teachers in implementing learning, including in the IPAS subject. The purpose of this study is to describe how teachers understand, interpret, and apply independent learning in IPAS learning as well as efforts to continue to fight for IPAS learning with interesting presentations. Data were obtained through interviews, observations, documentation at SDN Banaran 2 Kandangan Kediri which were then described qualitatively descriptively, analyzed using the Miles and Huberman technique, and validated by triangulation. The results of this study show that the merdeka mengajar platform is a medium for teachers to understand merdeka bealajar, reflection on recognizing themselves and their role as educators as an effort to interpret merdeka bealajar, and the obligation to complete independent training on the merdeka mengajar platform; binding policies from structural education authorities from sub-districts and school clusters; and the absence of guidelines that truly integrate science and social studies in learning are the difficulties of teachers in implementing merdeka bealajar. This research can be a consideration for policy holders, curriculum developers, and education practitioners as an effort to optimally implement the independent curriculum.

Exploring the Epidemiological Surveillance of Hepatitis A in South Africa: A 2023 Perspective.

Hepatitis A (HAV) presents a significant global health concern with diverse clinical manifestations primarily transmitted through fecal-oral routes, emphasizing the critical role of sanitation and water cleanliness in transmission dynamics. Age-related variations, notably asymptomatic presentation in children, add complexity. The World Health Organization's (WHO) endemicity classification aids in understanding prevalence and control strategies. This study examines 2023 South African epidemiological data on HAV cases, evaluating age distribution, incidence rates, and provincial disparities. Data from the national surveillance system and weather services were analyzed. Findings reveal distinct age-related trends, with the highest seroprevalence observed in the 5-9 age group with the most burdened areas located in the Western Cape, KwaZulu-Natal, and Gauteng provinces. Furthermore, seasonal rainfall variations correlate with increased incidence in Western Cape and KZN. The amalgamation of results suggest a potential epidemiological shift, emphasizing the need for updated immunization strategies. Noteworthy patterns, like the rise in 5-9-year-olds, may be influenced by factors such as school clustering and migration. Provincial disparities and the impact of climatic events underscore the necessity for dynamic vaccination strategies and surveillance network enhancements. This study highlights the urgency for improved understanding and response to HAV in South Africa.

The Important Role of Inclusive Schools in Accepting Children with Special Needs in Cluster 2, Cibinong District, Bogor

Inclusive schools are places where children with special needs can learn together with other regular children. However, children with special needs are still accompanied by accompanying teachers during teaching and learning activities. The learning system, teaching, curriculum, facilities and infrastructure, as well as the assessment system in inclusive schools will accommodate the needs of children with special needs, so that they can adapt and receive the best possible education. Children with special needs are children who experience delays in development, have medical conditions, mental conditions, and/or certain congenital conditions. They require special attention and handling in order to reach their potential. Children with special needs do not mean they are not smart, talented or incapable. It's just that they have special challenges that most normal children don't face. A School Cluster is an institution/organization as a center for the development of surrounding elementary schools which has the aim of improving the quality of education. The aim of this research is to find out about inclusive schools in accepting children with special needs, especially in cluster 2, Cibinong District, Bogor Regency. The research method used was interviews with school officials, especially school principals, in accepting children with special needs at their school. Interview is a data collection technique through a one-way verbal question and answer process, meaning that questions come from the person interviewing and answers are given by the interviewee.

The Influence of the Demonstrative Method on the Learning Outcomes of Digestive System for Fifth Grade Students at Cokroaminoto Cluster Elementary School Blora District

This research addresses issues in understanding the human digestive system material at Cokroaminoto Elementary School Cluster, Blora district, due to ineffective teaching methods. It aims to assess the impact of the demonstration method on fifth-grade students' learning outcomes. The Quasi-Experimental design revealed a significant improvement in the experimental group compared to the control group across three schools, accepting the alternative hypothesis (Ha). Conversely, the control groups did not show significant differences, accepting the null hypothesis (H0). In conclusion, implementing the demonstrative method positively impacts fifth-grade students' learning outcomes in the study of the digestive system.

Estimating the Lifetime Costs and Benefits of the Incredible Years Teacher Classroom Management Intervention Using Data From 30 Months Follow-Up of the Supporting Teachers and childRen in Schools Trial

ObjectivesThe Incredible Years Teacher® Classroom Management (IY-TCM) intervention is associated with short-term improvements in mental health difficulties in young people. The aim was to estimate the long-term impact and cost-effectiveness of the IY-TCM intervention compared with no intervention. MethodsAn existing health economic model (LifeSim 1.0) was used to translate short-term changes in the Strength and Difficulties Questionnaire (SDQ), based on the Supporting Teachers and childRen in Schools cluster randomized controlled trial of the IY-TCM intervention in schools, into estimated medium- and long-term effects using multiple longitudinal data sets. LifeSim 1.0 was adapted to incorporate teacher-reported SDQ and account for individual heterogeneity. Cost-effectiveness analyses were conducted using the trial-based intervention cost with subgroup analyses on deprivation, conduct scores and parental depression in the simulated baseline population. ResultsRegression analyses show significant predictor variables for intervention effectiveness, including deprivation and baseline SDQ. LifeSim results indicate small gains in long-term outcomes, and cost-effective analyses estimated that the IY-TCM intervention could be cost-effective, but there was a large amount of uncertainty (net monetary benefit = £10, Estimated CI = −£134, £156). Benefits and certainty of cost-effectiveness were greater for some subgroups, such as those with high conduct scores at baseline (net monetary benefit = £206, Estimated CI = £26, £318). ConclusionsIY-TCM could be cost-effective, but there was a large amount of uncertainty around costs and benefits. Greater benefits for pupils with difficulties at baseline suggest that the intervention may be more cost-effective for schools in more deprived areas with high levels of conduct problems.

Kids SIPsmartER reduces sugar-sweetened beverages among Appalachian middle-school students and their caregivers: a cluster randomized controlled trial

BackgroundHigh consumption of sugar-sweetened beverages (SSB) is a global health concern. Additionally, sugar-sweetened beverage (SSB) consumption is disproportionately high among adolescents and adults in rural Appalachia. The primary study objective is to determine the intervention effects of Kids SIPsmartER on students’ SSB consumption. Secondary objectives focus on caregivers’ SSB consumption and secondary student and caregiver outcomes [e.g, body mass index (BMI), quality of life (QOL)].MethodsThis Type 1 hybrid, cluster randomized controlled trial includes 12 Appalachian middle schools (6 randomized to Kids SIPsmartER and 6 to control). Kids SIPsmartER is a 6-month, 12 lesson, multi-level, school-based, behavior and health literacy program aimed at reducing SSB among 7th grade middle school students. The program also incorporates a two-way text message strategy for caregivers. In this primary prevention intervention, all 7th grade students and their caregivers from participating schools were eligible to participate, regardless of baseline SSB consumption. Validated instruments were used to assess SSB behaviors and QOL. Height and weight were objectively measured in students and self-reported by caregivers. Analyses included modified two-part models with time fixed effects that controlled for relevant demographics and included school cluster robust standard errors.ResultsOf the 526 students and 220 caregivers, mean (SD) ages were 12.7 (0.5) and 40.6 (6.7) years, respectively. Students were 55% female. Caregivers were mostly female (95%) and White (93%); 25% had a high school education or less and 33% had an annual household income less than $50,000. Regardless of SSB intake at baseline and relative to control participants, SSB significantly decreased among students [-7.2 ounces/day (95% CI = -10.7, -3.7); p < 0.001, effect size (ES) = 0.35] and caregivers [-6.3 ounces/day (95% CI = -11.3, -1.3); p = 0.014, ES = 0.33]. Among students (42%) and caregivers (28%) who consumed > 24 SSB ounces/day at baseline (i.e., high consumers), the ES increased to 0.45 and 0.95, respectively. There were no significant effects for student or caregiver QOL indicators or objectively measured student BMI; however, caregiver self-reported BMI significantly decreased in the intervention versus control schools (p = 0.001).ConclusionsKids SIPsmartER was effective at reducing SSB consumption among students and their caregivers in the rural, medically underserved Appalachian region. Importantly, SSB effects were even stronger among students and caregivers who were high consumers at baseline.Trial registrationClincialtrials.gov: NCT03740113. Registered 14 November 2018– Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT03740113.

Investigating the impact of home factors on junior high school girls’ academic performance in peri-urban areas: a case study of Dome cluster of schools

Investigating the impact of home factors on junior high school girls’ academic performance in peri-urban areas: a case study of Dome cluster of schools

Correlates of loneliness and dissatisfaction following SARS pandemic lockdown: Child and parent perspective.

Background Studying loneliness among children is important because it causes much social pain and is considered to be a risk factor for many mental and physical problems. Methods We did an online survey between July and September 2020 among students and their parents from a cluster of government and private schools chosen from north, south, east and west of Chandigarh. The survey consisted of child and parent versions of the Loneliness and Social Dissatisfaction Questionnaire, Parent-Child Relationship (PCR) Questionnaire and Conflict Behaviour Questionnaire SF. Parental distress was assessed using the Depression, Anxiety and Stress Scale-21. Results The majority of children and parent participants reported high loneliness and dissatisfaction among children. A significant positive association was found between children and parent reported loneliness and dissatisfaction, and between child reported PCR and parent perception of PCR. A child's appraisal of her loneliness had a significant negative association with depression among parents. Parent's perception of child loneliness and dissatisfaction was negatively associated with PCR and parental anxiety. High loner boys reported poor quality of relationship and more conflicts with their parents than girls. Children who share cordial relations with their parents had fewer conflicts and also scored low on loneliness. Conclusion These results suggest that the issue of loneliness and dissatisfaction among children has attained epidemic proportions in the Covid-19 era, and active interventions are needed to safeguard the mental health of children. Our study emphasizes the need to plan guidance strategies with a joint effort of schools and families to strengthen within family relations of children.