Consecutive School Years Research Articles

Skills and competences of sexuality educators. Evidences from a qualitative research in Italy

Abstract Background The scientific literature recognizes the strategic role of educators in sexuality education projects in schools. If, however, there is often a discussion about the most effective professional figure (teachers, school experts or external experts), there is a little attention to the skills and competences that an educator should possess and to which he or she must be trained. Adopting a Comprehensive Sexuality Education (CSE) approach, which is evaluated as the most effective, it is necessary to consider a skill set for educators that should not be limited to the knowledge in the area of sexual health promotion and risk prevention. Methods In order to build evidence-based competencies and skills, a qualitative study was conducted. A total of 72 educators involved in school-based CSE interventions in 4 Italian Regions, in 24 middle and secondary schools (68 classes), during 2 consecutive school years were enrolled. Before, during, and after the activities in the classrooms, qualitative feedback was collected, through reflective journals written by educators themselves. These data were analyzed through a qualitative approach, according to the principles of empirical phenomenology. Results The phenomenological evidences confirm the need to overcome the conception of educator as instructor equipped only with knowledge in the field of sexual health. It is considered fundamental to possess and develop pedagogical competences and skills, such as: caring attitude, teaching skills, theoretical awareness, capacity to manage the unexpected. Moreover, educators reported the necessity of an initial and continuous training on these dimensions considered as the most challenging. Conclusions The research confirms the complexity of the competency profile of CSE educators. Therefore, their professional development should include tailored designed multi-disciplinary training programs, with particular attention to the pedagogical dimension. Key messages • Comprehensive sexuality education requires an adequate professional figure intended not as an instructor aimed only at risk prevention and health promotion, but as a real caring educator. • Pedagogical skills and competences should be included in the training processes for sex educator, through adequate activities.

Longitudinal Associations of (Un)popularity with Weight Perceptions and Dieting in Adolescence.

Little is known about the unique effects of (un)popularity on body image and the characteristics influencing these effects. The goals of this study were to examine (1) the longitudinal associations of adolescents' (un)popularity with weight perception and dieting, (2) whether (dis)liking, self-esteem, and gender moderated these associations. Participants were 1697 Dutch adolescents (Mage = 14.18 years, SD = 1.29; 51% female), from a middle-class population. Participants completed peer nominations and self-reports in three consecutive school years. Mixed-effects models showed that (un)popularity did not predict weight perception and dieting over time. Concurrently, when liking was low, popularity predicted positive weight perception. Higher popularity predicted more dieting in females. This study highlighted that adolescents' body image varied in subgroups of social status.

Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health

Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K–3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = −0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = −2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.

Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors

This study examined the diversity in feelings of loneliness among high-ability students. Individual differences (intelligence level, giftedness label, and personality) and differences in the social context (peer acceptance, peer rejection, victimization, and friendship quantity) of adolescents were considered as predictors of loneliness. Additionally, gender differences were investigated in both the level of loneliness and in the effect of social-context characteristics on loneliness. The sample consisted of 403 students belonging to the top 10% of their age group in terms of cognitive ability ( Mage = 12.4 years, 50.3% males). Variables were measured longitudinally across four time points during two consecutive school years using self-report and peer nominations. Multilevel growth curve analyses revealed that all predictors except giftedness label and peer rejection uniquely predicted loneliness over time. Gender differences were found for the effects of peer rejection and victimization. These findings highlight the diversity of social experiences among high-ability youth and emphasize the importance of both individual and contextual factors in shaping these distinct experiences.

Intrinsic Motivation and School Outcomes for Underprivileged Urban High School Students

In a longitudinal study 9th-10th grade, we aimed to understand whether academic motivation was associated with changes in school outcomes with 463 students from low-income urban high schools with large Latinx enrollments. We tracked students’ GPA, school attendance, out-of-school suspension records, and intrinsic motivation for two consecutive school years. First, we observed similar means of intrinsic motivation at medium-high levels for these students over the first two years of high school. We depicted a quadratic GPA trajectory that showed small decreases in the 9th grade followed by a modest recovery in Spring of 10th grade. Attendance significantly decreased and out-of-school suspensions increased from 9th to 10th grade. Second, intrinsic motivation in 9th grade was positively associated with GPA in two consecutive semesters—Spring of 9th grade and Fall of 10th grade, which may help students with higher intrinsic motivation offset previous GPA decline by small effect sizes. Third, intrinsic motivation was positively related to better school attendance in 10th grade, but the effect size was small. Our findings, however, indicate that intrinsic motivation’s associations with GPA and attendance were not wholly consistent. Finally, intrinsic motivation was negatively related to out-of-school suspension in 9th and 10th grades with moderate effect sizes.

Well-being in late childhood and early adolescence: evolution and explanatory factors

This paper has three objectives (1) to test whether a decrease in well-being scores is observed from one year to the next in the period between 10 and 16 years of age when measured using indicators of subjective well-being (SWB) (including the OLS as a global measure) and psychological well-being (PWB); (2) to explore the contribution of the primary/secondary school, gender and age in explaining global SWB; and (3) to identify potential non-linear relationships between SWB, measured globally, and other indicators of SWB and PWB. To this end, data were analysed from 994 Spanish students, who responded to the same self-administered questionnaire over two consecutive school years and were recruited through a process of non-random sampling. The results obtained using Student’s t-test for repeated measures and generalized additive models (GAM) showed a statistically significant decrease in 10 out of the 20 indicators considered (more of which assess PWB than SWB), and that the indicators measuring the SWB affective component made a more relevant and less linear contribution to a global SWB measure than those measuring the cognitive component or the PWB.

Academic achievement, same- and cross-ethnic positive peer regard among Asian American and Latinx adolescents.

This article presents a short-term longitudinal study examining bidirectional associations between academic achievement and positive peer regard among Asian American and Latinx adolescents. Specifically, our investigation distinguished between positive peer regard within and across different ethnic groups in a diverse school setting. Three hundred and thirty-five middle school students (52.8% girls; 65% Asian American, 35% Latinx; assessment at the first time point Mage = 12.27 years, SD = 0.71) were followed across two consecutive school years. Participants completed a peer-nomination inventory assessing multiple dimensions of positive peer regard (i.e., reciprocal friendship, social acceptance, and respect), and grades were obtained from school records. Academic achievement was predictive of prospective positive peer regard received from same-ethnic peers only for Asian American adolescents. In contrast, academic achievement predicted prospective positive peer regard received from cross-ethnic peers only for Latinx adolescents. These results suggest that academic achievement was linked to social gains with peers from different ethnic backgrounds for Asian American and Latinx students. The findings underscore the importance of disentangling the sources of positive peer regard in multiethnic school environments. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Linking Response to Intervention and Identification of a Specific Learning Disability

We investigated state and national trends in the enrollment of students ages 6 to 21 under the specific learning disability (SLD) category across 15 consecutive school years (2005–2006 to 2019–2020). We used multi-level modeling to estimate the effects of state and time on SLD enrollment and conducted a policy analysis of three states (Rhode Island, Kansas, and New Mexico) to examine changes in SLD policy (including Response to Intervention) in conjunction with trends in enrollment. Results indicate significant differences in SLD enrollment between states in the initial year and significant decreases in SLD enrollment over time, but no significant differences in the change in SLD enrollment between states. Results from the policy analysis suggest that the state policy context (including legal requirements in the SLD evaluation process), type of RTI model, and method of SLD evaluation can affect SLD enrollment. We discuss these results within the context of increased variability in RTI models.

Trauma Symptomatology and Self-Esteem among Court-Involved, Female Youth

The purpose of this study was to explore how trauma-informed school environments are related to the self-esteem and trauma symptoms of court-involved students. Researchers utilized a secondary analysis of school data gathered from 109 court-involved, female students over three consecutive school years (2012 – 2015). Changes measure in self-esteem and trauma symptoms as a result of a trauma informed teaching intervention were measured using a one group, pre/post-test design while controlling for race and grade level. No significant changes in students’ self-esteem were found; however, students with higher self-esteem were likely to have a greater reduction in trauma symptoms over the course of the school year. Based on the findings, schools should consider the role of socioemotional skill-building and positive self-image when working with court-involved students.

Analyzing the success of Hispanic boys in meeting college and career readiness standards in rural Texas high schools

Examined in this investigation were the percentages of Hispanic boys who were college ready or not college ready as a function of the district’s rural setting for three consecutive school years (i.e., 2016-2017, 2017-2018, and 2018-2019). Descriptive statistics were calculated for all three rural school district types combined and then separately for the three rural school districts (i.e., Rural Remote, Rural Distant, and Rural Fringe). With respect to this investigation, 41% of Hispanic boys met a College, Career, and Military Readiness indicator in mathematics. All three rural school district types had positive trends or negligent changes over the three consecutive school years for Hispanic boys who met a College, Career, and Military Readiness indicator in mathematics. More than a third, 34.36%, of Hispanic boys from rural distant school districts met a college readiness indicator in mathematics. Similar percentages were present for Hispanic boys in rural remote school districts, 35.74%, and for Hispanic boys in rural fringe school districts, 36.01%. However, approximately two-thirds of Hispanic boys did not meet a college readiness indicator in mathematics in any of the three rural district type settings over three consecutive years. As such, educational leaders are encouraged to expand their efforts in this area, along with evaluating the efficacy of their current strategies.

Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level

In today’s globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The present study investigates the value of a content and language integrated learning (CLIL) approach to the teaching of literature in foreign language classrooms for the simultaneous development of intercultural competence and foreign language reading proficiency. An intervention based on integrated intercultural literary pedagogy (IILP) was developed. This longitudinal quasi-experimental study examined the effects of the IILP treatment in a sample of 274 Dutch secondary school students (from seven schools) who were learning Spanish as a foreign language using a switch replication design with two conditions. Three Spanish novels were read in both conditions in two consecutive school years. For the experimental condition, students performed dialogical tasks based on IILP pedagogical principles; for the control condition, the tasks consisted of comprehensive reading questions. Multilevel analysis of the data revealed that the students in the experimental condition significantly improved their intercultural competence when compared with the students in the control condition. For reading proficiency, main effects were found in both conditions. The results demonstrate that a CLIL approach adds considerably to intercultural development; a broad inclusion of literary texts in foreign language teaching environments is therefore recommended.

Anxiety in the Classroom: Only Girls' Anxiety Is Related to Same-Sex Peers' Anxiety.

Many teens report experiencing anxiety in school, which can negatively impact their well-being. Considering that adolescents tend to adopt the same behaviors as their classmates with whom they spend, on average, 923 h every year, the current exploratory study (1) assessed whether an association exists between a student’s state anxiety score and his/her classmates’ average trait anxiety scores and (2) examined whether this association differed between boys and girls, as well as between elementary school and high school students. During two consecutive school years, 1044 Canadian students (59% girls) from six elementary schools (aged 10−12) and seven high schools (aged 15−17) completed the State-Trait Anxiety Inventory for Children. Multilevel analyses revealed a same-sex peer effect of classmates’ anxiety in girls only (β = 0.40, p < 0.001). This effect was similar for elementary and high school girls (β = 0.07, p = 0.27). Interestingly, no association was found for boys, same-sex peers (β = 0.11, p = 0.25), or opposite-sex peers (β = −0.01, p = 1.00). Our results suggest that factors related to sex may reinforce anxiety in school settings. Future studies should confirm these results and explore the mechanisms involved in this sex-specific difference.

The intersection of internalizing symptoms and alcohol use during the COVID-19 pandemic: A prospective cohort study

Given the well-established relationship between alcohol and internalizing symptoms, potential increases in depression and anxiety during the COVID-19 pandemic may lead to increases in alcohol consumption and binge drinking. This study examines this association from before to during two phases of the pandemic in a cohort of Canadian youth. We used linked data from a sub-sample of 1901 secondary school students who participated in three consecutive school years of the Cannabis use, Obesity, Mental health, Physical activity, Alcohol use, Smoking, and Sedentary behaviour (COMPASS) study between 2018/19 and 2020/21. Separate multilevel logistic regression models examined the association between depression and anxiety symptoms with odds of escalation and reduction (vs. maintenance) and initiation (vs. abstinence) of alcohol consumption. Results show that depression and anxiety symptoms significantly increased over the three years, and these changes were moderated by changes in alcohol consumption and binge drinking. Students with increased depression symptoms were less likely to reduce their alcohol consumption in the early pandemic (Adjust odds ratio [AOR] 0.94, 95% CI:0.90–0.98), more likely to initiate alcohol consumption in the ongoing pandemic period (AOR 1.03, 95% CI: 1.01–1.05), and more likely to initiate binge drinking in both periods. The depression-alcohol use association was stronger among females than males. This study demonstrates a modest association between internalizing symptoms and alcohol use, particularly for depression symptoms and in females. The identified depression-alcohol use association suggests that preventing or treating depression might be beneficial for adolescent alcohol use and vice versa.

The Effect of School District Consolidation on Student Achievement: Evidence From Arkansas

School district consolidation is one of the most widespread education reforms of the last century, but surprisingly little research has directly investigated its effectiveness. To examine the impact of consolidation on student achievement, this study takes advantage of a policy that requires the consolidation of all Arkansas school districts with enrollment of fewer than 350 students for two consecutive school years. Using a regression discontinuity model, we find that consolidation has either null or small positive impacts on student achievement in math and English Language Arts (ELA). We do not find evidence that consolidation in Arkansas results in positive economies of scale, either by reducing overall cost or by allowing for a greater share of resources to be spent in the classroom.

Trajectories of academic self-concept during the elementary school years: A growth mixture analysis

In this study, we seek to identify different profiles of children following distinct developmental trajectories of academic self-concept. Moreover, we look at their developmental outcomes regarding school achievement and educational attainment. This study relied on an accelerated longitudinal design that followed three cohorts of elementary school children (445, 479 and 356 students respectively in Grade 2, 3, and 4) during three consecutive school years (49.5 % girls). Results from growth mixture analyses revealed four distinct trajectory profiles: Low Stable (28.71 %), Moderate Decreasing (40.4 %), High Decreasing (10.71 %), and High Increasing (20.18 %). Compared to children with other profiles, children with a Low Stable profile displayed lower levels of academic achievement over the elementary school years, as well as lower educational attainment 9 years later, whereas children with one of the High profiles displayed the most desirable levels of achievement and attainment irrespective of their Increasing or Decreasing trajectories.

Is aggression associated with biased perceptions of one's acceptance and rejection in adolescence?

In adolescence, being rejected by one's peers is positively associated with aggression. However, whether self-perceptions of being rejected or accepted by peers, and biases in these perceptions, are linked to aggression remains unclear, as the literature points to 2 perspectives: Youth are more likely to be aggressive when they (a) know or believe that they are rejected or (b) overestimate their acceptance. By addressing some of the limitations of prior studies, this study aimed to clarify how self-perceptions of status are related to concurrent and future aggression, and whether high levels of aggression are predictive of biased self-perceptions of acceptance and rejection. Data were collected in 2 consecutive school years from 572 high school students (Mage = 15.06, SD = .75; 55.4% girls). The ethnic/racial composition of the sample was 47.5% Asian, 43.1% Latino/Hispanic, 4.0% White, and 5.3% other. For well-liked youth, awareness of one's acceptance was positively associated with concurrent relational aggression, whereas for highly rejected youth, awareness of one's rejection was positively associated with concurrent overt aggression. Awareness of being rejected (i.e., high levels of both self-perceived and actual rejection) was associated with elevated levels of aggression over time. There was no evidence that youth with high levels of aggression had more biased perceptions of their status (concurrently or longitudinally) than youth with low levels of aggression. These findings help clarify how youth's status-related perceptions relate to the development of aggression. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Epidemiology of Overuse Injuries in U.S. Secondary School Athletics from 2014-2015 to 2018-2019 Using the National Athletic Treatment, Injury, and Outcomes Network Surveillance Program

Background:Large-scale injury surveillance systems such as the National Athletic Treatment, Injury and Outcomes Network Surveillance Program (NATION-SP) allow for the investigation of injury rates in national samples of high school athletes. The most recent studies examining overuse injury rates in high school sports reported data from 2012-2013 and therefore may not reflect current overuse injury rates in high school sports.Hypothesis/Purpose:To 1) determine overuse time-loss (TL) and non-time-loss (NTL) injury rates among high school student athletes using NATION-SP data collected from 2014-2015 to 2018-2019 and 2) compare overuse injury rates based on student-athlete gender defined by sport, sport, and injury location. We hypothesized that TL overuse injury rates would be greater than those previously reported from earlier data (1.64/10,000 athletic exposures (AEs) and 1.50/10,000 AEs). We also hypothesized that overall overuse rates would be greater in girls’ sports compared to boys’ sports and would differ between injury types (TL vs. NTL) and injury location.Methods:During the 2014-2015 through 2018-2019 school years, NATION-SP documented TL and NTL injuries from 222 high schools. This study included 23 high school sports during preseason, regular season, and post-season competitions and practices. Overuse injuries were identified using a combination of reported injury mechanism and diagnosis. Injury counts, rates, and rate ratios (IRRs) were reported with 95% confidence intervals (CIs).Results:The overall overuse injury rate was 6.6/10,000 AEs (95%CI=6.3, 6.9), the NTL overuse injury rate was 4.0/10,000 AEs (95%CI=3.8, 4.3), and the TL overuse injury rate was 2.6/10,000 AEs (95%CI=2.4, 2.8). The overuse injury rate was greater in girls’ sports compared to boys’ sports (IRR=1.8; 95%CI=1.6, 1.9). The highest rates of overuse injury regardless of sport gender were reported in girls’ cross-country (20.0/10,000 AEs; 95%CI=15.7, 25.1), girls’ field hockey (17.6/10,000 AEs; 95%CI=12.3, 24.5), and girls’ track and field (17.5/10,000 AEs; 95%CI=14.9, 20.4). Overuse injury rates were highest for the lower extremity compared to the upper extremity (IRR=5.45; 95%CI=4.76, 6.27) and for the lower extremity compared to the trunk and spine (IRR=11.08; 95%CI=9.21, 13.45).Conclusions:Using NATION-SP data collected over five consecutive school years, overuse injury rates among high school athletes were much greater than previously reported earlier in the decade. Awareness of overuse injury risk as well as prevention and intervention recommendations are necessary and should be specifically targeted towards cross-country, field hockey, and track and field athletes.Table 1.Total and Sport Gender Specific Overuse Injury Count and Athletic ExposuresFigure 1.Overall and sport gender specific overuse injury rates across years of study data collection.

Exposure to the World Trade Center disaster and test performance among New York City public school students over time, 1998–2003

BackgroundThe World Trade Center (WTC) disaster exposed children to environmental toxins and emotional traumas. WTC exposure health effects have been well-documented; impacts on education outcomes, which have been associated with health over the life course, have not. We examined the WTC disaster's impact on math and English language arts (ELA) exams among New York City (NYC) public school students. MethodsStudent-level data for 3rd graders in 1998–99 were obtained for five consecutive school years, three pre-9/11 and two post-9/11 from the NYC Department of Education. Piecewise linear mixed models with two slopes representing two time periods—pre-and post-9/11—were used to examine the WTC impact on exam scores among 393 students in exposed Ground Zero area schools (WTC site: 0–1.5 miles) versus 39,047 students in unexposed NYC schools (WTC site: >6 miles). ResultsOn math exams, students in Ground Zero area schools were improving their scores in both the pre-9/11 period and post-9/11 period – with a slightly greater magnitude of improvement post-9/11 (change in slope post-9/11 from pre-9/11: 0.5, 95% CI: 3.1, 5.2). Students in unexposed schools experienced a slight decrease in the rate of improvement on math scores in the post-9/11 period (change in slope post-9/11 from pre-9/11: 0.6, 95% CI: 1.2, −0.0). On ELA exams, both students in Ground Zero area schools and unexposed schools were positively increasing their test scores in both the pre-9/11 and post-9/11 period; both groups experienced a faster rate of improvement in the post-9/11 period (change in slope post-9/11 from pre-9/11 [95% CI]: Ground Zero: 1.2 [-2-2, 4.5], unexposed: 3.0 [2.6, 3.4]. ConclusionsCompared to the pre-9/11 time-period, students in Ground Zero area schools experienced modest improvements in test scores in the post-9/11 time-period. Futures studies should evaluate long-term impacts on education, as outcomes may differ compared to the short-term effects.

Prevalence of orthodontic malocclusion in schoolchildren in Slovenia. A prospective aepidemiological study.

Dental malocclusions present the third-highest prevalence among oral pathologies. The occlusion is evaluated in primary, mixed and permanent dentition. Most orthodontic patients are treated in the early permanent dentition. Early detection of dental anomalies is important to prevent complications and can have short- and long-term benefits. The aepidemiological data on the prevalence of malocclusion are an important determinant in planning appropriate orthodontic services. Dentists have the responsibility to recognise, diagnose, and treat or refer anomalies. Data from previous studies showed that the incidence of malocclusions expands from 11% to 93%. The aim of the study is to find out the prevalence and types of malocclusions in schoolchildren during four school years and how they were registered by four general dentists in their offices. The research was conducted over four consecutive school years during systematic examinations of schoolchildren from 1st to 9th grade. All primary schools (15 schools) in the area of Health Center Murska Sobota, Slovenia were included in the study. Dentists registered the presence and type of malocclusion. They prepared statistical data on the percentage of children with malocclusion and the percentage of represented malocclusion, as well as the statistical difference between genders. There is a high percentage of malocclusion in 9th graders (15-year-old), about 50%, and a low number of children undergoing orthodontic therapy.

Parent and teacher involvement and the development of students' academic engagement: A growth curve analysis over four time points.

This study sought to examine how warm involvement from parents and teachers contributes to the development of students' academic engagement, and whether the relative contributions of adults differ as students begin the transition to middle school. Trivariate latent growth curve modeling was used to examine 1011 third-sixth graders' (95% White, 52.7% female) reports of parent and teacher involvement and engagement across fall and spring of 2 consecutive school years in the United States. Even though engagement showed different patterns of normative change across grades, parents' and teachers' initial levels and changes in involvement uniquely and positively predicted initial levels and changes in student engagement, respectively. However, initial levels of adult involvement made unique negative contributions to engagement trajectories for students in some grade segments, especially those whose engagement was changing most rapidly. Students with higher initial levels of adult involvement were more likely to experience losses in involvement the following school year, making them susceptible to declines in engagement, even though they remained higher in engagement than students with lower levels of adult involvement. These findings suggest that to maintain or promote engagement over late elementary and early middle school, students need "continuity of caregiving," in which involvement from both adults is sustained or augmented over the time that engagement trajectories are unfolding.