School Day Research Articles

An Online Knowledge-Based Support System

Technology advances have touched all the fields of human life, and the educational system is not an exception. Students in Nigerian universities experience challenges in their early or later stages of school due to a lack of a knowledge-based support system. This results in massive failure and confusion in later days in school. A knowledge-based online support system has been developed and implemented in this paper to improve academic support services for students and faculty members in the university. The need for such a support system stems from the various academic problems that the students often experience, including a lack of answers to certain questions, which can result in academic failure, taking too long to graduate, or dropping out of the university altogether. The system is web-based; therefore, users can access the necessary information when needed, and, in most cases, it solves common academic issues in a short time using the web. Following the Agile software development methodology and employing a client-server architecture, the system was designed in a user-friendly and efficient manner. Highlights of the system include an extensive database of FAQs, real-time interactive services, and multi-typed query handling. Testing phases were performed and integrated, and modular testing showed that the system worked as intended, providing valid inputs and also flagging any invalid inputs without causing the system failures, and performing provisions for user corrections. The results suggest that the online support system could enhance the academic environment at AE-FUNAI and therefore would benefit students and staff members alike. Nevertheless, certain limitations still prevail, such as poor internet access, which calls for constant enhancement and provision of support to the system.

Teachers' Perceptions of Influence of Daily School Feeding Programs on Student Participation and Dropout Rates

This qualitative study explored teachers' perceptions of how daily school feeding programs influence student participation and dropout rates in selected public day secondary schools. Using semi-structured interviews with twenty purposively selected teachers, the research highlighted the positive effects of school feeding programs on various aspects of student engagement. Teachers reported that these programs improved student attendance and punctuality, enhanced participation in classroom activities, and improved academic performance. Additionally, the guaranteed provision of meals alleviated stress and anxiety, enabling students to focus more on their education. Teachers also noted that school feeding programs raised a sense of community and belonging, further motivating students to engage actively in school. The study found consistent improvements in student attendance, concentration, and overall participation while also noting a reduction in dropout rates. These findings emphasize the crucial role of nutrition in supporting student engagement, particularly in public day secondary schools. Based on these insights, the study proposed several recommendations for policymakers, including enhancing support and resources for school feeding programs to ensure their sustainability and effectiveness and implementing continuous monitoring and evaluation to identify areas for improvement. Addressing these recommendations could strengthen the impact of school feeding initiatives, ultimately improving student participation and reducing dropout rates.

Державне регулювання безпекових технологій освітніх захищених просторів в зонах активних бойових дій: українські реалії та світовий досвід

The purpose of this work is the study of international experience and the substantiation of compliance with basic hygienic indicators when implementing atypical planning and construction solutions in new and existing institutions of general secondary education for the physical protection of participants in the educational process during the war in Ukraine. Materials and methods. Sanitary and hygienic, bibliometric and analytical methods were used in the work. Review. In Ukraine, in connection with the ongoing full-scale war and in order to protect students, there was an urgent need to solve the issue of protecting students, teachers and employees of the general institution of secondary education during the educational process, especially in those located in territories close to territories with active hostilities. The first special underground institution of general secondary education was opened in the city of Kharkiv – a bunker-type school, which corresponds to the current comprehensive policy of the Ministry of Education and Culture "School Offline". This institution of general secondary education is located in an underground space at a depth of 6 m. It is designed for a simultaneous capacity of 600 students of grades 1-11 (or 900 students in two shifts). The high cost of designing and building an underground institution of general secondary education limited its capacity, provision of a full set of functional groups of premises, including recreational, physical culture and sports, educational and production zones, provision of premises with natural lighting and insolation. For the implementation of this project, the architectural and planning and sanitary and hygienic standards have not been partially met, which may negatively affect the health of children and affect their quality of life in the future. In conditionally safe territories, it was proposed to arrange protected spaces in institutions of general secondary education, which also has a number of disadvantages and requires in-depth study. Conclusions. According to the results of the study of the international experience of extensive construction of underground institutions of general secondary education, none were found. However, the experience of building underground institutions of general secondary education with students staying during the school day is isolated, was carried out as an experiment and did not spread. The introduction of the latest constructive solutions (protected spaces) and the possibility of further expansion of the design and construction of underground institutions of general secondary education in Ukraine require careful study. Keywords. State regulation, world experience, institutions of general secondary education, bunker school, construction in underground space, educational protected spaces, children's safety.

Screen exposure status and related factors in children with epilepsy

To understand the status of screen exposure in children with epilepsy and analyze the influencing factors for screen exposure time, providing a scientific basis for managing screen exposure in these children. A convenience sampling method was used to select 275 children with epilepsy from outpatient clinics or those undergoing 24-hour electroencephalogram monitoring at two tertiary hospitals in Jinan from March to June 2023. Their parents (fathers or mothers) completed a questionnaire to collect data on screen exposure, parental screen regulation behaviors, and related information about the children and their families. The Wilcoxon rank-sum test or the Kruskal-Wallis H test was used to conduct a univariate analysis of the average screen exposure time of children on school days and weekends, as well as the daily average screen exposure time. A multivariate logistic regression analysis was used to identify the risk factors for children whose screen exposure time exceeded the recommended guidelines (average screen exposure time on school days >1 hour or average on weekends >2 hours). The median screen exposure duration on school days was 40 minutes, while on weekends it was 120 minutes. Among the children studied, 23.1% (63/273) had average screen exposure time exceeding 1 hour on school days, and 42.5% (117/275) had average screen exposure time exceeding 2 hours on weekends. Four children experienced seizures while using screen devices. Multivariate logistic regression analysis indicated that using screen devices shortly before sleep, lower educational levels of parents, caregivers discussing screen content with children, and longer seizure durations in children were risk factors for exceeding recommended guidelines (P<0.05). Some children with epilepsy have a screen exposure time exceeding the recommended guidelines. A longer seizure duration, lower parental education levels, and permissive digital parenting are closely associated with children's screen exposure time exceeding the recommended guidelines. Families and children exhibiting these characteristics should be prioritized for attention and health education.

Abstract 4120458: Predictors of School Non-Engagement in School Aged Children and Adolescents Born with Heart Disease

Introduction: School engagement, or caring about doing well and doing required homework, is an important factor for academic success and may contribute to poorer academic outcomes in children born with heart disease (HD), compared to heart-healthy peers. Factors that influence lack of school engagement in children born with HD are not well known. Research Question: What factors predict school non-engagement in students with HD? Aims: To identify factors that predict school non-engagement in students with HD to assist in earlier detection and support for students at increased risk. Methods: We analyzed data from the 2022 National Survey of Children’s Health (NSCH), using procedures for complex weighted survey data. School-related outcomes in children ages 6 to 17 years born with and without HD were compared using Chi-square tests. Multivariate logistic regression was used to examine predictors of school non-engagement in students with HD. Results/Data: Of 54,065 NSCH responses, 34,284 were children ages 6 to 17 years, and 826 of these were born with HD. Children born with HD had lower school engagement (p&lt;0.001) and missed more days of school (p&lt;0.001) than peers not born with HD, but grades were not different between groups. Students born with HD were more likely than peers not born with HD to be bullied (p = 0.001), have a diagnosis of anxiety (3.71% vs 1.95%, p&lt;0.001) or depression (3.56% vs 2.09%, p =0.012), require a Special Education Plan (34.9% vs 16.1%, p&lt;0.001), or to receive mental health services (23% vs 14%, p &lt;0.001). Multivariate logistic regression identified factors that significantly predicted school non-engagement in students born with HD, including diagnosis of attention deficit/hyperactivity disorder (ADHD) (aOR 1.94, 95% CI [1.20, 4.58], p=0.013), behavior/conduct problems (aOR 2.77, 95% CI [1.46, 5.23], p=0.002), or learning disability (aOR 3.44, 95% CI [1.79, 6.59], p&lt;0.001). Sociodemographic variables, days of missed school, anxiety, depression, intellectual disability, autism spectrum disorder, and speech disorder were not significant predictors of school non-engagement. Special healthcare needs status neared significance in predicting lack of school engagement (p = 0.056) Conclusions: We identified ADHD, behavior/conduct problems, and learning disabilities as predictors of school non-engagement in students with HD. This information can be used to identify at-risk students born with HD who may benefit from proactive screening and support.

Effect of the ActivaMotricidad Program on Improvements in Executive Functions and Interpersonal Relationships in Early Childhood Education.

Background: The objective of this study was to analyze the impacts of a comprehensive physical exercise program with cognitive involvement during the school day on the executive functions and interpersonal skills of 5- and 6-year-old children. Methods: A total of 68 children participated in a 3-week pre-post intervention. Results: The results showed significant improvements in executive functions and interpersonal skills under the experimental conditions compared to the control group. These positive effects were observed to persist after a three-week follow-up. Conclusions: Therefore, the ActivaMotricidad program, which focuses on developing fundamental motor skills through cognitive, cooperative, and coordinative challenges, can serve as a useful and low-cost tool to achieve the objectives of comprehensive development and sustainability for children in early childhood education.

O CURRÍCULO APLICADO EM UM AMBIENTE ESCOLAR

The objective of the research was to analyze the changes brought about by the reformulation of the curriculum in High School by the BNCC, when the Elementary School student enters High School. The methodological procedures were of an applied nature and with a qualitative approach. The research instrument was an interview script with four questions related to the High School curriculum and its transformations brought about by the BNCC. The results found suggested the importance, efficiency and influence of the curriculum in the school life of the students. The perceptions about the opinion of the reformulation of the curriculum by school professionals were essential to understand the changes brought about by the BNCC, which were the implementations of these curricula by division of areas of knowledge. As conclusions, the research demonstrated that for the curriculum to be efficient in teaching, it must be adaptable to the students' daily school life. For most of the interviewees, there was a need to change the curriculum in High School, due to greater flexibility and the possibility of directing students to the area of knowledge, so that they would have greater affinity and interest.

Toward a Trauma-Informed Comprehensive School Physical Activity Program: Specifying Feasible Practices Across the School Day.

Many students would benefit from trauma-informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma-informed practices across school-based PA opportunities. The purpose of this study was to generate a feasible framework for trauma-informed school-based PA. Framework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping trauma-informed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices. Thirty-three practices met pre-determined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues. Incorporating trauma-informed practices into existing frameworks and approaches to school-based PA may promote uptake of practices that help meet the social and emotional needs of trauma-exposed youth. The present output provides a foundation for generating tools and supports for incorporating trauma-informed practices into school-based PA promotion efforts.

Recreational reading as a leisure activity: Perspectives from Georgian and Finnish hearing and deaf students

AbstractThe benefits of recreational reading for academic success are clear. However, the full potential of recreational reading for socialisation and well‐being remains untapped by young readers. Studies of young readers' recreational reading intentions and perceived barriers to translating intentions into reading are scarce. Deaf and hard‐of‐hearing students have been particularly excluded from research on leisure reading. Using a mixed methods approach, this study investigates Finnish and Georgian students' attitudes towards leisure reading and the relationship between their reading intentions and actual reading. Students' engagement in recreational reading is assessed through a quantitative survey, while their attitudes and intentions towards reading are revealed through focus group interviews. The results of this study suggest that students generally have positive attitudes towards reading, regardless of their country of origin and degree of hearing loss. Furthermore, the analysis reveals a wide range of barriers to reading, the most common of which are long school days, large amounts of homework, limited free time and preferences for other leisure activities. Some speculative findings from this study will be used as a basis for further research, focusing on reading during COVID‐19.

The impact of trauma on students' emotions and behaviors in school

To say teachers and other school staff are overworked and underpaid is an understatement. Teachers play the role of counselors, mentors, comforters, disciplinarians, security, and educators to large groups of children, sometimes up to 20 or more in a single class. It is also an understatement to say that teachers want their classrooms to run smoothly, with minimal emotional or behavioral challenges to disrupt an already busy school day. When students act out, it can be easy to see the child as the behavior and judge them accordingly without considering the function or root cause of that behavior.

School food policy in secondary schools in England and its impact on adolescents' diets and dental health: the FUEL multiple-methods study.

School food standards are a legal requirement for state-funded schools in England and are designed to promote healthy eating in pupils. However, state-funded academies/free schools established between 2010 and 2014 are exempt from this legislation. To complement the school food standards, the government launched the School Food Plan in 2013, which outlines voluntary actions that schools can take to support healthy eating and increase school meal uptake. There has been little evaluation of the school food standards and School Food Plan in secondary schools. To compare implementation and costs of the school food standards and School Food Plan, and pupil dietary and dental outcomes in two groups of secondary schools: those mandated and those not mandated to comply with the school food standards legislation. An observational, multiple-methods study. We sampled state-funded secondary school academies/free schools, pupils aged 11-15 years, and school staff/governors with a role in food provision/education from the Midlands. We collected qualitative data in four schools. The primary outcome was pupil free sugar intake at lunch; across the school day; and during 24-hours. Secondary outcomes were additional nutritional outcomes and dental caries measures. We assessed school food standards/School Food Plan implementation and costs using researcher observation, document analysis, and surveys with staff/governors, schools and pupils. Dietary intake and dental outcomes were measured online using 24-hour dietary recall and surveys, respectively. In the qualitative study we conducted staff/governor interviews and pupil focus groups in a subsample of schools. We used multilevel analyses to explore variation in pupil outcomes across the school food standards-mandated and school food standards-non-mandated school groups. Data were analysed using the Framework approach. Thirty-six schools (13 school food standards-mandated, 23 school food standards-non-mandated), 2453 pupils and 151 staff/governors participated. On average, schools were compliant with 64% of school food standards and implemented 41% of School Food Plan actions, with no differences across school food standards-mandated/non-mandated schools. There was a wide variation in annual costs of the school food standards and School Food Plan reported by schools (mean of £195 per pupil). Pupils in school food standards-mandated schools had lower lunch intakes of free sugar than those in school food standards-non-mandated schools (adjusted mean difference = -2.78 g, 95% confidence interval -4.66 to -0.90 g). After further adjustment for total energy intake, there was no significant difference in free sugar intake, but the school food standards-mandated group had lower fruit and vegetable intake at all time points, and higher consumption of confectionery during the school day and sugar-sweetened beverages over 24 hours. There were no differences in dental outcomes between the two groups. Twenty-one staff/governors and 137 pupils participated in the qualitative study. Staff described balancing school food standards compliance with conflicting priorities related to financial viability. Some pupils felt that school food did not meet their needs for convenience, speed, value for money and taste, and disliked the lunchtime experience. Little time was afforded to healthy-eating education within the curriculum. There were large numbers of missing data for some study elements, including assessment of some School Food Plan actions and cost data. In the secondary school context, the current school food standards are difficult to comply with and the School Food Plan has not achieved the desired outcomes. We found no evidence to show that school food standards legislation has positively influenced nutritional intake. We need to develop healthy secondary-school food provision models that meet pupils' preferences, and better understand how to situate the food and healthy-eating agenda in secondary schools. This trial is registered as ISRCTN68757496. This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 17/92/39) and is published in full in Public Health Research; Vol. 12, No. 12. See the NIHR Funding and Awards website for further award information.

Individualized Healthcare Plans: A School Nurse Primer.

According to the 2017 U.S. Census, 74.3 million children younger than 18 years of age live in the United States. Of this group, 14.6 million children and adolescents have special health care needs or a chronic illness. Students who attend school with complex health conditions, including mental and physical diagnoses, require comprehensive planning by a professional school nurse. School nurses should write an individualized healthcare plan (IHP) for these students. An IHP is written by the school nurse in collaboration with the parent/guardians, student, and health care providers. This plan serves as a tool to guide health care for a student throughout the school day and in mandated school-sponsored events.

Fit club: Outcomes from 35-minute daily exercise program for autistic adolescents

BackgroundAutistic children and adolescents have academic performance challenges and are often reluctant to participate in physical activities. Executive function (EF) abilities generally remain stable or worsen as autistic children get older and obesity and lack of physical fitness are frequent concerns experienced by these individuals. Finding ways to address these concerns has the potential to improve outcomes in autistic youth. MethodWe conducted a 12-month, repeated-measures study to examine the effectiveness of a mandatory 35-minute daily school physical activity intervention involving low to moderate exertion for autistic adolescents (n = 29). Changes in fitness, EF, social responsiveness, and restrictive and repetitive behaviors were examined. ResultsSignificant improvements were seen in fitness, EF areas (specifically cognitive flexibility and planning/organizing), restrictive and repetitive behaviors and social responsiveness. ConclusionFindings suggest that participation in a mandatory daily 35-minute physical activity program with low to moderate exertion is feasible and may contribute to improved EF, fitness, restricted and repetitive behavior, and social responsiveness in autistic adolescents.

Prevalence of Tooth Decay and Related Factors Among Primary School Children

Abstract Introduction Tooth decay is considered the fourth most important public health problem in the world. According to the latest studies, the prevalence of this disease is also important in school children. The interest of this work is to study the prevalence of dental caries and its influencing factors in primary school children in the city of Sousse (Tunisia) and to formulate recommendations for the prevention of this phenomenon. Methods It is a cross-sectional study conducted among pupils enrolled from 1st and 3rd grade of 3 primary schools in the city of Sousse in April 2022 through a questionnaire filled out by the pupils. Results A total of 376 participated in the study. Among them, 52,4% were male. The mean age was 7.4 ± 1.2 years. The prevalence of dental caries in our population was 43.9%. Many factors were associated with dental caries including pupils from public schools (p = 0.000), poor oral hygiene: [lack of tooth brushing (p = 0.000), tooth brushing only 1 time per day (p = 0.000), eating in the evening after brushing the teeth (p = 0.000), lack of changing the toothbrush (p = 0.000)] and unhealthy eating habits (p ≤ 0.05). Consequently, dental caries was significantly higher among children with overweight body mass index (BMI) (90.9%; p = 0.016). Conclusions The organization of awareness and information days in schools, the integration of an education program on preventive measures against this phenomenon and the generalization of screening campaigns to detect this disease are necessary measures that should be carried out according to a well determined strategy. Key messages • Dental caries prevalence among primary school children in Sousse is significant, highlighting the urgent need for preventive measures. • Factors such as poor oral hygiene, unhealthy eating habits, and attending public schools contribute to the prevalence of dental caries.

Rationale and design of Healthy Kids Beyond the Bell: a 2x2 full factorial study evaluating the impact of summer and after-school programming on children’s body mass index and health behaviors

BackgroundThe Structured Days Hypothesis posits that structure protects children against obesogenic behaviors (e.g., physical inactivity, unhealthy dietary intake) and, ultimately, prevents the occurrence of excessive weight gain. The hours following school (i.e., 3–6 pm school days) and summer vacation are two “windows of vulnerability” when children may experience less structure. Programs that provide a healthy structured environment and may prevent BMI gain exist for both time periods (i.e., after-school programs and summer day camps). Unfortunately, these programs are cost prohibitive for children from low-income families to attend. This study will test the impact of providing vouchers to access existing, community-operated after-school and summer programs on BMI z-score, body composition, and obesogenic behaviors (i.e., physical activity, screen use, diet, and sleep) of children (5–12 years) from schools that primarily serve families with low income.MethodsThe study will employ a 2x2 factorial design. Participants (N = 480) attending 4 elementary schools in one school district will be randomly assigned to a no treatment control, after-school program voucher only, summer day camp voucher only, or after-school and summer day camp vouchers. Vouchers will cover the full cost of attending a pre-existing community-based after-school or summer camp program. The primary outcome (BMI z-score) will be measured at baseline (before end of school year, ~ May), 3-month follow-up (after summer, ~ August), and 12-month follow-up (end the following school year, ~ May). Secondary outcomes include body composition (i.e., whole-body fat mass, fat free mass, and percent body fat) and obesogenic behaviors (i.e., physical activity, sedentary time, sleep, screen-time, and diet). The study will also employ a rigorous process evaluation which will consider after-school and summer camp program attendance and content. Analyses will examine differences between the four groups in BMI z-score, body composition, and obesogenic behaviors. Incremental cost effectiveness ratios will determine the cost effectiveness of the intervention.DiscussionThe current study will provide critical information for researchers, practitioners, and policy makers seeking to combat the childhood obesity epidemic in children from families with low-income during the school year and summer.Trial registrationNCT05880901. Registered 27 May 2023.

Creating Lasting Conditions for Meaningful Recess Reform: A 5-School Exploration.

When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states. We conducted a mixed-methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools. We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications. Program implementation research often refers to "buy-in" as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy-in in the recess context. Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success.

National school food standards in England: a cross-sectional study to explore compliance in secondary schools and impact on pupil nutritional intake.

Many countries have introduced school food standards to improve the dietary intakes of school-aged children. England has school food standards (SFS) legislation in place but little is known about how well secondary schools comply with this. We aimed to assess compliance with the SFS legislation in English secondary schools and explore the impact of the SFS on pupils' nutritional intake. We conducted a cross-sectional study with English secondary schools from 2019 to 2022. We compared SFS compliance and pupil nutritional intake in schools mandated or not mandated to comply with the SFS legislation, and explored the association between school compliance and pupil nutritional intake. We assessed the percentage of SFS (%SFS) complied with by reviewing school food menus and observing food served in school canteens. We assessed pupil nutritional intake using a 24-hour dietary recall measure (Intake24) and estimated intakes of free sugar (primary outcome) and other nutrients/foods. We used adjusted multilevel models to compare pupil intakes in the SFS-mandated and SFS-non-mandated schools, and to explore the association between school SFS compliance and pupil intakes. 36 schools (23 not mandated and 13 mandated to comply with the SFS) and 2,273 pupils participated. The median %SFS complied with was 63.9% (interquartile range 60.0-70.0%). This was similar for SFS-non-mandated (64.5%) and SFS-mandated schools (63.3%). Compliance was highest for standards applying to lunchtime (median = 81.3%) and lowest for those applying across the whole school day (median = 41.7%). It was also lower for standards restricting high fat, sugar and energy-dense items (median = 26.1%) than for standards aiming to increase dietary variety (median = 92.3%). Pupils from SFS-mandated schools had a lower mean lunchtime intake of free sugar (g) (adjusted mean difference: -2.78g; 95% CI: -4.66g to -0.90g). There were few significant associations between %SFS complied with and pupil nutritional intake. English secondary schools do not fully comply with SFS legislation regardless of whether they are mandated to comply. Schools and caterers may require monitoring and support to fully comply. There is little evidence that SFS compliance is associated with better pupil nutritional intake. Food environments outside of school also need to be considered. ISRCTN68757496 (17-10-2019).

Growing up with juvenile idiopathic arthritis: Social issues

IntroductionJuvenile idiopathic arthritis is a chronic inflammatory condition interfering with daily activities, social integration, and school attendance in children because of pain and joint inflammation during disease flares. Online resources might help children with JIA improve their social interactions and enhance their knowledge about their disease and the available therapeutic strategies. ObjectiveThis study aims to reveal the social issues encountered by teenagers prone to JIA and determine their perception of the impact of social media on their daily life. Material and methodsWe conducted this study using inductive qualitative methods to describe the sociocultural perception and experience of adolescents with JIA aged between 8 and 16 years. ResultsIndividual interviews were held with 22 adolescents diagnosed with JIA. Fifty-two percent felt like outcasts and rejected by their peers because of their illness. Most of the participants expressed a need for their friends to be informed about their JIA diagnosis. Twenty-two-point-seven percent stated that they played sports for more than 5h a week. A total of 31.8% found their physical performance was not affected by their disease. Ninety-seven of the participants confirmed that they use social media on average 3h a day. YouTube and Facebook were ranked respectively as the first and the second preferred platforms. Seventeen percent of the children viewed these platforms as positive and helpful in dealing with JIA, especially by taking their minds off the pain, dealing with the stress resulting from the lack of mobility, and facilitating interactions with others. ConclusionSocial integration in children with JIA is still challenging. Social media is helpful in managing JIA and improving social interactions, and in gaining useful information.

How can we do authentic co-construction with autistic secondary pupils?

Purpose of the research: Co-constructed digital storytelling methods have the potential to provide authentic children’s perspectives for planning health and education support. The Our Stories project investigated how this method can be applied with autistic children and young people (CYP). A year-long sub-project supported four autistic CYP in a mainstream secondary school in the UK to create short videos illustrating how they manage their sensory and emotional experiences during the school day. The CYP were supported by a member of the Special Educational Needs and Disabilities team, a specialist autism teacher, a researcher, and filmmakers from a disability-led community interest company. This paper reflects on how we can authentically co-construct digital stories with autistic secondary pupils. Major findings: We identified two broad messages for genuinely participatory research. The first was how the structure of sessions changed, from an initial assumption of imposing structure to achieve the research aims to the negotiation of a messy, more fluid means of working to suit the CYP’s needs and wishes. Second was a change in the intended purpose of the stories, from a product to support reflection and understanding about emotional regulation, to each CYP’s own unfolding of purpose. Conclusion: We draw out general implications for co-construction in participatory research in terms of awareness of how to work with power relations in ways that keep the young person at the centre of analysis, and which recognise the need for space for CYP to construct their own meanings.

Relations Between Distinct Dimensions of Physical Activity and Preschoolers’ ADHD Symptoms

Objective: This study examined the unique and interactive effects of PA volume and within-person fluctuations in PA volume (i.e., intraindividual variability in PA volume; PA-var) on preschoolers’ (N = 141; 47.5% girls) ADHD symptoms. Method: Preschoolers wore accelerometers during the school day over a 2-week period. Teachers reported on children’s hyperactive, impulsive, and inattentive symptoms on the ADHD Rating Scale-IV Preschool Version. Results: In the context of regression models, higher levels of PA-var were linked with lower levels of impulsive symptoms. Higher levels of PA volume were linked with higher levels of hyperactive and inattentive symptoms, but only when PA fluctuation (i.e., PAvar) was relatively low. Post hoc analyses with teacher-reported impairment as the outcome revealed a significant interaction such that the positive association between PA volume and impairment was stronger at lower, as compared to higher, levels of PA-var. Conclusion: Larger fluctuations in preschoolers’ PA volume may indicate lower risk for displaying impulsive symptoms. Moreover, preschoolers with high levels of PA that remain relatively consistent throughout the day may be at increased risk for exhibiting hyperactive and inattentive symptoms and related impairment, suggesting they are unable to regulate their activity to meet expectations in the school environment.