School Day Research Articles

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.

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. 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. 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. 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.

Navigating the body’s double nature in a sedentary environment: Swedish primary school children’s use of physical activity during the school day

ABSTRACT The structuring of time and space in schools influences when children’s bodies should be active and when they should be still. The growing interest in physical activity interventions in schools today highlights a pattern where schools act as sites meant to regulate and educate children’s bodies according to adult-centric interests. Drawing on existential phenomenology, particularly the dual nature of the body as both object and subject, this article examines how children themselves use physical activity in school. Sixty-three children aged 8 – 13 in Sweden participated in semi-structured focus groups where they discussed the significance of movement for them in the school environment. Reflexive thematic analysis in an ‘experiential mode’ was used to understand how the children related to their bodies in terms of objectivity and subjectivity, creating different types of incentives for movement. This is illustrated through two themes: ‘Physical activity for a healthy body (The body as object)’, which shows how children use physical activity based on instrumental motives, and ‘The sentient body (The body as subject)’, where the feeling body is presented in two states: both as trapped and as liberated. The children used movement as a way to balance the structuring of time and place imposed by their school environment, which generated various subjective corporeal states. Thus, the analysis shows that the school environment produces subjective bodies that children understand in objective terms influenced by contemporary health discourses, which in turn shapes their use of movement.

Teaching delay tolerance to a child with Smith‐Magenis syndrome in a classroom using a simplified approach

AbstractDelay tolerance training is used to teach children to accept delayed access to a requested item or event without exhibiting challenging behaviors. It is used during schedule thinning following acquisition of a functional communication response (FCR) or trained on its own in a skills‐based treatment package. Typically, delay tolerance training occurs in a clinic or hospital, and rarely in a school classroom. Most often delay tolerance training has been used with children with autism spectrum disorder (ASD). This study integrated findings from previous research on delay tolerance training to evaluate training in a classroom, with a child with Smith‐Magenis syndrome, using a simplified protocol. The training resulted in acquisition of delay tolerance for 5 min from a baseline of 32 s (average). The participant's teachers were then trained to use similar strategies throughout the school day and quickly acquired and applied the procedure with reported benefits.

Developmental language disorders and special educational needs: consideration of inclusion in the Norwegian school context

Children with language disorders face different challenges in their daily school routines. Accessing tools and having resources promoting a well-structured and inclusive environment is necessary to ensure a pleasant and successful passage through primary school.The current article seeks to highlight stimulating ideas, creating a foundation for involving everyone caring for and educating students with language disorders, particularly children with special needs. Moreover, experts need to prioritize educational initiatives aimed at language disorders, particularly emphasizing early detection, prevention, and specialized care. Balancing the need for students to get adequate attention while avoiding unequal treatment can be as difficult as dealing with a two-sided coin. Moreover, it is crucial to acknowledge that academic research should prioritize finding the best ways to support students with special needs who have language impairments. All professionals working with these students, such as speech therapists, psychopedagogical experts, and general therapists, need to focus on developing interventions and options to aid in their growth.

Physical Activity Behaviors and Negative Safety and Violence Experiences Among High School Students - Youth Risk Behavior Survey, United States, 2023.

Schools are in a unique position to offer opportunities for students to be physically active throughout the school day and promote health and well-being. However, experiences that threaten safety or perceptions of safety might affect students' physical activity behaviors. Using the 2023 national Youth Risk Behavior Survey, six physical activity behaviors and five negative safety and violence experiences were examined from a nationally representative sample of U.S. high school students. This report updates national estimates for physical activity behaviors overall and by sex, grade, race and ethnicity, and sexual identity. In addition, associations between negative experiences and physical activity behaviors were examined, stratified by sex, via unadjusted and adjusted prevalence ratios. Regardless of negative safety and violence experiences, male students had a higher prevalence of meeting aerobic, muscle-strengthening, and both aerobic and muscle-strengthening physical activity guidelines compared with female students. In adjusted models among female students, a positive association was observed between being threatened or injured with a weapon at school and meeting the aerobic guideline, meeting the muscle-strengthening guideline, and playing on ≥1 sports team. Among male students, positive associations were observed between witnessing neighborhood violence and meeting the aerobic guideline and the muscle-strengthening guideline. A negative association was observed between attending physical education classes on all 5 days and witnessing neighborhood violence among female students and being bullied electronically among male students. Physical activity might serve as a mechanism that students employ to cope with negative safety and violence experiences. Understanding current physical activity behaviors among students with these negative experiences will be useful for school leaders, teachers, and public health practitioners who influence physical activity infrastructure and programming in schools and work to support safe, supportive, and inclusive school environments for student health. Although future research is needed to further explore these associations, physical activity continues to be an important behavior to prioritize for adolescent health in the school setting.

Influence and Relationship of Physical Activity before, during and after the School Day on Bullying and Cyberbullying in Young People: A Systematic Review

The aim of this systematic review was to analyze the influence of the practice of Physical Activity (PA) before, during and after school hours on bullying and cyberbullying in children and adolescents. Studies were identified in four databases (PubMed, SCOPUS, Web of Science, ERIC) from January 2013 to March 2024. A total of 29 studies met the inclusion criteria. Seventeen studies used a cross-sectional design to explore the association between these variables, and 12 articles had a longitudinal design with PA interventions. The review found that PA is associated with significant improvements in bullying and cyberbullying, reduced depressive symptoms, and strengthened social relationships, responsibility, and self-esteem. PA before the school day may be effective in reducing bullying victimization. During the school day, it promotes affective behaviors related to bullying, such as empathy and respect for others, and optimizes psychological factors such as self-concept and self-esteem. After-school PA reduces bullying and disruptive behaviors in non-educational contexts. It is recommended to implement PA programs that address social, emotional and behavioral aspects throughout the day, with Educational Centers and Physical Education as the central axis. Didactic recommendations for implementing PA programs against bullying/cyberbullying in school and extracurricular contexts are included.

The Effect of Menstrual Hygiene Management on Girl Child School Attendance at St Marys Girls Vocational School in Kamukuzi Division, Mbarara City

This study assessed the effects of menstrual hygiene management on school attendance among female adolescent students at St. Mary's Girls Vocational School in Kamukuzi Division, Mbarara City. The researchers employed systematic random sampling to select 45 respondents from Form One and Form Two, as these students were expected to have experienced their menstrual periods. The majority of the respondents were aged 13-14 years. While some girls used handkerchief cloths or hand towels as menstrual management materials, most of them used sanitary pads and disposed of them in the toilets. The researchers conducted a Pearson correlation coefficient analysis in SPSS to examine the relationship between menstrual hygiene management and school attendance. The analysis revealed a weak positive correlation coefficient of 0.210, indicating a weak relationship between menstrual hygiene management and school attendance. However, the p-value of 0.167 suggested that the results were not statistically significant. The study concluded that there is an impact of menstrual hygiene management on school absenteeism, as girls who experienced longer periods tended to miss more school days. However, the weak relationship and lack of statistical significance indicate that other factors may also contribute to school attendance among adolescent girls, and menstrual hygiene management alone may not be the sole determinant. This study provides valuable insights into the challenges faced by adolescent girls in managing menstruation and its potential impact on their school attendance. It highlights the need for comprehensive menstrual hygiene management education and support programs in schools to ensure that girls have access to appropriate materials and facilities. By addressing these challenges, schools can create a supportive environment that promotes regular attendance and educational opportunities for all female students, even during menstruation

Are Cooked Nutritious School Lunches Associated with Improved Attendance? Findings from the 2022-2023 Tasmanian School Lunch Project.

Background/Objectives: During 2022-2023, the School Lunch Project (SLP) provided free nutritious cooked lunches 1-4 days per week to Kinder to Grade 10 students attending 30 schools in areas of high disadvantage in Tasmania, Australia. This analysis examined if the SLP was associated with student attendance. Methods: Staff (teachers, support staff, and principals) from 12 schools completed an online survey and/or participated in focus groups/interviews. Government-held, objectively measured, grade-level attendance data were provided for 17 SLP and 11 matched comparison schools for 2018-2023. Linear mixed models compared attendance on school lunch and non-school lunch days in SLP schools. Difference-in-difference regression compared attendance between SLP and comparison schools. Qualitative data were analysed thematically. Results: Sixty-five staff completed surveys, where 22% reported that increased attendance was a benefit of the SLP. Similar findings were observed in the staff focus groups/interviews (N = 51). Mean attendance was similar on school lunch and non-school lunch days among the SLP schools during 2022 (difference: 0.04, 95% CI: -0.5, 0.6) and 2023 (difference 0.1, 95% CI: -0.2, 0.4) and similar between SLP and comparison schools (average treatment effect in the treated: 1.2, 95% CI: -0.7, 3.0). Conclusions: The SLP was perceived by some staff to improve attendance but was not associated with objectively measured attendance examined at the grade level.

The economic burden of varicella among children in France: a caregiver survey.

A substantial economic burden is associated with pediatric varicella in France, primarily due to the productivity loss among caregivers. •Although varicella is considered a mild disease, it poses a significant burden on caregivers and society. Our study aimed to estimate the economic burden of varicella among children in France from family and societal perspectives to support policymakers in understanding the value of UVV in France. • We conducted an online survey of caregivers of 185 French children (≤17 years) diagnosed with varicella and collected data on varicella-related healthcare resource use, missed school days and workdays. Our study estimated annual societal burden of pediatric varicella in France. Out of 185 children with varicella, most (95.1%) had at least one outpatient visit, 10.3% had at least one emergency room visit, and 2.2% were hospitalized. 61.1% of parents with sick child, missed work and median productivity loss was 2.0 workdays. Additionally, 170 children who attended school or preschool missed a median of 5.0 school days. • The societal burden of pediatric varicella in France was estimated to be €450,427,578 (95% CI, €357,144,618 - €543,710,538), with indirect costs accounting for 85%. Pediatric varicella is associated with a substantial economic burden in France, primarily due to high productivity losses among parents and caregivers.

Assessment and treatment of multiply maintained problem behavior dependent on the time of day

ABSTRACT Purpose The current study evaluated treatments derived from two functional analyses (FA) for a 7-year-old student with autism. Method The FA assessment was conducted at different times of the day and each revealed different functions in the morning and the afternoon. Results The morning FA suggested that problem behavior was maintained by positive reinforcement in the form of attention, whereas the afternoon FA showed that problem behavior was maintained by both positive reinforcement in the form of attention and negative reinforcement in the form of escape from task demands. Discussion results of this study suggested that differential reinforcement for appropriate behavior in a multiple schedule arrangement effectively reduced multiply maintained problem behavior across the school day.

Missing School Days Following Sport-Related Concussion in High School Athletes

Sport-related concussions (SRC) can significantly impact students' attendance and academic performance, highlighting the importance of gradual return-to-learn protocols for recovery. Understanding the association between missed school days and recovery, especially across genders, is vital for effective concussion management in high school athletes. To describe missed school days in high school athletes with SRC and to determine associations between missed school days and authorized clearance to return to competition; secondarily, to determine whether school days missed differed by gender. Cohort study among student athletes participating in athletics sponsored by the Michigan High School Athletic Association (MHSAA) during academic years 2015 to 2023. SRC was a participant eligibility criterion and was defined as a head injury during participation in a MHSAA-sanctioned event. Data were analyzed from August 2015 to June 2023. Primary exposure was missed school days; additional exposures included gender, year of season, concussion history, event type, sport level, contact level, and athletic trainer involvement. The primary outcome was time to full unrestricted clearance following SRC. The analysis included a total of 20 934 individuals with SRC (13 869 boys [66.25%]). Gender (χ23 = 167.40; P < .001), season (χ221 = 57.41; P < .001), event type (χ23 = 99.29; P < .001), sport level (χ29 = 68.15; P < .001), contact level (χ26 = 56.73; P < .001), and initial evaluation (χ23 = 147.13; P < .001) were independently associated with missed school days. Athletes took a median (IQR) of 11 (7-16) days to return to full unrestricted clearance. Relative to no missed school days, there was a significant mean increase of 57% (incidence rate ratio, 1.57; 95% CI, 1.52-1.62) in time to full unrestricted clearance for 3 or more missed school days. The estimated mean days to return to sport were 12.15 (95% CI, 12.00-12.30) for 0 missed school days, 12.68 (95% CI, 12.39-12.96) for 1 missed school day, 15.47 (95% CI, 15.06-15.87) for 2 missed school days, and 19.08 (95% CI, 18.55-19.62) for 3 or more missed school days. This cohort study found that high school athletes typically missed 2 or fewer school days after SRC, suggesting that concussion management teams adhered to current recommendations of 24 to 48 hours of initial rest. The dose association, with more missed school days associated with slower return to play, suggests athletes' missing more school days (eg, ≥3) may be associated with severity of concussion and warrant additional support to return to school and/or sport.

Correlation between physical activity and anthropometric measurements among children and adolescents

ObjectivesThe purpose of this study was to measure the association between the level of physical activity and sedentary conditions with anthropometric measurements of children and adolescents. MethodsThis cross-sectional descriptive study consisted of a convenience sample of 400 children and adolescents from public schools in Itapevi-SP, Brazil. The Physical Activity Checklist Interview or LAF “Lista de Atividades Físicas” in a Brazilian version, was administered in a face-to-face interview on a school day and allowed assessment of sedentary behavior and physical activity on the previous day. Anthropometric measurements included body weight, sex, age, and lower limb posture. The participants were photographed in the frontal and sagittal planes, and the photos were analyzed using postural assessment software (PAS/SAPO). Pearson's tests were applied to analyze correlations. ResultsChildren and adolescents show a greater tendency toward valgus knees with increasing body mass (r = ‒0.33). On average, girls have a larger Q angle. Ankles are less likely to become valgus with increasing age and mass (r = ‒0.18 and ‒0.23, respectively). The horizontal alignment of the pelvis is mostly in anteversion with a significant increase with age (r = 0.27) and a slight increase with mass (r = 0.15). The knee and ankle tend to be less hyperextended and more dorsiflexed from the age of 10, with no correlation with the other variables. It was not possible to observe a clear relationship between the time spent in physical activity and sedentary behavior and the postural angles mentioned above. ConclusionAlthough correlations were found between age, sex and body mass, and postural angles, notably pelvis alignment, Q angle, knee, ankle, sex, and body weight, there was no correlation between the time spent in physical activity, sedentary behavior, and lower limb posture.

Shaping Tomorrow’s Chemistry: Reflections and Goals from IUPAC’s Vice President

Abstract I first heard about IUPAC in 1972 in undergraduate organic (nomenclature) lectures; I already knew about the Periodic Table from high school days, but I did not make the connection between this chemistry and the organisation named IUPAC until much later. In 1996, I became involved in planning for Australia to bid for a General Assembly (GA)/World Chemistry Congress (WCC); ultimately the bid was successful, and the meeting was held in my home city of Brisbane in July 2001. In the way, I learnt much about the various component parts of IUPAC while the Executive Secretary role, which I held for a trio of combined meetings including an Asian Chemistry Congress plus an Asian Federation of Medicinal Chemistry meeting, brought me into contact with the IUPAC leadership. I also interacted with Titular Members, many volunteers, as well as key movers and shakers within the chemistry field. And I got to know our wonderful current IUPAC staff members Fabienne Meyers and Enid Weatherwax.

Attention to social threat predicts diurnal cortisol dynamics during the high school transition

Adolescence is a developmental period marked by significant social shifts accompanied by concurrent changes across biological, cognitive, and emotional domains. Within adolescence, the high school transition is a pivotal time for youth that is ripe with opportunities yet has the potential to disrupt functioning. An increasingly sophisticated understanding of health and developmental biology indicates that the hypothalamic-pituitary-adrenal (HPA) axis plays an important role in transducing social experiences into physiological changes that have long-term impacts on health and wellbeing. There is reason to believe that attentional biases to social threat could impact cortisol, a steroid hormone indexing activity of the HPA axis, during the high school transition. The present study examined associations between attentional biases to socially threatening stimuli, measured using the Affective Posner paradigm, and components of the diurnal cortisol rhythm among youth across the first two days of high school. Participants included 67 youth (N = 504 saliva samples) with a mean age of 12.86 years and a relatively equal split with regard to both sex assigned at birth and gender identity (54% male; 54% boys). Findings build upon and extend previous work by demonstrating that greater attentional engagement bias to socially threatening stimuli is associated with a pattern of greater diurnal HPA axis reactivity across the first two days of the high school transition, as evidenced by a steeper cortisol awakening response and a steeper diurnal cortisol slope. This work extends our understanding of the mechanisms through which stress relates to wellbeing in youth by embedding biological development in the life course. Clinically, this work has the potential to inform interventions to protect youth against the biological embedding of stress by identifying a theoretically driven, socio-contextually relevant risk factor to be attenuated – namely, attentional bias to threat.