School Day Research Articles

Impact of Elevated Serum Triglycerides on Children with Acute Recurrent or Chronic Pancreatitis from INSPPIRE-2

To determine if mild-moderate hypertriglyceridemia (HTG) is associated with increased development of chronic pancreatitis (CP) or pancreatitis-associated complications in children with acute recurrent or CP. Longitudinal data from the INternational Study group of Pediatric Pancreatitis: In search for a cuRE-2 (INSPPIRE-2) cohort of children with acute recurrent or CP (n=559) were analyzed. Subjects were divided into normal triglycerides (<150mg/dL; 1.7mmol/L), any HTG (≥150mg/dL; ≥1.7mmol/L), mild-moderate HTG (150-499mg/dL; 1.7-5.6mmol/L), moderate HTG (500-999mg/dL; 5.6-11.3mmol/L), and severe HTG groups (≥1000mg/dL; ≥11.3mmol/L), based on highest serum triglyceride value. Laboratory, imaging, pancreatitis and hospital events, complications, and quality of life data were analyzed. In children with acute recurrent or CP and HTG, there was no increase in the number of pancreatitis attacks per person-years, nor an increase in CP prevalence. However, HTG severity was associated with increased pancreatic inflammation, pancreatic cysts, pain, hospital days, number of hospitalizations, intensive care, and missed school days. Mild-moderate HTG in children with acute recurrent or CP was not associated with increased pancreatitis frequency, nor increased development of CP, but was associated with increased pancreatitis complications and disease burden. As a treatable condition, treatment of mild-moderate HTG may be considered to reduce pancreatitis-associated complications and medical burden in children with acute recurrent or CP.

Associations between real-life light exposure patterns and sleep behaviour in adolescents.

One of the most striking changes in the regulation of sleep-wake behaviour during adolescence is circadian phase delay. Light exposure synchronises circadian rhythms, impacting sleep regulation, however, the influence of real-life light exposure on sleep variations remains less clear. We aimed to describe the sleep and light exposure patterns of high school students with comparable schedules and socio-economic backgrounds, and to evaluate whether there was any association between them, considering chronotype. We analysed five school days and two free days of actigraphy records, from 35 adolescents (24 female, mean age: 16.23 ± 0.60). The sample was described using the Sleep Regularity Index (SRI), chronotype (actigraphy MSFsc), and self-reported diurnal preference (Morning/Evening Scale). Regression models were constructed to assess the impact of light exposure (daytime and nighttime) on subsequent sleep episodes; and to confirm whether the associations could be an indirect consequence of chronotype. Despite following similar routines, the SRI varied considerably (48.25 to 88.28). There was compatibility between the actigraphy proxy for chronotype and the self-reported diurnal preference, extracted using the circadian rhythm scale for adolescents. Less light exposure during the day was associated with later sleep onset and shorter sleep duration. An increase of 100 lux in average daytime light exposure advance of 8.08 minutes in sleep onset and 7.16 min in sleep offset. When the regressions were controlled for chronotype, these associations persisted. These findings facilitate discussions regarding the behavioural aspect of the impact of real-life light exposure on sleep and its potential as a target for interventions aiming to enhance adolescents' sleep quality.

Early detection of students' mental health issues from a traditional daily health observation scheme in Japanese schools and its digitalization.

The implementation of school-based mental health screening offers promise for early detection of mental health issues in children; however, various barriers hinder its widespread adoption. This study aimed to investigate the predictive value of digital data obtained from an established daily health observation scheme in Japanese schools to identify later mental health issues in children. Data for the analysis were obtained from 2,433 students enrolled in five public schools. The data acquisition period spanned 76 school days, from September 1, 2022, to December 23, 2022, and student absences were recorded during this period. Depressive and anxiety symptoms were assessed in January 2023. The students' daily physical and emotional health status was recorded as "daily health issue" scores and group-based trajectory modeling was employed to classify the long-term trends in these scores. Additionally, rolling z-scores were utilized to capture variability in daily health issue scores, with z-scores above +1 considered unusual responses. After 4 months of daily health observations, students' response trends were classified into five trajectory groups. The group experiencing the highest number of daily health issues (Group 5; 5.4% of the sample) exhibited more subsequent depressive and anxiety symptoms compared to the group with fewer issues (Group 1; 47.5%) (incident rate ratio [IRR] = 5.17; 95% confidence interval [CI]: 3.82, 6.99). Group 5 also demonstrated significantly more days of absence than Group 1 (IRR = 2.14, 95% CI: 1.19, 3.85). The average daily health issue scores for the entire period were associated with both depressive/anxiety symptoms and the number of days absent from school (IRR = 1.59, 95% CI: 1.45, 1.73; IRR = 1.18, 95% CI: 1.04, 1.35, respectively). Furthermore, a higher number of unusual responses during the entire period was also associated with more depressive/anxiety symptoms (IRR = 1.10, 95% CI: 1.07, 1.12). The current study is the first to demonstrate the predictive capability of a traditional daily health observation scheme to identify mental health issues in children. This study highlights the scheme's potential to screen and safeguard children's mental health, emphasizing the importance of digitalization and collaboration with various stakeholders.

Exploring School Absenteeism: Reasons Why, Mental Health Profiles, and Parental Involvement Perspectives

This study investigated school absenteeism among a sample of Canadian students (N = 88), links with mental health (ADHD, ADHD with depressive symptoms, and neither), and parents’ school involvement beliefs. Reasons as to why students with different mental health profiles missed school were also explored. As part of a larger longitudinal study, parent informants completed an online questionnaire about school absenteeism, mental health, and parent beliefs. The average number of school days missed in the past two weeks was 2.21 for students with both ADHD and depressive symptoms, 1.86 for those with neither, and 1.52 for those with only ADHD. Reasons for school absenteeism differed across groups and the main effect of mental health profile was significant when parent beliefs regarding school involvement were controlled for. These findings highlight features of school absenteeism following the COVID-19 pandemic, illustrating the importance of mental health profiles and parental school involvement beliefs when investigating school absenteeism.

A Public Opinion on Tamil Nadu Chief Minister Breakfast Scheme in Tamil Nadu

The public opinion on the Tamil Nadu Chief Minister's breakfast scheme in Tamil Nadu is generally positive. This scheme, which aims to provide nutritious breakfast to school children, has been widely appreciated for addressing issues of malnutrition and enhancing educational outcomes. As the most essential meal of the day, breakfast should never be neglected. Since children rush to get to school early in the morning, many children skip breakfast. Skipping breakfast makes youngsters weary, angry, and restless. This will give the most nutrient-dense breakfast to the elementary school children on school days Critics may raise concerns about implementation challenges or financial implications, but overall, it has been seen as a commendable initiative to improve the health and well-being of students in the state. Some applaud it for addressing malnutrition among school children and promoting education by ensuring they start the day with a nutritious meal. Others may criticise aspects such as implementation challenges, cost-effectiveness, or potential political motives. Overall, it's a topic that generates mixed reactions and ongoing debate among the public. The Chief Minister’s Breakfast Scheme, which was initially devised to provide nutritious breakfast to 1,14,095 students of classes I to V studying in 1,545 government schools, has now been extended to 31,000 government schools across the State, benefitting 17 lakh students. Some people see it as a positive initiative aimed at addressing hunger and malnutrition among school children, while others may have concerns about its implementation, cost-effectiveness, or sustainability. Overall, the reception of such schemes often depends on individual perspectives and experiences. Tamil Nadu Chief Minister Breakfast Scheme is known by many names in Tamil Nadu like "Stalin Breakfast Scheme" or "Morning Breakfast Scheme in Tamil Nadu" or "Tamil Nadu Breakfast Scheme".

Prevalence of Asthma and Its Associated Risk Factors Among Children Aged 5-10 Years in a Rural Area of Coimbatore: A Community-Based Cross-Sectional Study.

Introduction Asthma is one of the serious health problems among children, accounting for a major proportion of lost school days due to absenteeism, decreased academic performances, and lesser social interactions. It can impair a child's activities like playing sports and also their sleeping pattern with frequent school absenteeism. In South India, only a few school-based studies to determine the prevalence of asthma have been carried out, and even fewer studies are done in community settings in rural areas of Tamil Nadu. Hence, this community-based study was done to find out the prevalence of asthma among children aged 5-10 years in rural areas of Coimbatore, Tamil Nadu. Aim & objective To estimate the prevalence of asthma among children aged 5-10 years in rural areas of Coimbatore, Tamil Nadu. Materials and methods A community-based cross-sectional study was conducted in rural areas of Coimbatore, Tamil Nadu. A sample of 726 children from the randomly selected seven villages were studied. The sample size was calculated for a finite population. The standardized International Study of Asthma and Allergies in Childhood (ISAAC) questionnaire and calibrated instruments were used as data collection tools. Ethical approval was obtained. Data entry was done in Microsoft Excel and analyzed using the SPSS 19.0 version. The "t" test was used to compare the mean difference between the quantitative variables and the chi-square test was used to test the association between categorical variables. P-value <0.05 was considered as statistically significant. Results The overall prevalence of self-reported asthma was 5.1%. Boys had 1.7 times higher prevalence compared to girls. The prevalence of possible or suspected cases of asthma using the ISAAC screening questionnaire was 20.9%. In univariate analysis, the risk of having asthma among children is significantly higher among those with a positive family history of asthma. Conclusion The study found that the prevalence of self-reported asthma in rural settings is low (5.1%). However, our study also identifies a large number of children (20.9%) with symptoms suggestive of asthma using the ISAAC questionnaire that need the attention of a specialist for early diagnosis and care for reducing morbidity and episode severity.

Rebooting Bata: The challenges of repositioning a heritage brand

Founded as a family-owned business in 1894, Bata Corp. has grown to become a major player in the footwear sector, with a presence in more than 70 countries. In India, the company established itself as the primary producer of affordable, durable footwear, with the result that the majority of generation X and millennial consumers remember growing up with Bata shoes, having worn them in their school days and often into early adulthood. Unfortunately, childhood memories can be difficult to translate into glamour; as a result, Bata struggled to position itself as a fashionable modern brand. This case study delves deep into the nuances of repositioning a heritage brand, and explores how Bata eventually succeeded in repositioning itself as a premium contemporary brand. The paper highlights the challenges associated with balancing legacy brand associations with desired image. It also shares valuable insights regarding the evolution of India’s fashion and footwear industry, changing consumer behaviour in emerging markets, and the increasing globalisation and democratisation of fashion.

Promoting an Active School Culture: Tools, Resources, and Recognition

Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Active Schools movement, established to provide schools with the necessary tools to ensure that all children in the United States have the opportunity to participate in 60 minutes of physical activity each day, has developed a framework for an active school culture that includes nine essential elements. This article introduces the framework and describes the open-source tools and resources offered through Active Schools to promote school-based physical activity, including foundational guidance documents, assessment tools, professional development opportunities, and a school recognition system.

R (TTT) v Michaela Community Schools Trust

Michaela School is avowedly secular and operates under a very disciplined regime. It has a high proportion of Muslim pupils, and in 2023 the school's governing body decided to prohibit pupils from performing prayer rituals on its premises – regardless of religion – after the Headteacher had banned prayer rituals as an interim measure. Muslims are required to pray five times a day; and while TTT, a Muslim, accepted that the requirements of the school day meant that she could not always pray during the appropriate period, she wanted to perform the midday prayer (Duhr) in autumn and winter during the school lunch break – which, she argued, was ‘free time’. It was argued for TTT that the school's refusal violated her rights under Article 9 ECHR (Ground 1); that the policy discriminated indirectly against Muslims, contrary to section 85(2)(d) and/or (f) of the Equality Act 2010 read with section 19 (Ground 2); and that in introducing the policy the school had failed to have ‘due regard’ to the need to eliminate discrimination, to advance equality of opportunity and to foster good relations between Muslims and non-Muslims, contrary to the public sector equality duty in section 149 of the 2010 Act (Ground 3). She also claimed to have been subject to two procedurally unfair ‘fixed terms of exclusion’ because she had not been allowed to respond to the allegations against her before her exclusions (Ground 4).

School refusal: Considerations for the primary care NP.

School refusal refers to child- or adolescent-motivated refusal to attend school or remain in school for the duration of the school day. Importantly, the child or adolescent does not conceal their absence from school from their caregivers. Root causes for school refusal include anxiety, mood disorders, untreated learning disorders, and social difficulties. Long-term outcomes of school refusal include further social withdrawal, ongoing mental health issues, and unemployment. This article reviews the differences between school refusal and other types of chronic absenteeism, and it describes behaviors that may manifest in a child or adolescent who avoids attending school. The primary care provider's role in evaluation and treatment of this population is discussed.

Mental Health Education: Challenges And Future Perspectives

Basic education is a fundamental right and essential for the development of nations, as evidenced by the need for quality educational training. The relationship between socio-emotional behavior and learning is crucial, as cognitive and emotional characteristics directly affect learning. Mental health, often misunderstood and reduced to a restrictive treatment approach, is a determining factor in children's development, influencing emotional issues and how they develop throughout life. The school environment, where children spend most of their time, becomes central to promoting mental health and early intervention. Schools not only provide literacy but should also act as a space for socialization and prevention, integrating practices that address emotional and behavioral issues. The National Common Curricular Base (BNCC) emphasizes the importance of emotional and social competencies, such as empathy and conflict resolution, which are essential for the holistic development of students. Teacher training programs are vital, as they enable teachers to identify signs of emotional problems and intervene appropriately. Educator training should include knowledge about mental disorders and strategies to promote mental health, which can improve academic performance and student wellbeing. The approach should be holistic and student-centered, considering both individual needs and the social context. Ultimately, the school plays a transformative role in society, needing to adapt its curricula and practices to include topics of mental health and well-being, following Paulo Freire’s critical and emancipatory perspective. By integrating health actions into the daily school routine, schools contribute to the development of conscious citizens prepared to face life’s challenges.

Reinterpretation of Mythological Characters in Youth Culture

The article deals with the specifics of modern reinterpretation of mythological characters, as well as its representation in youth culture. Mythological subjects and their heroes remain attractive for the creative sphere for many centuries. For young people, immersion in mythology allows them to develop constructive solutions to many issues, to recreate a positive picture of the world through the eternal idea of the triumph of good and justice reflected in ancient texts. It is the reinterpretation approach to the reading of world-famous works that allows us to use a wide range of myth. For example, the interest in the myths of European society in the second half of the 20th century is due to the fact that this time is associated with the threat of the outbreak of nuclear war and, as a consequence, with constant uncertainty and the simultaneous desire of each person for a life-affirming and immutable basis, such as the classical one. The evolution of representations of myth in culture has led to the emergence of reinterpretations of the original source, making some of them popular, including with youth audiences.In the 21st century, other mythological images have emerged in accordance with the challenges of the time, which we consider as cultural products of a new level, characterized not only by an appeal to the classical text, but also by a commercial component. The article provides several examples of how the new artistic presentation of mythological characters is reflected in modern mass youth culture — in literature, video games and cinema. The modern interpretation of the tales of ancient civilizations is based on the cultural preferences of mass viewers: the images of myths can be canonical or modernized, but in any case universal. The process of giving new meaning to myths familiar from the school days from an unexpected (nonclassical) side has been repeatedly discussed in the scientific cultural field.The relevance of reinterpretation of mythological characters in youth culture is due to the desire of the new generation not only to rethink the cultural heritage, but also to get in touch with it.

Editorial

Volume eleven, number two of the Journal of Dialogues and Perspectives in Special Education (RDPEE) for the year 2024, consists of 13 articles, in which the specificities of the target audience of Special Education, from an inclusive perspective, are addressed in different national and international contexts. In the first section, this issue presents studies on inclusion and autism, from a more generalist approach, proposing a reflection on the inclusion of these students in Brazil, as well as the challenges and possibilities presented in the educational system, with an emphasis on elementary school I. We also highlight in this section the study that addresses the conception of man in the exercise of fatherhood in relation to Autism Spectrum Disorder (ASD) and the proposal for a reflection on giftedness and the condition of double exceptionality. In a second block, it is possible to access studies on the inclusion of people with disabilities in different approaches, from the experience of emergency remote teaching in Brazil and also through reflection on this same situation, but experienced in Mexico, highlighting how this contributed to (re)thinking a more inclusive school environment and fostering a culture of peace. Also in the second block, we have studies on the role of educational interpreters in high school, the use of virtual assistants by students with ADHD in higher education, the training of Physical Education teachers who work with students with disabilities, as well as the challenges that teachers encounter when dealing with students with disabilities in the daily life of regular schools. In the third and final block of articles presented in this issue, we have two articles addressing Sexual Education and disability. In the first, we find the discussion on the violation of the rights of people with disabilities and sexual abuse. In the second article, the discussion on the importance of Sexual Education for people with intellectual disabilities.Enviar feedbackPainéis lateraisHistóricoSalvas

Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines

During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.

Observational study of close contact behaviors in a multinational graduate student office

Understanding human contact behavior plays a crucial role in improving the design of indoor environments, for example, by enhancing thermal comfort, workplace performance and productivity, and controlling infection transmission. Although baseline information for indoor environmental design is available, data on person-to-person contact behavior are limited, especially in populations of diverse nationalities, genders, and age ranges. In this study, we used high-resolution video cameras to collect close contact data for five consecutive school days in a multinational graduate school student office in Japan with a reserved cultural background. We characterized human close-contact behavior using stochastic interactions in terms of interpersonal distance, assortativity, posture, duration, and frequency of contact in a multinational population. Our results showed a remarkable difference compared to the study results from person-to-person contact behavior in an ethnically homogenous population. The interpersonal distance averaged 0.75 m, and the close contact frequency was notably lower, but the close contact duration was significantly longer. Nationality showed stronger homophily. We considered the degree centrality measures of the nodes in the observed networks. The observed contact network links were dense with high reciprocity. High contact heterogeneity was observed in twenty-five percent of the nodes. These data can be used to improve targeted epidemiological analyses for indoor occupant health decision-making, and infection spread prevention strategies.

Students' Self-Regulated Learning in Physics: Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA)

This study aims to develop and validate an instrument that measures students' self-regulated learning in Physics. The pilot study involved 400 randomly selected Form 4 students taking Physics. Exploratory Factor Analysis (EFA) was conducted to assess the suitability of the measurement items and to identify the construct dimensions. Three main components were identified through the EFA procedure, namely self-motivation (DP), metacognitive planning (PM), and metacognitive monitoring (PK). The field study involved 435 Form 4 students taking Physics from daily secondary schools. The study population consisted of Form 4 students from daily secondary schools across Peninsular Malaysia. The sample was selected using stratified random sampling and simple random sampling from four states: Perak, Kedah, Negeri Sembilan, and Kelantan. Data from the field study were used to confirm the validity and reliability of the instrument through the Confirmatory Factor Analysis (CFA) procedure. CFA results indicated that the developed instrument is valid and reliable for measuring students' self-regulated learning. Once the measurement model was confirmed through CFA, the researchers structured these constructs into a structural model and estimated the necessary parameters using the Structural Equation Modelling (SEM) procedure. This study makes a significant contribution by producing a valid and reliable instrument for measuring self-regulated learning among Form 4 Physics students. This instrument can be used in future research to enhance the understanding of factors influencing students' self-regulated learning in the context of Physics education.

The effect of school closures on standardized test scores: Evidence under zero-COVID policies

We study the effect of school closures on learning loss under Australia’s zero-COVID policies. School closures occurred together with preemptive shelter-in-place and non-essential workplace closures that successfully eliminated the spread of COVID. We exploit variation in the duration of school closures across Australian regions of 9-157 school days and student-level test score data from a national standardized test with high participation to estimate learning loss. Learning loss was substantially smaller than comparable estimates from the literature, which has almost exclusively studied COVID mitigation (rather than elimination) policy environments. Learning loss was minimal for disadvantaged socioeconomic groups.

Improving Self-Regulation: Resiliency Skills in the Classroom.

The impact of daily living often results in unimaginable stress for children, which can be exhibited as lack of self-control. Children with decreased self-regulation are often not successful in school. Many schools do not have the resources needed to employ professionals who could provide programs to improve self-regulation. Creative programs that can be implemented into the classroom without disrupting the school day are needed. The current article describes a resiliency program that was implemented in a school setting to increase self-regulation. This pilot project used descriptive statistics to analyze the feasibility of incorporating resiliency skills into an elementary school curriculum and the resulting impact on self-regulation among school-aged children. Improvements were identified in self-esteem, compassion, and classroom behavior. Implementing resiliency skills into the curriculum can result in positive outcomes by improving self-regulation in school-aged children. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].

Virtual Learning in Kindergarten Through Grade 12 During the COVID-19 Pandemic and Chronic Absenteeism

Chronic absenteeism among kindergarten through grade 12 students has increased considerably after the COVID-19 pandemic. To examine the association between virtual learning during the 2020-2021 school year and chronic absenteeism during the 2021-2022 school year at the school district level. This cross-sectional study used a panel of 11 017 school districts throughout the US comprising kindergarten through grade 12 for the 2018-2019 and 2021-2022 school years. The key covariates were the percentage of hybrid and virtual school days in the previous school year, with an assumption that these values in the 2018-2019 school year were zero. Chronic absenteeism rates at the district level, which were regressed on the percentage of school days in a learning mode in the previous school year, demographic characteristic and socioeconomic status controls, plus district and year fixed effects. Observations were weighted by district enrollment, and SEs were clustered at the district level. The dataset includes 11 017 school districts for 2 years and 22 034 observations. Chronic absenteeism rates increased by 13.5 percentage points, from a mean (SD) of 15.9% (8.1%) in the 2018-2019 school year to 29.4% (13.2%) in the 2021-2022 school year. Students whose schools had 100% virtual instruction during the COVID-19 pandemic had chronic absenteeism rates that were 6.9 percentage points (95% CI, 4.8-8.9 percentage points) higher than those that were 100% in person. Hybrid instruction was not associated with increased absenteeism. The association between virtual learning and chronic absenteeism varied by socioeconomic status, with the conditional correlation much larger for at-risk students; chronic absenteeism rates were 10.6 percentage points (95% CI, 7.2-14.1 percentage points) higher among students with 100% of days in virtual learning from districts in the top quintile of poverty rates compared with 100% in-persion districts. In this cross-sectional study, chronic absenteeism rates were substantially higher in school districts that used virtual learning during the COVID-19 pandemic compared with in person. Understanding how to reduce chronic absenteeism and use virtual learning without potentially negative consequences are key policy questions moving forward.

Direct and indirect costs of paediatric asthma in the UK: a cost analysis

ObjectiveTo estimate the cost of paediatric asthma from a UK National Health Service (NHS) and societal perspective and explore determinants of these costs.DesignCost analysis based on data from a large...