School Day Research Articles

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

To estimate the economic burden of varicella among children in France from family and societal perspectives. We conducted an online cross-sectional survey of caregivers of 185 French children (≤ 17 years) diagnosed with varicella in the previous six weeks. Data collected included varicella-related healthcare resource use, out-of-pocket costs, missed school days, and workdays missed by either parents or other caregivers. Mean and median direct and indirect costs (2022 Euros) were calculated using survey data and published literature. The annual societal burden of pediatric varicella in France was estimated. Of the 185 children, 95.1% had ≥ 1 outpatient visit, 10.3% had ≥ 1 emergency room visit, and 2.2% were hospitalized. The median [interquartile range, IQR] number of outpatient visits/child was 1.0 [1.0 – 2.0]. The median length of hospital stay among those hospitalized (n = 4) was 5.0 [3.5 – 6.5] days. Caregivers of 185 children missed a median of 2.0 [0 – 5.0] workdays; 113 families (61.1%) had ≥ 1 parent miss work. A median of 5.0 [3.0 – 7.0] school days were missed by 170 children who attended preschool or school. The median direct out-of-pocket cost to the family was €30.0 [€17.0 – €60.0]. The median [IQR] societal costs per varicella case were €455.2 [€70.5 – €1013.5]; the median [IQR] direct and indirect costs per child were €60.8 [€39.0 – €102.7] and €364.7 [€0.0 – €911.7] respectively. The annual societal burden of varicella among children in France was estimated to be €450,427,578 (95% CI: €357,144,618 – €543,710,538), with indirect costs accounting for 85%.Conclusions: A substantial economic burden is associated with pediatric varicella in France, primarily due to the productivity loss among caregivers.What is Known:• 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.What is New:• 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.

Vitamin C-rich guava consumed with mungbean dal reduces anemia and increases hemoglobin but not iron stores: a randomized controlled trial of food-to-food fortification in Indian children.

BackgroundAdding vitamin C-rich fruit to staples containing iron could be an effective strategy to improve iron bioavailability and thereby reduce iron-deficiency anemia in children. ObjectiveWe aimed to assess the effect of consuming a mungbean-based meal with or without guava fruit on body iron stores, hemoglobin concentration, and anemia of children as part of a school feeding program. MethodsWe conducted a 7-month randomized, controlled trial with 6 to 10-year-old school children (n=200; 46% anemic, 71% iron-deficient) from a rural community in Haryana, North India. Children were assigned to two treatment groups to daily receive either a meal of mungbean dal only (3.0 mg of iron; vitamin C:iron molar ratio ∼0.5:1), or mungbean dal with fresh guava (3.2 mg of iron; ∼170 mg of vitamin C; molar ratio ∼18:1). Meals were served every school day under supervision. The primary outcome was body iron stores, while concentrations of hemoglobin and other iron indicators were secondary outcomes. ResultsDaily consumption of mungbean dal along with guava did not result in an overall improvement of body iron stores (mean treatment effect: 0.65 mg/kg body weight; 95% CI: −0.34, 1.63; P=0.197). However, compared to children who consumed mungbean dal only, children in the guava group showed a larger increase in hemoglobin concentration (3.7 g/L; 95% CI: 1.6, 5.6; P=0.001), and a larger drop in the prevalence of anemia (−51%; 95% CIs: −74, −10; P= 0.022) and iron-deficiency anemia (−56%, 95% CI: −83, 13; P=0.087). These effects were more pronounced in children who were iron-deficient at study start. ConclusionsAddition of guava to a mungbean-based meal containing a moderate amount of iron increased hemoglobin and reduced anemia but did not provide enough additional absorbed iron to also increase body iron stores. Food-to-food fortification by inclusion of vitamin C rich fruits in iron-containing school meals may help alleviate the burden of anemia in children.This trial was registered at https://clinicaltrials.gov/ct2/show/NCT01191463.

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.

Hypnosis: An aid in working with patients with narcolepsy

ABSTRACT Narcolepsy is a primary neurological sleep disorder characterized by excessive daytime sleepiness, and in a majority of patients, cataplexy, which is sudden muscle weakness brought on by strong emotion. While often thought of as an adult condition, narcolepsy can be present at any age and may occur as often as 1 in 2000 individuals. Regardless of age, its effects are far-reaching, resulting in missed school or work days, poor school or work performance and all associated ramifications. In children and young-adults, narcolepsy can masquerade for years as anxiety, depression, attention deficit disorder and even bipolar disorder, thus delaying diagnosis. Most patients diagnosed with narcolepsy receive significant benefit from standard medication. In addition to medication, however, this article describes promising roles for clinical hypnosis in the care of young patients with narcolepsy, including through teaching them how to have more control over their sleepiness and the emotions that can induce cataplexy, while minimizing side effects that can occur when using narcolepsy medication.

Clinical Manifestations of Vernal Keratoconjunctivitis and Its Effects on School Attendance and Access to Medical Care in School Children of Western Uttar Pradesh

Introduction: Vernal Keratoconjunctivitis (VKC) is a chronic ocular condition affecting school-age children, particularly in hot, allergen-rich regions. It presents with symptoms such as intense itching, tearing, foreign body sensation, and sticky discharge, causing discomfort and management challenges in resource-limited settings. VKC impacts public health significantly due to its high prevalence and effect on academic performance and school attendance. Method: This cross-sectional study included 1521 school children aged 6 to 16 years in Western Uttar Pradesh. Comprehensive eye examinations were conducted, and VKC was diagnosed based on conjunctival and limbal papillae. A structured questionnaire collected data on socio-demographic factors, medical care access, and VKC's impact on daily life and school attendance. Descriptive statistics and Pearson chi-square tests were used for analysis. Result: Of the participants, 242 (15.9%) had VKC, with a higher prevalence among boys (56.2%). Most cases were mild (66%), with 34% severe. Symptoms included itching, stinging, tearing, photophobia, and discharge. Severe VKC resulted in higher rates of constant eye rubbing and tear production. School absenteeism was significantly higher in severe cases (78%) compared to mild cases (47%) (P&lt;0.001). Severe VKC also led to more frequent medical consultations (52% vs. 22%, P=0.01). Conclusion: VKC significantly affects school attendance and medical care utilization among children in Western Uttar Pradesh. Improved management practices, better access to medical care, and enhanced support systems are essential for affected children and families.

PECULIARITIES OF THE FUNCTIONING OF DOMESTIC ELITE INSTITUTIONS OF HIGHER EDUCATION

The article provides a theoretical and practical analysis of the problem of the formation and development of elite higher education in Ukraine. In the context of the specified problem, the authors singled out: trends in the activity of educational institutions in the conditions of a full-scale invasion of Russia; factors of increased interest of researchers in studying the problem of elites, elite thinking, elite educational institutions; growth trends of private educational institutions in Europe and Ukraine.An analysis of different approaches to the interpretation of the concepts of "elite", "private school", "alternative educational institutions", "elite education", "elite university", etc. is offered. The authors proposed a description of different types of private schools, in particular, elitist, denominational, compensatory, conjunctural, national and alternative models. The article presents the classification of private schools (preschool, primary, day, non-formal, with moderate and high tuition fees, with historically developed traditions and modernity, etc.), and highlights their characteristic features.A comparative analysis of research and elite universities was partially carried out, and the characteristic features of a research university were singled out and characterized (the multi-functionality of the institution, the presence of a system of training specialists with a scientific degree, a wide selection of specialities and specializations, the formation of an intellectual environment around the university, a competitive and selective approach to the selection of students; the presence of corporate ethics, etc.). The article focuses on the specific characteristics of elite universities (autonomy, compactness, own traditions, small numbers, etc.), highlights the most significant factors of the emergence and development of elite higher education institutions in Ukraine (growing demand of the population for appropriate education, creation of an appropriate educational environment, expanded network of social provision of the most gifted students, etc.).

Unmet menstrual needs and psychosocial well-being among schoolgirls in Northern Tanzania: baseline results from the PASS MHW study

IntroductionImproving menstrual health among schoolgirls is essential to meeting the Sustainable Development Goals (SDGs) of good health and wellbeing (SDG 03), quality education (SDG 04), and gender equality (SDG 05). School participation and wellbeing among girls in low and middle-income countries are impacted by inadequate access to quality menstrual materials and WASH facilities, taboos around menstruation, and poor knowledge. Comprehensive evidence is needed to address these challenges and guide policy and practice.MethodsAn assisted self-completed questionnaire was used to collect socio-demographic information, menstrual-related data, and school climate data from 486 girls in four mixed-gender government secondary schools in Mwanza, Tanzania. The mean (SD) of three Menstrual Practices and Needs Scale (MPNS-36) sub-scores were calculated. Specifically, the extent to which girls perceived needs for carrying and changing menstrual material in school (transport and school environment); washing and drying menstrual material (reuse needs); and privacy and drying menstrual material in school (reuse insecurity) were met. An ANOVA test compared MPNS scores for groups, and logistic regression examined the association between menstrual health and wellbeing outcomes (self-efficacy, menstrual anxiety, school attendance, and participation) and MPNS subscale scores.ResultsThe mean age of the 486 participants was 15.6 years (SD 1.3); 87% had started menstruating; the mean age at menarche was 14.2 years (SD 1.15). The majority (75%) of girls experienced pain during the last menstrual period, 39% had menstrual-related anxiety, and 16% missed at least one day of school due to menstruation. The mean MPNS subscale score (out of 3) for the reuse needs ranged from 1.0 to 2.1 across schools; 1.6 to 2.1 for reuse insecurity; and 0.9 to 1.8 for transport and school environment needs. The MPNS subscales had sufficient reliability (Cronbach alpha = 0.74 to 0.9). The subscales also had good construct validity with menstrual-related self-efficacy: higher scores for transport and school environment were associated with confidence to seek menstrual support, participate in class, and predict when periods were about to start.ConclusionsSchoolgirls have unmet needs related to transporting and using menstrual material in school, and these needs differed across schools in northern Tanzania. Menstrual-related pain remains a major reason for poor school attendance and participation. Interventions to address menstrual practice needs in schools are required and should include a strong pain management component.

Effect of Mat Pilates intervention on sleep quality in adolescent girls: A single blinded randomised controlled trial

BackgroundPilates, a low-to-moderate intensity workout provides an alternative to traditional methods that stimulate both the mind and the body. Adolescent girls often experience sub optimal sleep quality, especially on school days, posing significant health risks. This study aims to investigate the effects of Pilates on the sleep quality of adolescent females. MethodsA single-blinded Randomized Controlled Trial was conducted at a Physiotherapy OPD. Eligible adolescent girls (aged 10–19) with PSQI scores exceeding 5 were enrolled. Sixty participants were allocated each to Group A (Control) or Group B (Mat Pilates) via convenience sampling. Parental consent and participant assent were obtained. Group A maintained daily activities with ergonomic exercises, while Group B underwent Mat Pilates training three times weekly for eight weeks. Data were collected at baseline, at the end of 4th and 8th week. ResultBetween-group analysis at the 4th and 8th weeks showed significant differences. Post hoc analysis with Bonferroni adjustment revealed notable improvements from baseline to both time points (p < 0.05). The experimental group achieved a 45.14 % greater reduction in Global PSQI score compared to the control group, indicating significant improvements in sleep quality. The experimental group also showed a substantial 53.39 % improvement in sleep duration and a significant 65 % reduction in sleep latency, outperforming the control group. ConclusionThis study reveals promising improvements in sleep quality, highlighting the potential benefits of Pilates for this demographic. This can be a valuable approach to enhancing sleep quality among adolescent girls, potentially contributing to their overall health and life quality.

General education inclusion of students with significant disabilities: the role of the school-based occupational therapy practitioner

ABSTRACT Since the passage of The Individuals with Disabilities Education Act (IDEA) in 2004, it has been mandatory for disabled children to be educated with non-disabled children within public agencies to the greatest extent possible. While school systems have responded by creating academic and functional programs better suited for educating students with disabilities, they tend to be self-contained environments with limited opportunities for exposure to typical peers throughout the school day. The inclusion of special education students, especially those with significant impairments, is currently not meeting the expectations set forth by IDEA. The reasons for this vary widely and have led to the pervasive restrictive placement of students with extensive support needs (ESN) despite the numerous benefits of inclusive placement presented in available research. This manuscript will compile the existing evidence on the educational placements of significantly disabled students and use it to paint a picture of the current state of inclusion, identify the barriers to its implementation, list the benefits of inclusion for all students, and discuss how occupational therapy practitioners can facilitate, enhance, and expand inclusion of these children. This manuscript serves as a call to action for school-based occupational therapy practitioners to expand their role in this setting by emphasizing their unique skill sets to educators and fully utilizing their strengths to act as advocates for the significantly impaired students they serve.

Outdoor recess is associated with more positive attitudes toward physical activity among pre-adolescent students and their parents.

School day structure has the potential to increase students' physical activity (PA) levels and form positive attitudes about PA. Including various PA opportunities and free play possibilities in the school schedule, especially outdoor recess, can improve students' moderate-to-vigorous PA (MVPA) levels during school time. Therefore, the main aim of the study was to investigate students' and their parents' attitudes about outdoor recess and PA opportunities in schools with different recess opportunities. Students from grades three to six (9-13-year-olds) and their parents responded to a questionnaire about the effect of outdoor recess and opportunities for PA during the school day. Schools were divided into three groups based on the recess opportunities during the school day: (1) "outdoor recess", (2) "outdoor recess on some days", (3) "indoor recess". Students and parents of the "outdoor recess" group had significantly more positive attitudes about outdoor recess and PA opportunities in school. Students of the "outdoor recess" group stated being significantly more active during their leisure-time compared to other groups. Parents of the "outdoor recess" group stated that the school has asked their opinion regarding PA opportunities during the school day significantly more compared to the other two groups. These findings emphasize the positive effect outdoor recess can have on students' PA beliefs and habits. Parents of the "outdoor recess" group also had more positive attitudes toward PA which is important as parents most likely convey their attitudes and beliefs to their children. In addition, involving and informing parents is critical when changing the school schedule and introducing new school culture, to make the changes last.

Impact of parent-delivered traditional Thai massage on children with autism spectrum disorder and parenting stress: a randomized controlled trial

Objectives To evaluate the effects of parent-delivered traditional Thai massage (TTM) on children with autism and its potential influence on parenting stress. Methods Forty-eight children with autism (aged 10.32 ± 1.35 years) were enrolled from Haikou Special Education School (Haikou Province, China) and randomly assigned to either the TTM group or control group in a 1:1 ratio. Alongside their regular school routines, the TTM group underwent 16 sessions of 50-min TTM, twice weekly for 8 weeks. The control group continued their usual daily school routines. Intervention effects and parenting stress were measured using the Autism Treatment Evaluation Checklist and Parenting Stress Index, Fourth Edition Short Form. Results The TTM intervention had a significant positive impact on sociability (p = 0.001, partial ŋ2=0.168) and total scores (p = 0.009, partial ŋ2=0.103). Additionally, the TTM group had significantly reduced parental distress (p = 0.016, partial ŋ2=0.179), parent − child dysfunctional interaction scores (p = 0.008, partial ŋ2=0.206), and total scores (p = 0.001, partial ŋ2=0.179) post-intervention, with a significant rebound observed during the follow-up period. Conclusions Our findings indicate that parent-delivered TTM can effectively improve certain autism symptoms and reduce parenting stress in the short-term. Incorporating parent-delivered massage into family-based interventions offers a convenient, effective, and personalized treatment option for families with limited access to alternative treatment resources. Trial registration Clinical Trials Registry Identifier: ChiCTR2100051355, 2021-09-21