Education Programs In Schools Research Articles

An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

The purpose of this research paper is to identify and test the factors influencing the perceived usefulness and perceived effectiveness of adopting an e-learning system from the perspective of teachers in public and private schools as well as the United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA) in Jordan during the first wave of the COVID-19 pandemic in the academic year 2019/2020. Based on the findings and best practices, the study intends to make appropriate recommendations to decision-makers. Its significance stems from the use of scientific tools of research and investigation, and it aims to ensure the quality and effectiveness of Jordanian schools’ e-learning systems. The study’s hypotheses were verified by electronically collecting 551 questionnaires from teachers in Jordan. To test the study hypotheses, the empirical validity of the research model was set up, and the data were analyzed with SPSS version 21.0. Structural equation modeling (SEM), confirmatory factor analysis (CFA), and machine learning (ML) methods were used to test the study hypotheses and validate the properties of the instrument items. Nineteen variables and one mediating variable were studied. The study found that independent variables pertaining to technology (relative advantage, compatibility, top management support, communication technologies, competitive pressure, technology competence, information intensity, and work flexibility) and moderating variables pertaining to the teacher’s personal income and those pertaining to school (school size, education program, and work sector) had a positive effect on teachers’ perceived usefulness of adopting e-learning systems during the COVID-19 pandemic. On the other hand, independent variables pertaining to technology (complexity and collaboration technology), moderating variables pertaining to the teacher (age, education level, and gender), and moderating variables pertaining to school (educational stage, number of students) were not supported.

Sexting at an Early Age: Patterns and Poor Health-Related Consequences of Pressured Sexting in Middle and High School.

Sexting is sending, receiving, or forwarding sexually explicit messages, images, or videos through electronic means. Research has examined sexting in high school and college students. This study seeks to add to the existing literature by exploring the nature of pressured or problematic sexting in middle school-aged subjects. We asked participants in public colleges in Massachusetts, Colorado, and Virginia, to recall their sexting-related experiences in middle and high school. We utilized an online survey tool for data collection. We performed bivariate quantitative statistical analyses to examine attitudinal and behavioral differences, as well as motivations and consequences of adolescent sexting. The study revealed unique patterns of early-onset sexting compared to sexting in later adolescence. Early-onset adolescents typically start sexting before they become sexually active and are at a higher risk for poor outcomes associated with sexting, they are more likely to seek therapy. Early sexting is significantly more pressured than sexting in later adolescence. The study is an important contribution to the existing research on pressured sexting. Exploring pressured sexting at very early ages finds that early sexting activity is more likely pressured, creates more stress than later in life, and hence, it needs attention from school mental health professionals and education programs. The authors suggest that comprehensive sex education, including sexting should begin earlier than middle school to prevent risky online sexual behavior and provide for learning coping mechanisms for adolescents.

Building a sustainable model of integrated stem education: investigating secondary school STEM classes after an integrated STEM project.

This study investigated the sustainability of an integrated STEM education program. Two US high school science teachers and an engineering technology teacher sustained implementation of an integrated STEM curriculum after the conclusion of the funded program, TRAILS. Class observations were conducted to examine how the teachers implemented the integrated STEM curriculum and how they maintained integrated STEM teaching in a science and engineering technology education (ETE) teacher pair using science and engineering technology shared practices. After the integrated STEM lesson, their students’ academic achievements were compared to those of the students who previously participated in the project. The results reveal that the students showed no difference from the previous TRAILS students in terms of academic achievements as measured by STEM knowledge test scores, which may indicate that the teachers successfully maintained consistency and effectiveness of the implementation. Additionally, a twenty-first century skills survey was newly conducted to examine students’ growth in confidence in twenty-first century skills after they were taught the integrated STEM lesson. The students showed increased confidence in critical thinking, which indicates that the students benefitted from the teachers’ instructions even after the conclusion of the funded program and the absence of support. Based on the findings from the teachers’ experiences of multiple years of integrated STEM teaching, the study discusses how to better support teachers for the successful implementation of an integrated STEM curriculum as a sustainable education program in secondary schools.

Implementer Views on Whether Catch-Up Education Program in Primary Schools (Iyep) Could Be Performed Via Distance Education

Face-to-face education in many countries was suspended due to the global pandemic of COVID-19 declared by the World Health Organization (WHO) in 2020. The pandemic led to new searches in the academic process, and distance education gained importance in Turkey. However, the Catch-Up Education Program in Primary Schools was not taken into account while it was stated that educational services provided in resource rooms within the scope of inclusive education were to be continued via distance education. Accordingly, it was aimed to examine the views of classroom teachers who had implemented IYEP before on whether IYEP could be performed via distance education and to make an evaluation based on the first-hand experiences of implementers. To that end, the research was conducted with 22 participants in accordance with the ethical principles. Ethics committee approval was obtained for the study with the decision of Agri Ibrahim Cecen University Scientific Research Ethics Committee dated 08.09.2021 and numbered 206. All of the participants are experienced classroom teachers who have experience with IYEP and have performed distance education. The research was performed with the phenomenological design of qualitative research designs. The data were collected with a semi-structured interview form, and the interview questions were finalized after having been reviewed by two academics who are subject-matter experts. The data obtained in the research were subjected to descriptive analysis individually by the researchers and evaluated. It was concluded that IYEP could be continued via distance education when the face-to-face education could not be performed, but there were several concerns about the matter at hand. The participants often mentioned that distance education could not substitute for and be as effective as face-to-face education. Nevertheless, despite certain disadvantages, considering the contributions of IYEP in face-to-face education, it was found that distance education could be utilized so that shortcomings in learning would not accumulate and extend to the next year and that experiencing IYEP via distance education could provide ideas about future practices.

Adherence to the Mediterranean food pattern and sociodemographic factors in students of the 3rd cycle of basic education on Terceira Island, Azores, Portugal

The Mediterranean food pattern (MFP) has been identified as promoting health and preventing certain chronic diseases. The objective of this study was to determine the adherence to MFP in a sample of students in the 3rd cycle of basic education of the Terceira Island and its relationship with sociodemographic factors and weight status. Data was collected between May and June 2015. A direct application questionnaire that included KIDMED was used to assess adherence to the MFP. A total of 303 students aged between 11 and 19 years old participated in this study, mostly female (57.8%). Most students (64.4%) showed an intermediate level of adherence to the MFP and the prevalence of overweight was 33%. Boys had a higher percentage of regular consumption of breakfast cereals and fatty fruits and daily consumption of two yogurts and/or 40 g of cheese. Students who had a vegetable garden and helped to tend it or who belonged to families with additional members under the age of 18 had greater adherence to MFP. No associations were found between other sociodemographic factors and adherence to MFP. Based on these results, it is suggested to reinforce existing food education programs in schools, as well as develop other programs with a multidisciplinary approach that promotes adherence to the MFP.

Profile of science research idea of students of elementary school teacher program in basic natural science

The purpose of this study is to describe the profile of student science research. The research was conducted on primary school teacher education (PSTE) students at the University of Mataram. The sample consisted of 111 students determined using the purposive sampling method. The data on student science research ideas are in the form of the research titles they propose. The collection is done using the documentation method. A qualitative analysis was carried out using three criteria, namely the suitability of the topic of the diversity of living things, the correctness of the editorial title, and the urgency of the variables studied to determine the quality of each title. Some of the findings in this study include: (1) there are research ideas that are appropriate (64.86%) and not suitable (35.14%) for the topic of the diversity of living things, (2) from the number of titles that are appropriate to the topic, most of them have the right editorial (68.06%), and (3) of the titles that have the right editorial, only 10.20% have the study variables have urgency. Based on these findings, it can be concluded that students' scientific research ideas that have good quality in terms of conformity to the topic of biodiversity, the accuracy of the editorial title, and the urgency of the variables studied are only a small part. However, 44.14% of the overall research ideas can still be continued to the research stage, and writing the results in scientific papers. This conclusion indicates that massive and continuous efforts and real actions are needed to minimize students' shortcomings, weaknesses, and constraints to have sufficient competence or above.

A qualitative study exploring teachers’ beliefs regarding breastfeeding education in family and consumer sciences classrooms

BackgroundResearch shows that elementary and secondary school children have considered infant feeding choices for when they become parents and are interested in learning about breastfeeding in school. Despite recommendations to include infant feeding education in secondary school classrooms, teachers’ practices and attitudes regarding this topic have been the subject of minimal research. The purpose of this study was to explore North Carolina, USA, family and consumer sciences teachers’ infant feeding education practices and their views on incorporating breastfeeding education in the curricula of family and consumer sciences classes that cover topics related to parenting and nutrition.MethodsThe study used a purposive sample of 19 teachers who participated in semi-structured qualitative telephone interviews exploring their attitudes and practices relating to infant feeding education. We transcribed and analyzed the interviews using the constant comparative method through the lens of the Theory of Planned Behavior by examining the participants’ attitudes, subjective norms, and perceived behavioral controls.ResultsTeachers had predominantly positive attitudes towards the inclusion of breastfeeding education in high school parenting, child development, and nutrition courses, citing the need to normalize breastfeeding and support students’ ability to make informed choices when they become parents. Teachers’ subjective norms included concerns about parents’ and administrators’ views on the appropriateness of the content and apprehension about negative student responses. Perceived behavioral controls included student maturity, teachers’ own experiences and comfort with infant feeding, and the view that curriculum guidelines limit content selection.ConclusionsThe results of this study can be used in the development and implementation of secondary school education programs that increase knowledge about infant feeding and positive attitudes towards breastfeeding for all members of the community. Teachers’ concerns need to be addressed in the implementation of these programs.

Metabolic Syndrome Prevalence among High School First-Year Students: A Cross-Sectional Study in Taiwan.

Different types of high schools in Taiwan have the same physical education curriculum. In this cross-sectional study, we investigated the difference in the prevalence of metabolic syndrome between senior and vocational high school students. We retrospectively collected health check-up data from 81,076 first-year senior and 68,863 vocational high school students in Taipei City from 2011 to 2014, including their blood pressure, height, weight, waist circumference, fasting blood glucose, total cholesterol, triglyceride, and HDL-c levels. The prevalence of metabolic syndrome was determined using definitions from the Taiwan Pediatric Association (TPA), International Diabetes Federation (IDF), and de Ferranti et al. The prevalence of metabolic syndrome was 1.73% (senior and vocational high school students: 1.22% and 2.33%, respectively) using TPA criteria, 1.02% (0.69% and 1.40%, respectively) using IDF criteria, and 5.11% (3.92% and 6.51%, respectively) using de Ferranti et al. criteria. The most prevalent risk factors overall were increased blood pressure and central obesity. Given the significantly higher prevalence of metabolic syndrome in vocational school students regardless of the criteria, and that metabolic syndrome causes future adult health risks, the physical education curriculum and health education program in vocational schools should be strengthened to decrease the risk and prevalence of metabolic syndrome.

P5.15: Build-up on School Education Program to Nurture the Value of Sharing and Deceased Organ Donation for Youth in Korea

Introduction: In order to form a social consensus on deceased organ donation, it is necessary not only to promote through events, but also to nurture the value of sharing and understand deceased organ donation by school education. Methods: Vitallink, an NGO established by medical professionals, has built network with school teachers since 2015 and developed a guidebook and built four-hour class program. The guidebook called ‘The Seed of Hope, the Fruit of Sharing’ is composed of 14 chapters, the first part of which deals with the value of sharing and the latter part consists of understanding of deceased organ donation. In 2019, Vitallink collaborated with teachers to conduct the ‘Sharing & Life-sharing’ classes based on the guidebook and did a brief survey (5 questions) after class in one high-school. During the covid-19, school education had been converted to online, so the education was revised accordingly to four-hour class ‘Respect for Life’, which was composed of loving myself, empathizing and coexisting with others, and practicing sharing. Teachers who developed this program conducted pilot classes in elementary and middle schools. In February 2022, we held the zoom symposium on the four-hour class program for teachers, and then conducted a 7-item questionnaire. Results: A total of 120 high-school students participated in ‘Sharing & Life-sharing’ classes and 115 students responded the 5-question survey. Only 41 percent students replied they have heard of deceased organ donation to some extent and 69 percent of students answered that they felt need of this education. In February 2022, twenty-five teachers participated in the zoom symposium and sixteen completed the 7-item survey. Most of the participants (87.5%) said that this four-hour of ‘Respect for Life’ class at school were necessary for their students and 81% of teachers said they would be willing to conduct this program at school. Conclusions: We have experienced positive changes in our lives while developing this Sharing & Life Sharing education program. If this program is established in schools, the culture of deceased organ donation is expected to change positively with time and be put into practice.

Development of a pilot human-canine ethogram for an animal-assisted education programme in primary schools – A case study

Animal-assisted interventions (AAI) have received increased research and practice interest in Hong Kong. The physical and psychological well-being of trained animals in AAI has been advocated in Hong Kong, but it has not been assessed objectively to evaluate animal welfare. This paper describes the development of a pilot ethogram (i.e., The CARing Kids ethogram) to assess human-dog interaction in an animal-assisted humane-education programme. The ethogram aims to measure the stress responses of a ‘reading dog’ to which the participants were instructed to read a storybook and with which the participants interacted throughout the six sessions of the programme. A scoping review of existing ethograms was conducted, and relevant coding items were extracted to form the basis of the current programme-specific ethogram. Three coders analysed the frequency and duration of the canine stress behaviours when interacting with students and handler in the programme. An in-depth interview with the handler was then conducted to obtain additional information on the dog as a reference for comparing the school and home settings. The interrater reliability of the CARing Kids ethogram was 80%. Chi-square analyses were conducted to explore the changes of behaviours in the canine, students, and handler across the sessions. The results indicated that students had increased interactive behaviours in later sessions (X2(2) = 34.40, p < 0.01). No significant changes of pooled stress related canine behaviour (X2(2) = 2.75, p = 0.25) and handler behaviour (X2(2) = 1.24, p = 0.54) were observed. The study outlines the development of an ethogram that accessed both human and canine behaviours during the AAI. Although the analysis is limited by being a single-subject case study, it is the first attempt to apply an ethogram to capture the human-animal dynamic interaction in an animal-assisted education programme in a Hong Kong primary school setting. This pilot study has significant practical implications for developing future AAIs and advocacy work for animal welfare in Hong Kong. The results of this study and the methodology to analyse the behaviour of a reading dog, students, and handler may shed light on how to enhance the welfare of service animals in AAI.

Knowledge, attitude and practice towards hepatitis B infection among high school students in Asante Mampong, Ghana.

Hepatitis B virus (HBV) infection is a serious global public health problem, with significant morbidity and mortality from acute and chronic complications. Increasing awareness and improving knowledge of HBV helps reduce the risk of the disease. Although many studies have been conducted on HBV in Ghana, few have focused on examining knowledge, attitude and preventive practices among adolescents towards the disease. The objective of this study was to assess HBV knowledge, attitude and practice (KAP) among adolescents in high schools in the Asante Mampong Municipality in the Ashanti Region of Ghana. A descriptive cross-sectional study was conducted among 398 adolescents from six senior high schools within the Asante Mampong Municipality. Data was collected using a 30-item structured questionnaire. Each item had two response options: "Yes" and "No". A scoring system was generated and respondents were given a score on each item answered. A positive response to an item was scored 1 point and a negative response was scored 0. Scores were then summed up and averaged to give the mean knowledge, attitude and practice scores. The majority of the respondents were male (60%), between 15 and 17 years (45%), Christian (93%) and in their first year of study. The adolescents had basic knowledge, positive attitude, and poor practices towards HBV. There was no significant relationship between the demographic variables of the respondents and KAP mean scores. There is the need to introduce health education and awareness programs in schools within the Asante Mampong Municipality to improve students' level of knowledge of HBV. Countrywide studies examining KAP towards HBV infection among adolescents are also warranted.

Competency-Based Frameworks in Medical School Education Programs: A Thematic Analysis of the Academic Medicine Snapshots, 2020.

Educational program objectives (EPOs) provide the foundation for a medical school's curriculum. In recent years, the Liaison Committee on Medical Education (LCME) endorsed an outcomes-based approach to objectives, to embrace the movement toward competency-based medical education (CBME). The purpose of this study was to explore the CBME frameworks used by medical schools in formulating their EPOs. A secondary aim was to determine factors related to the selection of specific frameworks. The authors performed a quantitative content analysis of entries to the 2020 Academic Medicine Snapshot. Publicly available data gathered included demographic features of each program (e.g., year founded, accreditation status, affiliation, etc.), participation in national medical education consortia, and presence of specific CBME frameworks identified in EPOs. Descriptive statistics were used to examine trends in frameworks used by medical schools. Bivariate comparisons between factors and frameworks were conducted using chi-square tests. Logistic regression was used to examine factors predicting use of more recently developed CBME frameworks. A total of 135 institutions submitted Snapshots (RR = 88%). All institutions endorsed 1 or more CBME frameworks, with 37% endorsing 2 and 20% endorsing 3 or more. The most common was the Accreditation Council for Graduate Medical Education core competencies (63%). In addition to published frameworks, 36% of institutions developed their own competencies. Schools with pending LCME visits were 2.61 times more likely to use a more recently developed curricular framework, P = .022. Medical schools in the United States have embraced the CBME movement through incorporation of competency-based frameworks in their EPOs. While it is encouraging that CBME frameworks have been integrated in medical school EPOs, the variability and use of multiple frameworks identifies the pressing need for a unified CBME framework in undergraduate medical education.

Investigating periodontal diagnosis and treatment at one dental school.

The purpose of this study was to evaluate whether patients at one dental education institution received appropriate care based on their periodontal diagnosis in a timely manner. This study used a retrospective design to evaluate data from July 2018 to February 2020. The patient records were screened to determine whether patients received a periodontal diagnosis, whether the diagnosis followed the 2018 AAP Classification Guidelines, and if appropriate preventive and therapeutic procedures were completed in a timely manner. In addition, the type or year of dental student providing the procedure was also recorded. Data were analysed using descriptive statistics and a Chi-squared test. A total of 612 charts were generated for review and 157 met the inclusion criteria and were evaluated. Results revealed that more than half (56.7%) of the patient records did not demonstrate a periodontal diagnosis and another 10.8% did not follow current AAP Classification Guidelines. Most patients (n=125, 79.6%) had a comprehensive periodontal assessment performed, while 32 (20.4%) had no comprehensive periodontal charting information recorded. Further, of the 157 records reviewed, 96 (61.1%) had no periodontal treatment specified. A statistically significant difference with a modest association was found between type of dental student and year based on periodontal diagnosis (Fisher's exact test value=20.72, p=.001, Cramer's V=0.25). Documentation of key clinical information, diagnostic conclusions, and treatment rendered requires curriculum review. Further studies are warranted to determine whether similar findings exist among other dental school education programs.

The effect of Mentimeter on students’ Writing achievement in online learning

This study examines the use of Mentimeter on students’ writing descriptive text in online learning at Hasyim Asy'ari University Tebuireng Jombang. This study used a quantitative approach with a quasi-experimental design. The subjects in this study were Management class students which consists of twenty-two students as the experimental class and Elementary School Teacher Program class students which consist of seventeen students as the control class in English for Specific Purposes course. The research instrument is an essay test, which will be given before (Pre Test) the treatment to determine students’ prior knowledge and after (Post Test) treatment to determine the effect of using Mentimeter. After analyzing the data using Mann-Whitney U Test, the results showed that there was a significant difference in the mean rank of 23.59 on the use of Mentimeter and 13.35 on the use of power point. The statistical test obtained Asymp.Sig. (2-tailed) of 0.022, it is lower than the 0.05 level of significance. It means that the use of Mentimeter can influence students’ writing ability in online learning.DOI: 10.26905/enjourme.v7i1.7900

Meta-Thematic Analysis of the Studies on the Remedial Education Program in Primary Schools

The purpose of this research is to analyze the studies on the Remedial Education Program in Primary Schools using meta-thematic analysis. In this research, qualitative research papers containing the opinions of participants about the Remedial Education Program in Primary Schools (REPPS) were examined by reviewing using Google Scholar and TR Dizin databases. In our research, research papers were determined by making a search using the keywords “Remedial Education Program in Primary Schools” and “REPPS.” As a result of the review, 12 articles published as full text, using the qualitative research model and containing participant views, were included in the research. Five themes were developed as a result of this research.

Assessment of pesticide safety knowledge and practices in Vietnam: A cross-sectional study of smallholder farmers in the Mekong Delta

Over the past three decades, the Vietnamese Mekong Delta has experienced a significant increase in agricultural productivity, partly achieved through increased agrochemical use. To abate negative effects on human and environmental health, several national programs were launched to enhance safer pesticide use. This study aimed to assess the patterns and relationships of official sustainable agriculture educational programs, pesticide safety knowledge, and practices of smallholder farmers in the Mekong Delta. A cross-sectional survey was conducted with 400 smallholder farmers from three communes in Thoi Lai district (Can Tho province) from March to May 2020. Twenty-four questions on pesticide safety knowledge and practices were used to identify traits using latent class analysis. Adjusted generalized linear regression was used to assess determinants of pesticide safety knowledge and estimate associations of pesticide safety knowledge with pesticide practices. 96.2% of participants have used at least one WHO class II pesticide during the past year while the use of specific personal protective equipment was limited mainly due to unavailability (37.0%) or discomfort (83.0%). High education (Odds Ratio (OR), 95% Confidence Interval; 3.84, 1.70–9.45), exposure to official educational programs (1.87, 1.13–3.12), peer-to-peer knowledge exchange (3.58, 2.18–6.00), and learning from governmental extension services (2.31, 1.14–4.98) were positively associated with increased pesticide safety knowledge. Compared to poor practices, pesticide safety knowledge was increasingly positively associated with intermediate (1.65, 1.02–2.66) and good pesticide practices (8.96, 2.58–31.12). These findings highlight the importance of school education and educational programs, access to PPE, and addressing discomforts of PPE to improve the protection of farmers from pesticide exposures. Simultaneously, pesticide market authorization processes should be reconsidered to promote the authorization of less toxic products. Further in-depth studies on the nature of pesticides used, nonuse of personal protective equipment, and effectiveness of educational programs will further define leverage points for safer pesticide use.

The “ABC SAVES LIVES”: A Schoolteacher-Led Basic Life Support Program in Navarra, Spain

To implement a teacher-led basic life education program in schools. Design thinking methodology was used to develop a comprehensive program to make teachers competent and confident in the delivery of Basic Life Support (BLS), and then to independently implement teaching programs in their school’s community. Specific teaching material and training manikins were provided by the “ABC Save Lives association.” Training was open to all but focused on physical education teachers at all schools in the region. Between 2011 and 2019, 1,726 teachers from 208 schools [35% preschool-primary, 28% secondary, 28% private schools partly funded by public funds; 9% vocational] participated in the program. Sixty percent (619) were physical education teachers, who trained 59465 students. All schools have progressively been supplied with at least five BLS manikins each. In 2014, the regional government of Navarra approved mandatory BLS education in physical education in primary and secondary schools. With adequate education and proper support, physical education teachers can independently implement a Basic Life Support program in their schools aiming to increase bystander cardio-pulmonary resuscitation competencies. Furthermore, the Basic Life Support education increases students’ confidence of social responsibilities and awareness of cardiac arrest as a public health problem.

Can Female Doctors Cure the Gender STEMM Gap? Evidence from Exogenously Assigned General Practitioners

Abstract We use exogenously assigned general practitioners to study the effects of female role models on girls' educational outcomes. Girls who are exposed to female general practitioners are more likely to sort into male-dominated education programs in high school, most notably science, technology, engineering, mathematics, and medicine (STEMM). These effects persist as they enter college and select majors. The effects are larger for high-ability girls with low-educated mothers, suggesting that female role models improve intergenerational mobility and narrow the gifted gap. This demonstrates that role model effects in education need not involve individuals in the classroom but can arise due to everyday interactions with medical professionals.

Current Profile of Physical Impairments in Children with Cerebral Palsy in Inclusive Education Settings: A Cross-Sectional Study.

Introduction Cerebral palsy (CP) excerpts a heterogeneous corral of neurological disorders occurring due to injury to the developing brain leading to motor dysfunctions. The CP children enjoy success and progress in normal school education and curriculum program. The principle of inclusive education has been acknowledged over recent decades in all countries supporting the schooling of children with disabilities into mainstream settings for constructing an inclusive society. Objective The objective of this study was to determine the current status of physical impairments in children with CP in inclusive education settings in district Mandi, Himachal Pradesh. Materials and Methods A survey using the physical examination of all CP children ( n = 20) between the age group of 6 and 12 years in inclusive education settings with an organized interview of special educators in school settings was conducted. Descriptive analysis was conducted by using SPSS IBM 22. Results A total of 20 CP children (11 boys and 9 girls, with the mean age of 9.8 ± 1.69) were enrolled in the study. Mean and standard deviation of Visual Analog Scale (6.5 ± 0.82), Pediatric Balance Scale (21.4 ± 17.1), Gross Motor Function Classification System, Expanded and Revised (2.8 ± 1.46), Manual Ability Classification System (2.5 ± 1.1), Gross Motor Function Measurement-88 (36.40 ± 22.94), and Goal Attainment Scale (35.9 ± 0.40) with the total WeeFIM score (75.7 ± 3.4) were analyzed as the score of all outcome measures. Conclusion Right to Education act promotes the compulsory education of such children, and limiting disability by knowing the current profile of impairments could help in improving physical and functional status in children.

Enhancing Adolescent Well-being: The Impact of Comprehensive Sex Education on Knowledge, Consent, and Sexual Violence Prevention

This research delves into the critical topic of the influence of sex education on adolescents in the context of addressing sexual violence. The study aims to comprehensively examine the impact of sex education on adolescents' knowledge, attitudes, and behaviors related to sexual violence prevention. The research findings reveal several key insights. Effective sex education programs have a significant positive impact on adolescents' knowledge about sexual boundaries, resulting in a better understanding of consent and healthy relationships. Furthermore, these programs promote healthier attitudes toward consent, fostering a cultural context that supports safe and respectful interactions. Importantly, the study suggests that well-designed sex education has the potential to reduce the incidence of sexual violence among adolescents. The implications of this research are far-reaching. It underscores the importance of designing and implementing more effective sex education programs in schools and communities. By tailoring curricula to the specific needs of diverse adolescent populations and integrating evidence-based practices, educators and policymakers can equip young individuals with the knowledge and skills needed to navigate sexual relationships responsibly and safely. While this study provides valuable insights, it is essential to acknowledge its limitations, including sample size constraints and potential biases. Future research should consider longitudinal approaches to assess the long-term impact of sex education. In conclusion, this research serves as a crucial step toward developing strategies for preventing sexual violence among adolescents through comprehensive sex education. By disseminating these findings and fostering collaborative efforts among educators, policymakers, parents, and the broader community, we can work toward a safer and more informed future for our youth, free from the scourge of sexual violence