Children in urban areas face elevated risk for bicycle-related injuries, yet few evidence-based curricula address bicycle safety for elementary school physical education (P.E.) settings. The BikeSafe Elementary School Curriculum (BESC) is an off-bicycle, standards-aligned program for grades 2-5. From August 2024 to May 2025, P.E. teachers at nine Miami-Dade County public elementary schools implemented the BESC with grades 2-3 (ages 7-8) and 4-5 (ages 9-11). Students completed pre-post assessments. McNemar's test evaluated pre-post changes for each question; the Wilcoxon signed-rank test assessed total score changes. Data from 159 younger and 85 older students showed significant gains: grades 2-3 improved their knowledge assessment scores from 14.99 (SD = 2.18) to 16.70 (SD = 1.76, p < 0.001), and grades 4-5 from 21.80 (SD = 2.21) to 23.32 (SD = 2.01, p < 0.001). Both younger and older students improved on the concepts of visibility, hand signals, and built environment awareness. BESC's minimal equipment needs support integration into P.E. programs, particularly in underserved or high-risk schools. Broader adoption may enhance youth injury prevention and safe cycling behaviors. BESC improved safety knowledge and is a scalable and alternative to on-bike instruction in elementary school settings.

Prevalence and mental health correlates of non-suicidal self-injury in elementary school children.

Gender- and age-specific patterns of tennis-related injuries in pediatric populations: Insights from emergency room data (2014-2023).

Associations of parental smoking throughout childhood with adolescent smoking and vaping: Mediation via adolescent substance use attitudes.

Psychological determinants of long working hours among elementary and junior high school teachers in Japan: Focusing on workaholism and work engagement

From siblings to skills: How does sibling structure shape children's academic achievement and non-cognitive development in rural Northwest China?

Profiles and transitions of bullying involvement among Chinese elementary school students: School-level predictors and well-being outcomes

Exploring how different profiles of academic task values (ATVs) and academic achievement (AA) influence students' school satisfaction should enrich understanding of how school satisfaction develops in specific academic situations. This study aimed to identify profiles of ATV (attainment value [AV], utility value [UV]) and AA, as well as heterogeneous trajectories of school satisfaction, and then examine the joint predictive effects of ATV and AA on the development of school satisfaction. A total of 3548 Chinese elementary school students (Mage = 8.94 years, SD = 0.72; 54.2% boys) completed five-wave assessments every 6 months across 2.5 years. Data were collected through self-reports of ATVs and school satisfaction, while AA data were collected from final examination scores at the end of each semester. Latent profile analysis (LPA) and latent class growth analysis revealed six profiles of ATV and AA (i.e., congruent subgroups: congruent-low, congruent-high, congruent-moderate and incongruent subgroups: high ATV-low AA, lower UV-moderate AA, low ATV-moderate AA); and four heterogeneous trajectories of school satisfaction (i.e., high-decreasing, low-stable, high-stable, low-increasing). Latent transition analysis (LTA) indicated that students with congruent levels of AA and ATV were more likely to transition into the optimal school satisfaction groups (high-stable and low-increasing groups), whereas students with greater gaps between AA and ATV were more likely to transition into the adverse groups (i.e., low-stable and high-decreasing groups). These findings highlight the need for educators to tailor interventions to distinct groups to optimize students' school satisfaction.

Effects of game-based learning integrated with different thinking-guided methods on computational thinking of elementary school students

School systems are facing challenges in providing children with reading competence necessary for participating in a digital society while meeting the needs of an increasingly diverse student population. Educational inequalities persist, and are intensified by the digital divide, which shapes access to, use of, and benefit from digital media. We examine how students' socioeconomic background influences their access to and use of digital media, and how these factors relate to their reading development in a reading intervention, implemented in analog and digital contexts. Participants were 249 elementary students. The study involved a six-month reading intervention in three elementary schools. Classes were assigned to analog, digital, or control conditions. The intervention combined fluency practice, collaborative comprehension tasks, and creative activities. Pre- and post-test measures, including tests and questionnaires, were employed. Data were analyzed using a multi-step design incorporating descriptive tables, regression, and fixed-effects panel models. Overall intervention effects on reading competence were modest. The analog intervention showed small positive effects, while the digital format produced less consistent results. Effectiveness varies by school context, parental education, and language background. High levels of digital media use at home correlated with lower reading competence. The success of reading interventions depends less on the medium than on scaffolding, teacher implementation, and alignment with students’ starting skills. Students from highly educated families tended to benefit more, while digital familiarity alone did not confer an advantage. These results highlight the need for context-sensitive designs that address inequalities in both analog and digital learning environments. • Socioeconomic background influences access, use, and benefits of digital media. • Analog intervention showed modest positive effects on reading competence. • High digital media use at home was linked to lower reading skills. • Intervention effectiveness varied strongly by school context and resources.

Design principles for developing the module to enhance lifelong learning mindset, learning habits, and self-directed learning of elementary school teachers

This study examined the utilization of Monitoring and Evaluation (M&amp;E) tools in implementing Programs, Projects, and Activities (PPAs) along literacy and numeracy in Tabaco City elementary schools during school year 2022–2023. Using a descriptive survey method, data were gathered from 200 program coordinators across 40 schools. Findings revealed that M&amp;E tools were consistently applied across pre-implementation, implementation, and post-implementation phases, though varying in intensity. Their utilization contributed to improved literacy and numeracy outcomes by ensuring accountability, systematic feedback, and evidence-based adjustments. Challenges included limited comprehensiveness of tools, resource constraints, and inconsistencies in application. The study proposed an implementation plan to strengthen monitoring practices, enhance technical assistance, and align interventions with learner needs. Results underscore the importance of M&amp;E tools in sustaining educational reforms and improving student competencies.

This study examined the effectiveness of experiential simulation strategies in enhancing the academic performance of Grade 4 learners in Araling Panlipunan, particularly on the topic Likas-Kayang Kaunlaran. Grounded in constructivist and experiential learning theories, the study implemented Project ARVEN as an instructional intervention incorporating role-playing, reenactments, collaborative learning, and reflective discussions. A quasi-experimental one-group pretest–posttest design was employed, involving fifteen (15) Grade 4 learners from Dulag Elementary School, Lingayen I District, Pangasinan, during the School Year 2024–2025. Data were collected using a validated researcher-developed 40-item test administered before and after the intervention. Descriptive statistics and a paired samples t-test were utilized to analyze the data. Results revealed that learners initially demonstrated low performance, with a mean pretest score of 13.07, predominantly classified under “Not Proficient” and “Nearly Proficient” levels. Following the intervention, learners showed substantial improvement, achieving a mean posttest score of 30.20, with all participants reaching at least a “Proficient” level. The computed t-value of 12.577 exceeded the critical value at the 0.05 level of significance, indicating a statistically significant difference between pretest and posttest scores. These findings suggest that experiential simulation strategies are effective in improving learners’ academic performance and conceptual understanding in Araling Panlipunan. The study recommends the integration of simulation-based approaches in social studies instruction and calls for further research to explore long-term impact and applicability across diverse contexts. Moreover, the intervention demonstrates potential for fostering learner engagement, critical thinking, and meaningful learning experiences, thus supporting broader educational goals within elementary social studies curriculum.

Children from single-mother families often face adverse health and developmental outcomes. However, limited research exists on the potential effectiveness of support systems in fostering resilience among these children. This study aimed to examine the effects of physical activity on the resilience of children in single-mother families. This study used longitudinal data from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study in Japan (N = 3076). Single motherhood status was assessed at baseline in 2015 (when the children were in 1st grade). Subsequently, the frequency of children's engagement in physical activity was evaluated in 2016 (2nd grade). The resilience of children was assessed in 2020 (in 6th grade) using the Children's Resilient Coping Scale (CRCS). Structural equation modeling was used to examine the mediating effects of physical activity on child resilience. Single-mother families constituted 7.2% of study samples in 1st grade. In the 2nd grade, the children exhibited lower participation in physical activities, which subsequently showed lower resilience scores by the time they reached 6th grade. The duration of physical activity mediated the effect of single-mother families on resilience only for boys (84% of total effect). The relationship between single motherhood and children's lower resilience was found to be mediated by the duration of children's physical activity, specifically among boys attending elementary school in Japan. Enhancing opportunities for physical activities among children from single-mother families could prove effective in enhancing their resilience levels.

This study examined the effectiveness of inclusive math drills in improving the numeracy skills of Grade 3 pupils at Quibaol Elementary School, Lingayen, Pangasinan, during School Year 2025–2026. A quasi-experimental pretest–posttest design was employed with 40 pupils divided into control and experimental groups of 20 pupils each. The experimental group underwent five weeks of inclusive math drills aligned with the MATATAG curriculum, while the control group received regular classroom instruction from the same Grade 3 teacher. Data were gathered through a validated numeracy test administered as a pretest and posttest, a pupil profile sheet, and a survey questionnaire on implementation challenges. Mean, standard deviation, paired-sample t-test, independent-sample t-test, Pearson r, and Spearman rho were used to analyze the data at a 0.05 level of significance. Results showed that the experimental group exhibited a significant improvement in numeracy performance, with mean scores rising from 8.80 to 17.80 (t = −17.54, p &lt; .001), while the control group showed no significant change (p = .694). A significant difference was found between the two groups' posttest scores (t = 4.005, p &lt; .001). No significant relationship was observed between pupils' demographic profile variables and their posttest numeracy performance. Identified implementation challenges included limited collaboration between general education and SPED teachers and insufficient instructional materials and manipulatives. The study concluded that inclusive math drills were effective in enhancing numeracy skills regardless of pupils' demographic backgrounds, and proposed Project IN-MATH as a structured intervention plan to sustain inclusive numeracy instruction in the school setting.

ABSTRACT This study examined the integration of Indigenous knowledge in elementary social studies. The issue of integrating Indigenous knowledge into basic education in Africa, particularly in Ethiopia, has not received due attention for a long period of time. Despite its rich Indigenous knowledge (IK), Ethiopia has struggled to integrate it into formal education. The curriculum neglects the potential benefits of integrating Indigenous knowledge into the school syllabus. These issues are especially evident when evaluating junior-level social study education in the Amhara regional state. For this study, the researchers used a concurrent mixed methods approach. This approach enhanced understanding and provided comprehensive insights into the research problem. In addition, it helped to mitigate the limitations associated with each individual method during data collection. Furthermore, a concurrent triangulation design was chosen to fulfill the study’s objectives, as it allowed researchers to give equal weight to qualitative and quantitative data throughout the research process. The major findings of the study revealed divergence in perceptions from teachers interview, with Grade 7 social study teachers reporting a lack of IK representation, lacking effective activities to encourage critical thinking and there is no deeper engagement with Indigenous knowledge concepts in the textbook. In contrast, Grade 8 teachers acknowledged that there are some integrated indigenous knowledge lessons related to Ethiopian culture and traditional practices. Despite recognizing the benefits of integrating IK for students’ cultural understanding and skill development, teachers cited inadequate training as a barrier to effectively teach IK alongside other textbook content.

competencies of master teachers in Region I and their implications on teaching effectiveness. Employing a descriptive-correlational research design, the study involved master teachers and teachers in public elementary schools in Region I. Data were gathered using validated survey instruments aligned with instructional leadership constructs, supervision competency domains, and the DepEd RPMS–IPCRF framework for teaching effectiveness. Descriptive statistics were used to describe levels of instructional leadership styles, supervision competencies, and teaching effectiveness, while inferential statistics, particularly Pearson r and Spearman rank correlation, were employed to assess significant relationships among variables. Findings revealed that the instructional leadership styles of master teachers — namely, authoritative, collaborative/participative, coaching/mentoring, transformational, distributed/shared leadership, instructional monitoring and feedback, and servant leadership — were highly evident. Supervision competencies in planning and organizing instructional supervision, classroom observation and feedback, coaching and mentoring, monitoring and evaluating instructional practices, and facilitating professional development activities were highly competent. Teachers’ level of teaching effectiveness based on RPMS–IPCRF indicators was also rated highly effective. Results further showed significant positive relationships between instructional leadership styles and teaching effectiveness, as well as between supervision competencies and teaching effectiveness. Selected profile variables were also significantly related to supervision competencies. These findings underscore the critical role of instructional leadership and effective supervision in enhancing teaching performance. Based on the results, a capacity-building program for master teachers was proposed to strengthen leadership and supervision practices and sustain improvements in teaching effectiveness.

Previous studies reported that education level was associated with depressive symptoms, but its impact on various long-term depressive symptom trajectories has not been assessed. This study aimed to explore the association between education level and depressive symptom trajectories in middle-aged and older Chinese individuals. We utilized data from the China Health and Retirement Longitudinal Study (CHARLS). Depressive symptoms across five waves from 2011 to 2020 were evaluated using the 10-item Center for Epidemiologic Studies Depression Scale (CESD-10). Group-based trajectory modeling (GBTM) was used to identify diverse patterns of depressive symptom trajectories. Multivariable logistic regressions were conducted to assess the association between education level and depressive symptom trajectories. Additionally, we conducted stratified analyses across clinically relevant subgroups and performed comprehensive sensitivity analyses to evaluate the robustness of our findings. A total of 6,173 participants were included in our study. Two depressive-symptom trajectories were identified based on the GBTM analysis. After adjusting for potential covariates, education level was inversely associated with depressive symptoms. Specifically, Individuals with middle school, high school, and college and above education had ORs of 0.70 (95% CI: 0.61-0.80, P < 0.001), 0.62 (95% CI: 0.51-0.75, P < 0.001), and 0.56 (95% CI: 0.34-0.95, P = 0.030), respectively, compared to those with an elementary school or below education. Moreover, stratified analyses across predefined subgroups and sensitivity analyses under different model specifications confirmed the robustness of the outcomes. The findings suggest that higher education levels were associated with a more favorable trajectory of depressive symptoms. However, given the observational nature of this study, prospective or Mendelian randomization investigations are warranted to further examine this relationship.

Low back pain (LBP) is common in young athletes and may restrict participation in basketball. Evidence regarding the association between lower extremity tightness and LBP in adolescent basketball players remains limited. This study aimed to examine whether anterior (quadriceps) and posterior (hamstring) thigh tightness were associated with LBP in elementary and middle school players. In this cross-sectional study conducted in Fukushima, Japan (2013-2014), players completed questionnaires on the presence or absence of lifetime and point prevalence of LBP. Physiotherapists assessed mechanically provoked LBP (induced by lumbar flexion and extension), as well as anterior and posterior thigh tightness. Anterior thigh tightness was defined as a heel-buttock distance (HBD) > 0cm, and posterior thigh tightness as a sit-and-reach (SR) value below the age- and sex-specific mean - 1 standard deviation (SD). Multivariable logistic regression was used to examine the association between anterior and posterior thigh tightness and lifetime LBP, adjusting for school level, sex, training days per week, years of play, current knee pain, and body mass index. Statistical significance was set at p < 0.05. Of the 385 participants, 324 players (mean age: 11.1 years; 39.8% male) were included in the analysis. The lifetime prevalence of LBP was 19.8%, the point prevalence was 4.6%, and the prevalence of LBP with lumbar extension and flexion were 15.7% and 4.0%, respectively. Anterior and posterior thigh tightness were present in 68.8% and 44.8% of players, respectively. In univariable analyses, players with posterior thigh tightness had higher prevalences of lifetime and current LBP and more frequently required rest from play. Multivariable analysis showed that posterior thigh tightness was independently associated with lifetime LBP (odds ratio: 2.11; 95% confidence interval: 1.07-4.15). In contrast, anterior thigh tightness was not significantly associated with LBP (odds ratio: 0.82; 95% confidence interval: 0.40-1.68). Posterior thigh (hamstring) tightness was independently associated with lifetime LBP in young basketball players. Longitudinal studies are needed to determine temporality and causality.

School recess is critical to support children's health and well-being; however, a growing issue affecting the consistent provision of recess is extreme heat. As prolonged and increasing temperatures disrupt traditional outdoor recess, there is a need to understand how schools are managing this challenge. The purpose of this cross-sectional study was to summarize teacher-reported health promotion modifications for recess during times of high heat and explore the impact on students and teachers. We conducted 10 focus group interviews with 28 teachers in Maricopa County, Arizona elementary schools, one of the hottest places in the United States with no standard guidance for recess in extreme heat conditions. Interview questions were aligned with a hierarchy of controls framework to categorize multilevel heat mitigation strategies schools used to manage heat challenges during recess. Three themes and seven subthemes were identified from a thematic analysis: "No right way - Health promotion modifications to recess in the heat," with three subthemes describing heat-related recess adaptations; "Variation in heat guidance and communication"; and "Challenges with recess during extreme heat days" with four subthemes of teacher/student barriers and burdens. In summary, teachers desire clear guidance to support recess during extreme heat events, yet appreciate flexibility to tailor approaches based on individual school circumstances. As heat waves increase in intensity and duration globally, there is a need to better understand what strategies are feasible and effective for schools to offer children the health benefits of traditional recess when outdoor activity is limited because of heat.