Grade Girls Research Articles

Impact of single-dose HPV vaccination on HPV 16 and 18 prevalence in South African adolescent girls with and without HIV.

The World Health Organization has endorsed single-dose human papillomavirus (HPV) vaccination, but data on the impact on HPV prevalence in high HIV burden settings are limited. A single-dose bivalent HPV vaccine was delivered to adolescent girls in grade 10 in a schools-based campaign in 1 district in South Africa. Impact on HPV 16 and 18 prevalence was evaluated using repeat cross-sectional surveys. A clinic-based survey in girls aged 17-18 years established HPV 16 and 18 prevalence in a prevaccine population (n = 506, including 157 living with HIV) in 2019 and was repeated in the same age group and sites in a single-dose eligible population in 2021 (n = 892, including 117 with HIV). HPV DNA was detected on self-collected vaginal swabs using the Seegene Anyplex II HPV 28. Population impact was estimated overall and by HIV status using prevalence ratios adjusted for differences in sexual behavior between surveys. Single-dose vaccination campaign coverage was 72% (4807 of 6673) of eligible girls attending high school (n = 66) in the district. HPV 16 and 18 prevalence was 35% lower in the postvaccine survey overall (adjusted prevalence ratio = 0.65, 95% confidence interval [CI] = 0.51 to 0.83; P < .001) and 37% lower in those living with HIV (adjusted prevalence ratio = 0.63, 95% CI = 0.41 to 0.95; P = .026). No protective effect was seen for nonvaccine oncogenic HPV types 33, 35, 39, 51, 52, 56, 58, 59, or 68 overall (adjusted prevalence ratio = 1.14, 95% CI = 1.03 to 1.26; P = .011) or in those living with HIV (adjusted prevalence ratio = 1.00, 95% CI = 0.83 to 1.21. P = 0.99). These data provide reassuring evidence of single-dose impact on population-level HPV 16 and 18 prevalence in a South African population, irrespective of HIV status.

Findings from the Mighty Girls Efficacy Trial: Changes in Acceptance of Dating Violence

Background/Objectives: Test efficacy of the social emotional learning (SEL)-based Mighty Girls program, a program culturally tailored for English-speaking Hispanic/Latino girls in seventh grade comprised of classroom sessions and a virtual reality computer game. We hypothesized that the curriculum would decrease risky sexual behaviors in a program that can be used as part of a comprehensive sex education curriculum or as a stand-alone program. Methods: A randomized group trial was conducted in which 22 low-income, predominately Hispanic schools within the Miami-Dade County Public School System were randomly assigned to intervention (consented n = 335) and control (consented n = 217) conditions. All study activities occurred after school. Primary outcome measures were resistance self-efficacy, acceptance of dating violence, sexual intentions, and sexual behavior. Assessments occurred at baseline, immediately post-intervention, 3-, 12-, and 24-months post-intervention. Changes in outcomes from baseline to 24 months were modeled using multi-level models to account for nesting of students within schools with full information maximum likelihood to account for missing data and baseline school attendance and enrollment in free and reduced lunch as covariates. Analyses are also controlled for multiple testing. Results: The program had a significant effect on reducing acceptance of dating violence at 24 months post-intervention (estimate = −0.083, p ≤ 0.05), but no effect on resistance self-efficacy, sexual intentions, or sexual behavior (p ≥ 0.58). Conclusion: Study findings demonstrate that a social emotional learning (SEL) curriculum can impact sexual behaviors such as susceptibility to dating violence. Low baseline levels for sexual intentions and behaviors as well as a high baseline of efficacy may have impacted findings for the other outcomes.

Longitudinal Associations Between Physical Activity and Sedentary Time and Cardiorespiratory and Muscular Fitness in Preschoolers.

Background/Objectives: The impact of physical activity (PA) and sedentary time (ST) during preschool years on the physical fitness (PF) levels of school-aged children remains unaddressed. This study aimed to investigate the associations of objectively measured vigorous physical activity (VPA), moderate-to-vigorous physical activity (MVPA), total physical activity (TPA), and ST in the last year of preschool (age of 6-7 years; n = 77; 51% boys) with cardiorespiratory fitness (CRF) and muscular fitness (MF) in the first grade of school among Estonian children. Methods: We assessed PA (accelerometers), CRF (20 m shuttle run), and MF (z-score of relative upper- and lower-limb muscular strength). Results: In the unadjusted analysis, higher VPA, MVPA, and TPA in preschool were associated with a higher MF in school among boys, while a higher VPA in preschool was related to a higher CRF in school among girls. However, VPA, MVPA, TPA, and ST in preschool were unrelated to CRF and MF among boys and girls after adjustment for baseline age, accelerometer wear time, the corresponding PF item, and parent's education. In addition, a higher PF level in preschool was frequently related to a higher corresponding PF item in school among both genders. Conclusions: Moderate-to-vigorous and vigorous type of activities during final year of preschool, as well the amount of TPA that preschoolers are involved in, are not sufficient to affect their CRF and MF longitudinally. In addition, ST in preschool did not impact the CRF and MF of boys and girls in the first grade.

The Fake Cognitive Beliefs and their impact on The Creative Performance Among the Tenth Grade Girls Students in the Salt Directorate of education

The study aims to identify fake mental beliefs and their impact on the creative performance of tenth grade students in the Salt Directorate of Education. Descriptive analytical approach was used, and a random sample of (350) tenth grade female students was selected in the Kasbah Salt Directorate of Education. The results of this study found that the general arithmetic mean of the effect of fake beliefs on the creative performance of tenth grade female students in the Salt Directorate of Education reached (2.20) with a standard deviation of (0.231), this represents a low rating, and the field of creative productivity ranked first with a arithmetical average (2.63) and a medium rating level, followed in second place by the field of the creative process with a arithmetical average (2.17) and a low level, followed in third place by the field of the creative individual with a arithmetical average (2.16) and a low level, and in the field of creative environment came in fourth and last place with a mean of (1.89) and a low level.

Assessing the impact of mobile phone use on the mental health of schoolchildren

Objective: to assess the impact of mobile phone use on the mental state of adolescents. Material and methods. On voluntary terms, a survey was conducted of 917 students (427 boys and 490 girls) in grades 9-11, aged 15-17 years, attending all 14 secondary schools in the city Alchevsk. The students answered questions about the nature of their use of mobile phones. Self-assessment and assessment of mental states according to Eysenck (anxiety, frustration, aggressiveness and rigidity) were also performed. Results. There were more students with a high level of aggression according in the group of people who made 6 or more calls per day — 12.0±2.4%, compared with adolescents who made less than 3 such calls — 5.4±1.8% (p=0.013) and 3-5 calls —6.2±1.3% (p=0.029). Similar differences in the group of adolescent girls were 18.4±3.8%, compared with 5.6±1.7% (p=0.003) and 7.2±1.8% (p=0.009). There were more schoolchildren with a high level of aggression according in the group of teenagers who talked on the phone for an average of more than 10 min a day— 11.7±2.0%, compared with their peers who talked for 3-10 min — 5.4±1.1% (p=0.007), and also less than 3 min — 5.1±1.4% (p=0.008). Conclusion. With an increase in the number of outgoing calls, incoming calls, as well as the duration of conversations on mobile phones, the level of aggression among schoolchildren increases. To the greatest extent, this pattern is typical for teenage girls, which can be explained by the longer duration of mobile phone use by girls.

Impact of an immersive engineering program on children's understanding of and interest in engineering: Addressing gender stereotypes

AbstractBackgroundThe gender gap in engineering presents a critical barrier to achieving a diverse and innovative engineering workforce. This gap is influenced by gender stereotypes, socialization processes, masculine culture, and insufficient early experiences with engineering. These contribute to diminished STEM self‐concept, interest, and participation among women.Purpose/HypothesisThis study assessed an engineering outreach program's impact on children's understanding of and interest in engineering and beliefs about who can be an engineer. It compared whether discussions of gender bias differentially influenced these outcomes for girls and boys.Design/MethodThe study was a short‐term sequential quasi‐experimental design with boys and girls in grades 4–5. Six classroom groups attended a half‐day engineering field trip and were randomly assigned to two conditions: Gender Presentation or No Gender Presentation. Pre‐ and post‐program surveys measured changes in understanding of and interest in engineering and beliefs about who can be an engineer.ResultsAll children, regardless of gender or condition, had higher understanding of and interest in engineering after the program, but also demonstrated a bias in selecting men over women as engineers. Participants reported that both girls and boys like and are good at engineering and these ratings increased from the pre‐program to the post‐program survey.ConclusionThis research affirms the effectiveness of immersive and inclusive programming in enhancing children's understanding of and interest in engineering. No substantial gender‐specific differences emerged regarding the impact of discussions on gender biases. The program underscores the value of early inclusive educational interventions in fostering equitable interest in engineering among young students.

Reliability of self-reported pubertal development scale for girls in early adolescent: a school population-based study.

The study aimed to evaluate the correlation between self-reported pubertal developmental scale (PDS) and physically assessed Tanner staging by an experienced pediatrician among girls. In a school population-based study in Zhongshan, China, we recruited 1,722 girls in grades 1-3 by a multistage stratified cluster random sampling method. Participants completed self-reported PDS questionnaire prior to physical examination. Breast development was evaluated by a female pediatrician combined with ultrasound examination for overweight/obese girls; pubic hair development was evaluated. Otherwise, we tested follicle-stimulating hormone (FSH) and luteinizing hormone (LH) for some participants. We observed a weak association between Tanner-derived composite stage (TDCS) and puberty category scores (PCS) (τ=0.288, p<0.001) among all girls. There was correlation (τ=0.314, p=0.001) between ultrasound-derived composite stage (UDCS) and PCS among overweight/obese girls. Moreover, among overweight/obese girls, PCS was positively correlated with LH (r=0.265, p=0.008), but not FSH (r=0.155, p=0.123), and when the basal LH value was greater than 0.3 mIU/mL, the proportion of PCS stage≥2 (9/18) was higher than the proportion of TDCS≥2 (5/18). As for the determination of pubertal onset, when UDCS was used as the gold standard, the specificity of PCS was 0.86 and positive predictive value was 90.00 %. There was a weak correlation between PCS and TDCS among girls early adolescence. Moreover, among overweight/obese girls, combining hormone values, ultrasonographic stage of breast, and the positive predictive value of PCS, we posit that self-reported PDS might be a more reliable method than TDCS to evaluate pubertal development among overweight/obese girls.

Perceptions Matter! Active Physical Recreation Participation of Children with High and Low Actual and Perceived Physical Competence.

Emerging evidence suggests that the accuracy of a child's perceived physical competence (PPC) impacts participation in physical activity. We examined differences in active physical recreation (APR) participation based on clusters of high and low motor competence and perceptions from grades 3-5. Participants were a longitudinal sample (n = 155; 85 girls) of grade three, four, and five children. Fundamental motor skills (FMSs) were assessed using the TGMD-2, perceptions were assessed using the Self-Perception Profile for Children, and APR was measured using the Children's Assessment of Participation and Enjoyment. K-means cluster analysis was used to create four clusters per grade based on participants' FMSs and PPC z-scores. Differences in FMSs, PPC, and APR with cluster group as a factor were examined using a series of factorial ANOVAs. In each grade, participants in the high-high cluster participated in significantly more APR than those in the low-low cluster (p = 0.002 in grades three and four; p < 0.001 in grade five). Among the less accurate clusters (e.g., low FMSs with high PPC) was a trend toward positive FMSs growth among the children with higher perceptions. Results show that combinations of FMSs and PPC influence patterns of engagement or disengagement in active physical recreation persistently across middle childhood.

Assessment of indoor light-at-night exposure in children and adolescents during schooldays and weekends

Light-At-Night (LAN) is increasingly recognized and may has adverse health effects on children and adolescents, yet few studies have reported objective indoor LAN exposure levels for children and adolescents. In this study, we measured the indoor LAN exposure levels and duration among 897 children and adolescents aged 6–14 in Beijing, China, using portable photometers during both school days and weekends. Results indicate that the median indoor LAN exposure from 9:00 p.m. to 7:00 a.m. was 5.1 lx, with 31.8% of the subjects experiencing an average exposure above 10 lx. Additionally, from the perspective of cumulative high exposure duration, children and adolescents were exposed to more than 10 lx for approximately 64 min from 9:00 p.m. to 7:00 a.m. During the entire nighttime (from self-reported bedtime to wake-up time), the median exposure was 2.1 lx, with 16.6% averaging exposures above 10 lx. Exposure levels were significantly higher on weekends than on schooldays. Both girls and upper-grade students had higher levels of exposure and longer durations of high exposure. Girls in grade 7 (OR:2.56, 95%CI: 1.68–3.88) experienced the highest LAN exposure in our subjects compared to boys in grade 1–4. Our findings underscore the importance of promoting healthy light exposure behaviors among children and adolescents and reducing their light exposure environments to mitigate the potential health impacts of LAN.

CORRELATION BETWEEN ANEMIA AND THE INCIDENCE OF DYSMENORRHEA IN ADOLESCENT GIRLS

Abstract Background: Anemia, characterized by a low number of red blood cells or hemoglobin levels, can be one of the factors that play a role in the occurrence of dysmenorrhea during menstruation. Hemoglobin is unable to fulfill its function of transporting adequate amounts of oxygen to peripheral tissues. This causes women who experience anemia to experience frequent dysmenorrhea. The purpose of this study was to determine the relationship between anemia and the incidence of dysmenorrhea. Methods: This research method was observational analytic with cross sectional research design. The sample in this study were 132 adolescent girls in grades 11 and 12 at Mambaus Sholihin Islamic Boarding School, Gresik District, East Java. Data analysis in this study was chi square test. Results: The results showed that 34.1% were anemic and 65.9% were not anemic. Adolescents who experienced dysmenorrhea were 91.7% and 8.3% did not experience dysmenorrhea. Statistical tests to analyze the relationship between anemia and the incidence of dysmenorrhea using chisquare obtained pvalue = 0.01. Conclusion: There is a relationship between anemia and the incidence of dysmenorrhea at Mambaus Sholihin Islamic Boarding School.

Hubungan Pengetahuan, Sikap Dan Peran Tenaga Kesehatan Dengan Deteksi Dini Kanker Payudara (SADARI) Pada Remaja Putri Di SMAN 1 Mauponggo

Introduction: BSE (Breast Self-Examination) is an examination that every woman easily does to look for lumps or other abnormalities. The factors that govern the behavior of the successful conduct BSE technique are health professionals' knowledge, attitudes, and roles. The purpose of this study was to determine the relation of knowledge, attitude, and the role of health workers with the BSE test in teenagers in grades XI and XII SMAN 1 Mauaponggo. Methods: This research uses a survey method with cross-sectional analysis. The population of this study was 96 students mostly girls in grades XI and XII of SMAN 1 Mauponggo using a quota sampling technique. The data collection techniques in this study used primary data with a questionnaire. This data was analyzed using a chi-square statistical test. Results: The results of the study there is a significant relationship between knowledge (p-value = 0,005); the role of health workers (p-value = 0,000); and no significant relationship between attitude (p-value = 1,00) with the breast self-examination. Discussion: The conclusion of this study is there is a relationship between knowledge and the role of health professionals in the BSE test. There is no relation between attitudes with the BSE test

Does the Record of Physical Fitness Tests Reveal Locomotor Disorders in Children? Relationship Between Records of Physical Fitness Tests and Locomotor Disorder Screenings: Results in Japanese Children

Background: In Japan, children often suffer from locomotor disorders due to either too much or too little physical activity. As a result, locomotive examinations have been incorporated into Japanese school education. However, the first stage of the examination process is based on a screening questionnaire by parents, which may lead to serious oversights. Researchers discovered that considering the results of locomotive examinations along with the results of physical fitness tests can lead to early detection of locomotor disorders in children without overlooking them. Objectives: This study clarified the relationship between fitness test results and locomotor disorder screenings, highlighting the possibility of early detection of these disorders. Methods: This is a retrospective study in which we examined the results of locomotor disorder screenings and physical fitness tests of 315 elementary students in Japan in 2022 by gender and grade. Furthermore, we analyzed whether physical fitness test scores differed between children whose screenings did or did not indicate abnormalities, also categorized by gender and grade. Results: Results showed the following statistical outcomes. Overall, we found slightly significant differences between boys in the two groups in the third and fourth grades and a significant difference at 0.1% – 1% in sit-up scores between the two groups of boys in both grades. Grip strength also showed significant differences in the third and fifth grades at 1% and 5%, respectively. The fourth-grade boys showed significant differences in the seated forward bend and side-steer scores at 1% and 5%, respectively. Moreover, there were significant differences between children with and without abnormalities in their 50-m run scores among boys in the third and fourth grades and girls in the fourth grade. There was also a significant difference of 0.1% – 1% in the standing long jump scores between the groups of fourth- and sixth-grade boys. Thus, an association was found between the results of the screening of locomotive examinations and the results of the physical fitness test. Conclusions: Combining fitness tests and locomotor disorder screenings may enable early detection and prevention of locomotor disorders in children.

Impact of HPV Vaccination on the Incidence of High-Grade Cervical Intraepithelial Neoplasia (CIN2+) in Women Aged 20-25 in the Northern Part of Norway: A 15-Year Study.

Human papillomavirus (HPV), the most prevalent sexually transmitted infection globally, is a key risk factor for high-grade cervical lesions and cervical cancer. Since 2009, HPV vaccination has been part of the national immunization program for girls in 7th grade in Norway (women born 1997 and later). This study aimed to assess the impact of HPV vaccination on the incidence of high-grade cervical precursors (CIN2+) among women aged 20-25 in Troms and Finnmark over a 15-year period. In this time series study, we analyzed cervical screening data from 15,328 women aged 20-25 in Troms and Finnmark, collected between 2008 and 2022. Statistical methods, including linear and logistic regression, were employed to evaluate changes in cervical intraepithelial neoplasia grade 2 and worse (CIN2+) incidence and compare risks between vaccine-offered cohorts and pre-vaccine cohorts. The incidence of CIN2+ initially increased from 31 cases per year in 2008 to 110 cases in 2018, then significantly decreased to 44 cases per year by 2022 (p < 0.01). Women in pre-vaccine cohorts had a substantially higher risk of CIN2+ (OR 9.02, 95% CI 5.9-13.8) and CIN3+ (OR 19.6, 95% CI 7.3-52.6). Notably, no vaccinated women with CIN2+ tested positive for HPV types 16 or 18. Furthermore, none of the 13 cervical cancer cases recorded during the study were from the vaccinated cohorts. The findings suggest a significant reduction in the incidence of high-grade cervical precursors following the introduction of the HPV vaccine in Norway's national immunization program, highlighting its effectiveness in cervical cancer prevention among young women in Northern Norway.

Independent and joint effects of perceived teacher support and math self-efficacy on math achievement in primary school student: Variable-oriented and person-oriented analyses

Limited research has explored how perceived teacher support and math self-efficacy jointly impact math achievement, as emphasized by social cognitive theory. This study uses both variable-oriented and person-oriented approaches to examine their joint and independent effects. Additionally, it investigates gender differences in math achievement and the moderating role of gender in the impact of perceived teacher support and math self-efficacy. Chinese primary school students (n = 1725, Mage = 8.97, 41.62 % girls) in grades 3 and 4 participated. Results show: (1) T1 math self-efficacy positively predicts T2 math achievement in structural equation modeling, with perceived teacher support demonstrates a short-term predictive effect at T1. (2) Significant gender differences in T1 math achievement diminish over time. (3) Person-oriented analysis revealed both the independent and joint effects of perceived teacher support and math self-efficacy on math achievement. These findings offer insights into factors influencing math achievement and ways to enhance it. Educational relevance statementThe study reveals that perceived teacher support independently influences math achievement, suggesting the need for extra support for students with low perceived teacher support. Additionally, it emphasizes the compensatory effect of math self-efficacy, advising practitioners to maintain support for students with low math self-efficacy and high perceived teacher support, and to actively nurture math self-efficacy for those with high math self-efficacy and low perceived teacher support. The joint effect of math self-efficacy and perceived teacher support underscores the importance of tailored support to enhance both aspects. Finally, addressing gender differences, the study highlights the need to provide enhanced support for male students in educational practice.

Sensitive periods for the development of endurance of schoolchildren

The aim of the study is to determine favorable age periods for the development of endurance in schoolchildren aged 7-18 years. Methods: from September 15, 2022 to May 23, 2023, schoolchildren of grades 1-11 in the number of 1,215 children from a comprehensive school in the city of Kirov in Russia participated in the pedagogical study. The indicators were taken into account for 578 boys and 637 girls aged 7-18 who attended physical education classes at school but did not play sports. All students were engaged in physical education according to the standard program at school 3 times a week for 40 minutes. The level of endurance development in schoolchildren at the beginning and at the end of the study was determined by a 6-minute Cooper test. Excel and Biostatistica 2022 programs were used for statistical processing of the results. Results: after the end of the study, a significant increase in endurance indicators was revealed in boys from grades 2 and from grades 8 to 11, endurance data improved on average by 12-16% (p&lt;0.05). In girls, a significant increase in endurance indicators was detected in grades 2, and from grades 9 to 11, the results in the Cooper test were 12-15% higher (p&lt;0.05). Also, a high increase in endurance indicators was recorded in boys and girls in grades 4, 8% and 9%, respectively (p&gt;0.05). Conclusions: according to the results of the study, we can say that a favorable period for the development of endurance in boys is the age of 8-9 years and from 14 to 18 years, and in girls 8-9 years and from 15 to 18 years. Also, a high manifestation of endurance indicators is observed at the age of 10-11 years in both boys and girls. Keywords: Physical Development, Children, Endurance Training, Sensitive Periods, Physical Education.

A Cross-sectional Sectional Study to Assess Knowledge, Attitude and Practice towards Cervical Cancer, Human Papilloma Virus (HPV) Infection and HPV Vaccine among 9th to 12th Grade School Girls in Indore

Background: Human Papilloma Virus (HPV) is most common viral infection among women between 15 to 44 age group. When administered before girls or women are exposed to the virus, HPV vaccine can prevent majority of cervical cancer occurrences. Therefore to evaluate knowledge, attitudes and practices regarding cervical cancer,HPV infection and HPV vaccine among girls in grades 9 to 12 the current study was conducted.Materials and Methods: A cross-sectional study conducted between July-December 2022 in Indore governmentschools. Total 120 girls in grades 9 to 12 after receiving informed consent involved in the study. Data regarding knowledge, attitude and practice about cervical cancer, HPV infection and HPV vaccination collected using pretested semi-structured questionnaire. SPSS version 25.0 (Trial version) was used for data analysis.Conclusion: Among 120 students (34.16%) and (20.83%) had heard about cervical cancer and HPV vaccinerespectively, where majority were from class 11th and 12th. The association was significant between knowledge of students and their grades (p&lt;0.05). (3.33%) received HPV vaccine. Among unvaccinated, (68.96%) were willing to take vaccine. Hence the study found that knowledge and uptake of HPV vaccination among school girls is poor. The government needs to strengthen the various aspects of HPV education supplied in schools and HPV vaccination awareness campaigns.

Evaluasi Status Hemoglobin pada Remaja Perempuan di SMP Muhammadiyah: Studi dalam Kelompok Usia 12 - 18 Tahun

Attention to the health of adolescent girls is central in efforts to improve the quality of public health, especially in realizing awareness of a clean and healthy lifestyle (PHBS). This service aims to assess hemoglobin levels in adolescent girls, with a focus on identifying the presence of anemia, while providing an understanding of the importance of maintaining health and implementing a healthy lifestyle. The study was conducted on 83 adolescent girls from Muhammadiyah Junior High School in the working area of UPT Puskesmas Sepaku I. The data was collected through interviews and blood tests. Data were collected through interviews and blood tests. Hemoglobin analysis was conducted in the laboratory using standard methods. The results showed that 4% of adolescent girls experienced anemia. Anemia tends to be more common in 8th and 9th grade girls, but rarely found in 7th grade. Hemoglobin screening in adolescent girls aged 12-18 years has great benefits in identifying the risk of anemia and providing appropriate preventive measures and interventions. By understanding the results of hemoglobin screening, corrective measures can be taken such as increasing the intake of iron-containing foods and the use of nutritional supplements, with the aim of preventing future health problems.

Exploring Indonesian Primary Schoolgirls' Experiences of School-based HPV Vaccination, Knowledge of HPV Risks and Prevention, and Preferences for Cervical Cancer Education.

In 2016, Indonesia introduced its Human Papillomavirus (HPV) vaccination demonstration program for girls in grades 5 and 6 of primary school, to reduce cervical cancer (CC) burden in selected provinces and test the viability of nationwide vaccination. This study explored schoolgirls' experience of school-based HPV vaccination, their knowledge of HPV and HPV vaccination, and their preferences for cervical cancer (CC) education. An online survey was conducted with schoolgirls who experienced HPV vaccination between 2019 and 2021 through the demonstration program. Using purposive sampling, respondents were recruited through partnerships with primary public health centres and primary schools in Jakarta and Yogyakarta. Data analysis was conducted using Chi-square test, Independent-samples t-test, and one-way ANOVA. One hundred and forty primary schoolgirls with a mean age of 12.2 years (SD = 0.70) completed the survey. Schools and mothers were identified as key actors in socialising children about important health information and as girls' preferred sources of information. The average summed score for girls' knowledge of HPV, the HPV vaccine, and CC after being vaccinated was 5.07 out of 10 (SD 0.23). Significant differences in the mean knowledge scores among participants with different preferences regarding CC education in school were observed. While schoolgirls' experiences of HPV vaccination were largely positive, their knowledge of critical health information regarding HPV vaccination and CC prevention needs improving. Thus, it is necessary to provide parents, and school-based educators with culturally appropriate strategies and comprehensive evidence-based information about HPV vaccination and CC prevention more effectively to children.

IJCM_31A: Menstrual characteristics and school absenteeism among adolescent school girls of Aligarh--A Cross-sectional Study

Background: Menstruation is a significant event during adolescence. It is often a challenging period for adolescent girls since it poses significant challenges. The stigma associated with menstruation, difficulties due to menstrual disorders, and period poverty can often lead to school absenteeism and school dropout among girls. Objectives: 1) To identify menstrual characteristics and explore the symptoms associated with menstrual cycles among adolescent schoolgirls of Aligarh. 2) To examine whether adolescent schoolgirls experience absenteeism during menstruation and to elucidate the reasons for such occurrences. Methodology: This is a cross-sectional study carried out among adolescent school girls of Aligarh. Two urban and two rural schools were selected randomly from the co-educational schools in Aligarh, with inclusion criteria comprising adolescent girls in grades six to ten who had experienced menarche at least six months prior. Parental consent and participant assent were obtained, resulting in the participation of 164 students. Data collection was conducted through a questionnaire method. Results: The respondents’ average age was 14.5±1.33 years, with 84.1% exhibiting regular menstrual cycles out of the 164 participants. The mean age at menarche was 12.7±1.02, and the average duration of menstruation was 4.90±1.54 days. Only 12% of students did not experience pain during menstruation, while the majority reported mild (35.4%), pain only on the first day (30.5%), or excessive (2.8%) pain. Predominant pre-menstrual symptoms included irritability, mood disturbances, and breast tenderness. Despite these challenges, a majority of students (84.1%) affirmed not taking leave during menstruation. Among those who did, the reasons included a lack of facilities for changing pads, insufficient disposal systems for pads, and dysmenorrhoea. Conclusion: This study sheds light on the menstrual characteristics and challenges faced by adolescent schoolgirls in Aligarh. Despite the challenges, the students attend school during menstruation which shows the importance of targeted interventions to address the challenges

AN EXPLORATORY STUDY OF STRESS, ANXIETY AND DEPRESSION AMONG 10TH AND 12TH GRADE STUDENTS OF NCT OF DELHI IN REFERENCE TO THEIR ACADEMIC ANXIETY

The current study was planned as an Exploratory Study of Stress, Anxiety and Depression in grade 10 and Grade 12 Students in reference to school anxiety. The purpose of the study is to interview high school and upper secondary students who dealing with a broad range of stress factors associated with school requirements. Past research indicates that school-related stress can decrease the school performance level, reduce motivation and increase the risk of abandonment. Mental health issues are playing a vital role in the school/college student’s life. School pressure and typical stressors at the beginning and end of college can precipitate the First onset of mental health and substance abuse issues or worsening of symptoms. Long-term impacts, which include a reduction in the likelihood of lasting jobs, Governments are worth billions of rupees every year. As a result, expertise in family dynamics, developmental psychopathology, special college issues and care systems is essential for conducting clinical treatment with college students. This narrative report presents the up-to-date recent research on the impact of education-related stress, including a discussion about the impact on students’ Ability to learn and succeed at school, mental health problems such as depression and anxiety, sleep disturbances and addictions. Method: For that purpose, the current study, a total sample of 100 school students, out of which 47 were 10th grade Students and 53 were 12th grade students. The individuals selected from this sample were 15 and 20 years of age. This study sample was chosen from among Grade 10 and 12 students (Govt. Boys &amp; Girls Sr. Sec School) Delhi. The students here refer to the students, especially the 10 and 12 year students of the Delhi government School. To measure the Stress, Anxiety and Depression among 10th and 12th Grade Students, Stress, Anxiety and Depression Scale (ADSS -BSPSA) by Pallavi Bhatnagar et. al. was used. To measure the Academic Anxiety these students, Academic Anxiety Scale (AAS) by A.K. Sen &amp; A. Sen Gupta was used by the 10th And 12th Grade Students. Results: This study points to a high prevalence of symptoms of Academic Anxiety among male students (49.42%) and female students (56.04%). The results of the study also show that the incidence of stress, anxiety, and depression were 37.7%, 31.15%, and 33.13%, respectively. Academic Anxiety was much higher amongst females, then that stress, anxiety, and depression were significantly higher among 12th Grade students. This study found that male and female students were found to be different from stress. Finding: We have seen that male students are very stressed compared to girls. In Anxiety 10th Grade Boys Students high Anxiety than 10th Grade Girls Students. At a glance Depression of Grade 10th Boys Students score higher than Grade 10th Girls Students, Grade 12th Girls Students shows higher score than Grade 12th Boys Students. Given the importance of a high incidence of stress, anxiety and depression among these students. There is a need to detect symptoms of stress, anxiety and depression in the school students &amp; follow through with a further recommendation to get the proper diagnosis and treatment in specialized psychiatric centers. Do not interfere with the learning/development process by doing. Moreover, other studies are recommended to remove the factors behind these mental disorders in relation to their school-related anxiety.