School Health Research Articles

Oral Health Status of Korean Students and Associated Fasting Plasma Glucose in Overweight/Obese Individuals

This study aimed to evaluate the current oral health status of Korean children and adolescents and investigate the correlation between fasting plasma glucose levels and oral health in individuals with overweight and obesity. A total of 121,682 participants were selected from the Survey of School Health Examination data provided by the Ministry of Education over the last 5 years to assess recent oral health status and related factors. Among them, 18,105 students with overweight or obesity who had their fasting plasma glucose levels measured were assessed for blood glucose-related analysis. Based on fasting blood glucose levels, the participants were categorized into normal, impaired fasting glucose, and diabetes groups. The associations of these groups with dental caries, oral hygiene, and periodontal diseases were investigated. There were significant associations between demographic factors, health-related behaviors, and blood glucose levels with oral health. Increased fasting blood glucose levels were associated with poor oral health. These results suggest that glycemic management is important in enhancing the oral health of overweight and obese children and adolescents.

Secondary school staff experiences of supporting and promoting adolescent mental health in Ireland

ABSTRACT Teachers and other school staff are increasingly relied on to address student mental health in secondary schools in Ireland. As part of the Wellbeing Policy Statement and Framework for Practice (2019), the Department of Education set out the ambition to place the promotion of wellbeing at the core and ethos of all schools in Ireland by 2023. This study investigates secondary school staff’s experiences of addressing mental health in schools through qualitative analysis of open question data provided by n = 359 school staff. Reflexive thematic analysis was used to analyse the data, resulting in three themes. The themes highlighted the salience of mental health in schools, the wide variety of ways mental health is integrated in Irish secondary schools, and how mental health in schools can be a source of pressure for staff. The findings of this study suggest that staff, while generally positive towards mental health engagement in schools, do not feel adequately prepared to deliver this content to the extent expected of them. Findings are discussed in relation to the Wellbeing Framework as well as the existing international literature on school based mental health content, and implications for policy and practice are proposed.

Experiences of school health professionals in implementing structured assessments of sexual health and experiences of violence among youth in Sweden using the SEXual health Identification Tool (SEXIT): a qualitative sequential study

IntroductionPoor sexual and reproductive health (SRH) is a global public health concern, particularly among adolescents. While school health services (SHS) play a crucial role in preventative care, professionals are inconsistent...

A bibliometric analysis of mental health among high school students

BackgroundIn recent years, with the increase in academic pressure and changes in social environment, especially after the outbreak of COVID-19, there has been a significant impact on the mental health of high school students. This trend, which is concerning, requires a systematic bibliometric analysis to develop effective preventive and remedial measures.ObjectiveThis study aims to identify and analysis the research hotspots, frontiers and emerging trends in the field of high school students’ mental health over the past two decades using CiteSpace software. These findings provide important insights that can shape future research agendas and guide targeted interventions to improve the mental health outcomes of this vulnerable group.MethodsThis study utilized the Web of Science Core Collection database as its data source to retrieve literature pertaining to high school students’ mental health from January 1, 2004, to January 1, 2023. The initial search yielded 1,764 relevant documents. After manually screening to exclude duplicates, conference proceedings, announcements, and irrelevant documents, a total of 1,748 relevant documents were retained. The research employed the CiteSpace 6.2.R4 tool to evaluate various bibliometric indicators of the included literature, including statistics on institutional and author publication volumes, as well as co-citation analysis.ResultsA total of 1,748 English-language documents were retrieved, showing an upward trend in publications on high school students’ mental health from 2004 to 2024. The research hotspots primarily focus on COVID-19 pandemic, depression, bullying, substance abuse, sexual behavior, Physical Education and their relationships with the mental health of high school students. Future research trends may focus on studies investigating the relationships between the use of electronic cigarettes, sleep disorders, internet addiction, and the mental health of high school students.ConclusionIn addition to the six major research hotspots of COVID-19 pandemic, Depression and stress, Suicidal ideation, Bullying, Sexual behavior and Physical education. Researches should pay more attention to the use of electronic cigarettes, sleep disorders, and Internet addiction among high school students.

All Hands on Deck: Training Mental Health and Non-mental Health School Providers to Deliver a CBT Anxiety Intervention for Students on the Autism Spectrum

All Hands on Deck: Training Mental Health and Non-mental Health School Providers to Deliver a CBT Anxiety Intervention for Students on the Autism Spectrum

Process Evaluation of a Secondary School-Based Digital Behaviour Change Intervention to Improve Toothbrushing: The BRIGHT Randomised Controlled Trial.

The aim was to conduct a process evaluation of a multicomponent behaviour change intervention to reduce dental caries in secondary school children in the UK. The intervention was evaluated in the BRIGHT randomised controlled trial which investigated clinical and cost-effectiveness. The trial involved 4680 participants from 42 schools with a follow-up period of 2.5 years. Schools with an above-average proportion of free school meal (FSM) eligibility, an indicator of low household income, were recruited. The intervention, an oral health classroom-based session (CBS) delivered by school staff and twice-daily text messages aimed to improve toothbrushing frequency with fluoride toothpaste. Key components of process evaluations were examined: Implementation (fidelity, dose delivered, adaptations and reach), mechanisms of impact (acceptability and dose received) and influential contextual factors. Data collection ran alongside that of the outcome evaluation. Mixed-methods data collection comprised pupil self-reported questionnaires, staff feedback questionnaires, CBS and text message delivery logs and semi-structured interviews/focus groups with school staff and pupils. Quantitative data were summarised descriptively, while framework analysis was applied to the qualitative data. The intervention was generally implemented as intended, albeit with some schools not confirming CBS delivery and a technical problem resulting in text messages being stopped prematurely. Some adaptations to the CBS were made by school staff. In terms of reach, 21.9% (n = 1025) of participants were FSM-eligible. At baseline, 77.6% (n = 3631) of randomised participants reported brushing at least twice daily with no difference over time in the social cognitive determinants of toothbrushing behaviour. The intervention was generally found to be acceptable with varying levels of participant responsiveness reported. The actual dose received was unclear; some schools did not provide a CBS attendance register, and some participants reported blocking or muting the text messages. This evaluation raises the question of whether the intervention dose and quality of delivery were sufficient to support the required behaviour change mechanisms. Moreover, a high proportion of participants brushed twice daily at baseline; this also calls into question the intervention's ability to bring about significant change. The trial findings did not favour the implementation of the two-component intervention (CBS and text messages) within a school setting. However, with oral health as part of the general health school curriculum, the BRIGHT CBS could be adopted within the UK curriculum as it was co-developed with young people and was found acceptable to pupils and teachers. ISRCTN number: 12139369.

Pengaruh School Well Being terhadap Prestasi Belajar Siswa di SMA Negeri 3 Bukittinggi

This research was motivated by the condition of condition of student well-being (school well-being) at SMA Negeri 3 Bukittinggi which includes four aspects includes four aspects: school facilities (having), student self-fulfillment (being), social relationships (loving), and health (health). The research aims to to determine the effect and level of influence of school well-being on student achievement. student learning achievement. Using an associative type quantitative approach, this research This study involved 149 respondents who were selected by proportional random sampling. The research instrument was a questionnaire, and data analysis used simple regression. regression. The results showed the average score of students' school well-being score of 126 (high) with a percentage of 84%, and learning achievement in the competent category (100%). competent category (100%). Hypothesis testing shows school well-being has a significant effect on learning achievement with a significance value of 0.000 (<0.05) and Fcount (16.461) > Ftable (3.91). The effect of school well-being on learning achievement is 10.1%, so it can be concluded that school well-being plays an important role in improving learning achievement. that student well-being plays an important role in improving learning achievement.

The effect of the theory of planned behavior based hand hygiene intervention program on the health outcomes and school absenteeism of the primary school students: Quasi-experimental study.

Acute upper respiratory tract infections are the most common infections among school children. Improving water, sanitation, and hygiene facilities in schools is an important intervention for the healthy development of children. The most important component of this intervention is hand washing, which is the primary infection control measure. This study aims to test the effect of the Theory of Planned Behavior (TPB) based hand hygiene intervention program on the health outcomes and school absenteeism of students. The study is quasi-experimental with pretest-posttest control groups. The study was conducted with 159 students (intervention: 82, control: 77) in two separate primary schools that were assigned to intervention and control groups. The intervention group were applied a TPB-based hand hygiene intervention program for the school children. The data were collected using the Student Questionnaire, Hand Hygiene Assessment Question Form, and Surveillance Form. The mean Hand Hygiene Assessment Question Form Hand Hygiene Behavior scores did not differ between the groups in the pre- and posttest (p > .05). In the posttest, the frequency of encountering a ten-week-upper respiratory tract infection symptom (U = 5277.50 p < .0001), school absenteeism days (p = .046) and absenteeism episodes (p = .043) was lower in the intervention group than in the control group. The findings suggest that was concluded that the TPB-based hand hygiene intervention program did not make a difference in creating hand hygiene behavior in school children compared to the classical education. The program was effective in reducing upper respiratory tract infections and school absenteeism due to these infections.

Preservice Teachers and School Health and Wellness

Preservice Teachers and School Health and Wellness

The association between infrastructure damage in the aftermath of Cyclone Idai and malaria risk in Sofala Province, Mozambique: an ecological study

BackgroundIn April 2019, Mozambique was hit by Cyclone Idai leaving substantial damage to infrastructure and nearly two million people in need of humanitarian assistance. Malaria risk has been associated with living in a rural setting, vicinity to water, and household structure, all factors which are impacted by severe storms. This study quantified the association between damage to infrastructure (health care facilities and schools) following Cyclone Idai and malaria outcomes: malaria incidence, severe malaria, and administration of intermittent preventative treatment in pregnancy (IPTp) in Sofala Province, Mozambique.MethodsTo quantify infrastructure damage, historical satellite imagery was assessed visually using Google Earth Pro®. Damage to 66 school and 105 health centres was assessed for severity and duration. Location data was imported to QGIS and joined with district level data on malaria outcomes and environmental covariates. Multivariable Poisson regression models were used to quantify the associations between facility damage and malaria incidence and severe malaria. Generalized linear models were used to determine the association between facility damage and changes in malaria incidence and administration of IPTp from 2018 to 2019.ResultsAn increase in facility damage was associated with an increase in malaria incidence and severe malaria. An increase in proportion of facilities damaged by 10% was associated with a 7.3% (95% CI 6.8–7.8%) increase in malaria incidence. Risk of severe malaria was 2.16 (95% CI 1.42–3.32) times higher in districts with any damage compared to those with no damage. However, proportional facility damage was associated with decreased malaria incidence and increased access to IPTp from 2018 to 2019, but these were not statistically significant.ConclusionAn increase in proportion of facilities damaged following Cyclone Idai was associated with increased risk of malaria and severe malaria at the district level. This may be a function of decreased access to healthcare and an increased exposure to risk factors for malaria. A non-statistically significant decrease in malaria incidence was also found at the district level from 2018 to 2019, indicating that malaria may have been underreported in 2019, likely again a function of decreased access to healthcare.

Evolution of Master of Public Health Core Curriculum: Trends and Insights.

Revised accreditation criteria from the Council on Education for Public Health (CEPH) in 2016 prompted schools and programs of public health to shift their master of public health (MPH) core curricula. Our objective was to provide data on revisions to MPH core curricula at CEPH-accredited schools and programs of public health and other descriptive statistics on the MPH core curriculum and required courses as of 2023. We analyzed data from 67 accredited schools of public health and 130 accredited public health programs to assess changes from 2016 to 2023 in the MPH core curriculum. We examined the number of courses, the proportion of credit hours in the core curriculum, core curriculum composition, and course types. Almost half (49.2%) of schools, but only 16.9% of programs, made extensive changes to their MPH core curricula, an overall increase of 153.6% from 2020 to 2023. Approximately one-fifth of schools and programs made few to no changes to their core curricula and retained core courses in the 5 former core disciplines. On average, core curriculum credit hours comprised 37.8% of total credit hours for schools and 51.7% for programs. Half (50.0%) of all programs in the sample offered single-concentration MPH degrees. Schools and programs were more likely to continue requiring traditional biostatistics (81.7%) and epidemiology (81.2%) courses in the core curriculum compared with environmental health (69.0%), social and behavioral health (61.9%), and health policy and management (42.1%). Most schools and programs modified their MPH core curricula, reflecting a departure from traditional public health courses toward innovative approaches to ensure knowledge and skill proficiency of graduates. Future research will determine if these curricular changes improve the knowledge and skill proficiency of public health graduates and the workforce.

Mental Health Literacy and School Behavioral Health: Introduction to the Special Issue

ABSTRACT Background Mental health literacy is a promising approach to meeting the growing behavioral health needs of youth, and schools offer an ideal setting for this work. Purpose In the introduction to this special issue, we provide an overview of mental health literacy and discuss the connection between mental health literacy and school behavioral health. Methods Literature on mental health literacy and research on school mental health literacy programs are synthesized, followed by an overview of the six papers included in this issue. Results The key components of mental health literacy are defined and contextualized alongside the importance of mental health literacy for promoting well-being. A brief history of research on mental health literacy programs is provided, noting the growth in application to school settings. Discussion Connections between mental health literacy and school behavioral health are discussed, highlighting opportunities for integration with schools’ multi-tiered systems of support. Translation to Health Education Practice This introduction concludes with a discussion of implications for aligning mental health literacy with Health Education.

Qualitative study of the feasibility and acceptability of implementation, and potential mechanisms of Learning Together for Mental Health, a whole-school intervention aiming to promote mental health and wellbeing in secondary schools

BackgroundDespite high rates of adolescent mental-health problems, there are few effective whole-school interventions to address this. Whole-school interventions offer a feasible and sustainable means of promoting mental health. We previously evaluated the Learning Together (LT) intervention which was effective in preventing bullying (primary outcome), promoting mental well-being, psychological functioning, and reducing substance use (secondary outcomes). We adapted LT to develop Learning Together for Mental Health (LTMH) with a new menu of evidence-based actions to address mental health and an enhanced SEL curriculum.MethodsWe undertook a feasibility study of LTMH, a whole-school intervention featuring needs assessment, student and staff participation in decision-making via action groups selecting actions from an evidence-based menu, restorative practice, and a SEL and resilience skills curriculum between 2022 and 2023. This article examines the feasibility, acceptability, and potential mechanisms of LTMH, qualitatively, drawing on interviews and focus groups with 49 students in years 8 and 10, and 20 staff across four state secondary schools in southern England.ResultsThe intervention was feasible and acceptable to implement. In terms of feasibility, the SEL curriculum was the most challenging to implement and was not prioritised by schools that had existing social and emotional learning lessons. Training and external facilitation were well-rated. Some schools struggled with the resourcing and workload implications of implementing actions from the evidence-based menu. Some aspects were not clear. Some staff were not aware that the various components worked together. Needs reports were not easy to understand for all. Students were generally supportive of restorative practice and SEL lessons. Data supported a potential mechanism involving increased school belonging and developing practical knowledge and skills to manage emotions and relationships. The intervention has little potential for harm.ConclusionsThe intervention is ready for phase III trial with minor adaptations. A phase III trial of effectiveness is justified.Trial registrationISRCTN15301591 https://doi.org/10.1186/ISRCTN15301591

Musculoskeletal pain is associated with poor sleep quality and increased daytime sleepiness in dental students: a cross-sectional pilot study.

While a bidirectional relationship between sleep health and musculoskeletal (MSK)-pain have been established among chronic pain patients, few studies explored it among dental students. This cross-sectional study assessed the relationship of self-report MSK-pain with sleep health and psychological outcomes among dental students, and whether differences existed as a function of number and location of painful body-sites. Validated questionnaires were sent through REDCap to dental students at a predoctoral dental school, assessing presence, location (head, shoulder/neck, jaw, back, body), and intensity of MSK-pain, sleep health (risk of sleep apnea, insomnia severity symptoms, sleep quality, daytime sleepiness, and chronotype), and psychological outcomes (anxiety/depression). Differences between those with and without MSK-pain, and across participants with different number and location of painful sites were tested with t-tests and ANOVA, adjusting for age/gender. Out of 80 participants (82.5% females), 76.3% reported MSK-pain (68.9% in neck/shoulders). Those with MSK-pain scored significantly worse in sleep quality (7.7±3.7 vs. 4.8±2.1, p<.001), daytime sleepiness (6.1±4.2 vs. 3.3±2.7, p<.001). Those with >3 painful body-sites reported worse sleep quality (p=.006) and daytime sleepiness (p=.003) than pain-free controls. There were no differences on sleep and psychological outcomes as a function of number of painful body-sites. Those reporting back pain scored worse in insomnia (p=.037), daytime sleepiness (p=.002), and sleep quality (p=.006) than those without back pain. MSK-pain is prevalent among dental students and associated with worse sleep health. While number of painful sites may not influence sleep/psychological health, specific locations (e.g., back pain) were associated with worse sleep functioning.

Gerincferdülés szűrése mesterséges intelligenciával

Early detection of scoliosis and other locomotor disorders is critical for effective treatment and improving the quality of life of those affected. The technology enables school nurses to make a more accurate diagnosis and make timely recommendations for the necessary interventions. In this study, we present the role of nurses in school health screening and the Tartás Pajtás tool, which was created to support school nurse screening. With the involvement of several nurses, we tested this device in a real environment and analyzed its possibilities and limitations. The results presented in the study were realized in the framework of the international project IML4E.

Using School-Based Teleconsultation Services to Make Community Health Services Accessible in Semirural Settings of Pakistan: Sequential Explanatory Mixed Methods Study.

In Pakistan's remote areas, quality health care and experienced professionals are scarce. Telehealth can bridge this gap by offering innovative services like teleconsultations. Schools can serve as effective platforms for introducing these services, significantly improving health service access in semirural communities. This study aims to explore the feasibility of introducing school-based teleconsultation services (TCS) to strengthen community health in a semirural area of Karachi, Pakistan. This study used a mixed methods design. A total of 393 students were enrolled for the quantitative component, while 35 parents, teachers, and community stakeholders participated in the qualitative arm (focused group discussion). Proportional computation for the quantitative data was done using SPSS (version 24; IBM Corp), while qualitative data underwent thematic analysis. A total of 1046 successful teleconsultations were provided for 393 students over 28 months. The demographic data showed that the mean age of the students availing TCS was 9.24 (SD 3.25) years, with the majority being males (59.3%, 233/393). Only 1.24% (13/1046) of cases required referrals. The qualitative analysis yielded three themes: (1) transformation of the health care experience, (2) escalating demands for teleconsultation, and (3) the psychological aspect of care. This study demonstrated the efficacy of integrating TCS in a semiurban school in Karachi to address health care accessibility gaps. Implementing TCS through the school platform improved the overall health status of school children while reducing school absences and financial burdens on families. The study highlighted TCS's cost-effectiveness, time efficiency, and quality, with community support for 24/7 availability, expansion to adults, and a reimbursement model. School health nurse-led TCS offers a scalable solution to health care challenges, enhancing health outcomes for school-going children in Pakistan and globally, particularly in low- and middle-income countries, where accessibility is a major issue.

Teaching infectious diseases during and in the aftermath of the COVID-19 pandemic – middle school teachers’ choice of content and instructional approaches

ABSTRACT The COVID-19 pandemic impacted immensely in schools worldwide, emphasising the pivotal importance of infectious diseases. This study aims to delineate the teaching of diseases in middle schools, investigating how content and instruction was influenced in the aftermath of the pandemic. Semi-structured individual interviews were conducted with teachers. The analytical method involved thematic analysis. The first analysis concerned teaching content was based on the framework of contagion literacy. The second analysis investigated the teaching approaches through an inductive analysis. The findings suggest that the pandemic had an impact on the biology teaching in relation to infectious diseases. During the pandemic, teaching largely revolved around student-initiated, question-driven discussions about current events related to societal health initiatives within schools, rather than expanding the planned biology curriculum. The main finding is that teachers focused on hygiene and to influence students’ behaviours interactively. The pandemic was not fully exploited by the participating teachers to develop more curriculum-based teaching including functional and critical health literacy perspectives. The study recommends that biology teachers collaborate with school health teams and engage in interdisciplinary work. We also suggest to amend primary science teacher education to meet the need to teach the young people in the event of future pandemics.

Knowledge and uptake of contraceptive and other sexual reproductive health services among in-school adolescents in three South African townships: Baseline findings from the Girls Achieve Power (GAP Year) Trial

Background South African adolescents experience barriers to sexual and reproductive health (SRH) knowledge and uptake. This study provides insight into contraceptive and other SRH service knowledge, perceptions, and uptake among adolescents in high HIV prevalence settings. Methods A baseline cross sectional survey was conducted among 3432 grade 8s enrolled into the Girls Achieve Power (GAP Year) trial from 26 public high schools across three South African townships (Soweto, Thembisa and Khayelitsha) (2017 - 2018). An interviewer-led survey collected information on SRH knowledge and perceptions; an audio computer-assisted self-interviewing technique gathered SRH service uptake. Descriptive analysis indicates frequency distribution of socio-demographics and knowledge, uptake and perceptions of SRH services. Chi-square test tested for associations between age and sex and selected variables that measure SRH knowledge and uptake. Results In total, 2383 participants completed both survey components. Of these, 63.1% (n=1504) were female and 81.4% (n=1938) aged 12-14. Almost a fifth (18.3%, n=436) had ever had sex and less than 1% had accessed SRH services in the last year. Of the 157 females who had ever had sex, 50.9% had ever used contraception. Of those who had sex in the last three months, 59.0% reported using a contraceptive method. Condom use was inconsistent: almost all females said they had not used or could not remember if a condom was used at last sex. Conclusion This paper contributes to the evidence strengthening learner SRH education, including the national Integrated School Health Programme. Key themes include the need for age-appropriate, differentiated comprehensive sexuality education (CSE) for the range of ages found in the same grade in South African schools. Education on different contraceptive methods, informed decision-making, and emergency contraception is key. School-based interventions should embrace integrated HIV, STI, and pregnancy prevention messages. Closer links with health services need to be constantly fostered and reinforced.

Enablers and barriers of implementing a whole school approach to ovulatory menstrual health literacy: a case study of a single-sex school in Western Australia

AbstractMy Vital Cycles® is a holistic ovulatory menstrual health literacy program for adolescent females. A whole school approach was used when trialled in one single-sex secondary school in Perth Australia. This study investigated the enablers and barriers for its future implementation from the perspective of the school’s teachers, nurses and psychologists. The design was a pre-trial survey of ovulatory menstrual health knowledge and attitudes, followed by post-trial interviews and focus group discussions (FGDs). In the pre-trial survey, 12 school staff demonstrated positive attitudes to ovulatory menstrual health; sound anatomical knowledge; but limited knowledge of cycle patterns. There were two FGDs with five participants and eight post-trial semi-structured interviews, giving 13 school staff in total. Deductive thematic analysis identified 14 themes within a whole school approach framework, specifically: policies and resources; community partnerships; curriculum; social-emotional environment; and school health services. Enablers included school staff’s positive attitudes; the program’s validated materials; its curricular alignment; and address of stigma. Barriers included school staff’s need for professional development; extending the program over years; Health and Science silos; dependence on school leadership; and challenges of building community partnerships. Co-design with school leadership and staff to enhance opportunities for a whole school approach is recommended for future implementation.

Job Stress and Burnout Among School Health Teachers During the COVID-19 Pandemic: The Mediating Effect of Resilience and the Moderating Effect of School Organizational Culture.

Objectives: This study aims to examine the mediating effect of resilience and the moderating effect of school organizational culture on the relationship between job stress and burnout among school health teachers during COVID-19. Methods: The participants of the study were 223 school health teachers. The data collected included the Korean version of the Connor-Davidson Resilience Scale (K-CD-RISC), Job Stress Scale, Maslach Burnout Inventory (MBI), and School Organizational Culture Scale. Data analysis was performed using SPSS/WIN 25.0 software. Results: There was a significant positive correlation between job stress and burnout among school health teachers. Conversely, both resilience and school organizational culture were negatively correlated with burnout. The mediating effect of resilience on the relationship between job stress and burnout was significant. However, the moderating effect of school organizational culture was not significant. Conclusions: To prevent burnout in school health teachers, it is necessary to develop policy alternatives aimed at reducing job stress and to implement psychological and emotional support measures to improve resilience.