Background: High substance use among Ethiopian high school students has been reported in localized studies, yet key contributing factors such as parental substance use, school policies, and environmental influences remain under-researched, particularly in Jimma. Identifying the prevalence and contributing factors specific to this setting is essential for developing targeted prevention strategies and guiding school and community-level interventions. Methods: This cross-sectional study assessed substance use prevalence and the associated factors among 206 high school students (Grades 9–12) in Jimma Town, Jimma, Ethiopia. Participants were selected using multistage random sampling from two schools. Self-administered questionnaires, including an adapted Brief Screener for Tobacco, Alcohol, and other drugs, were used to screen participants. Data were entered in Epi-Data 3.1 and analyzed using SPSS 27; bivariate and multivariate logistic regression analyses identified associated factors, and statistical significance was determined at a 95% confidence level, P value (.05). Results: Among 202 participants, the prevalence of substance use was 27.2% (95% CI: 21.1–33.3). The most common substances used were Khat 48.5% (95% CI: 1.75–1.96), followed by alcohol 26.7% (95%CI: 1.27–1.56), and tobacco products 8.9% (95% CI: 1.23–1.52). Living with parents (AOR = 9.245, 95% CI: 0.96–88.94, P = .045), parents’ neutral opinion on substance use prevention (AOR = 2.762, 95% CI: 1.09, 6.94, P = .031), students’ lack of information on substance use (AOR = 0.343 95% CI: 0.15, 0.77, P = .010), and peer substance use especially chewing Khat (AOR = 16.512, 95% CI: 6.68–40.80, P < .001) significantly increased odds of substance use. Conclusions: The high prevalence of substance use among high school students necessitates a collaborative approach involving all stakeholders to foster a safer and more supportive educational environment. Schools should mandate comprehensive substance use prevention programs, establish clear prevention-focused policies, and engage parents and the community to build a cohesive support network.

An ethnomathematical approach that integrates Luwu culture, especially the Rongkong batik motif, is expected to bridge abstract mathematical concepts with students’ daily lives through the use of local wisdom as a learning context. This study aims to develop ethnomathematics-based transformational geometry textbooks that are feasible, practical, and effective in improving senior high school students’ mathematical literacy. The research employed the ADDIE development model. The participants were Grade XI students and mathematics teachers at SMA Negeri 5 Luwu Utara. The instruments used included teacher and student needs analysis questionnaires, expert validation sheets, teacher and student practicality questionnaires, lesson implementation observation sheets, and a mathematical literacy test administered as a pretest and posttest. Validation by material and media experts was conducted to assess the feasibility of the textbook in terms of content, presentation, construction, and readability. The results show that the developed textbooks are classified as very feasible based on content, presentation, construction, and readability validation. The textbooks were also judged to be very practical by both teachers and students. In terms of effectiveness, there was a significant increase in students’ mathematical literacy after using the textbooks, with an average n-gain of 0.81 (high category). Inferential analysis further indicated a significant difference between students’ pretest and posttest scores. Thus, the ethnomathematics-based transformational geometry textbooks developed in this study are feasible for use in classroom instruction and effective in improving high school students’ mathematical literacy. This study recommends local culture-based textbooks as an alternative form of contextual teaching materials with multicultural characteristics.

Short-form video applications (apps) are thriving among adolescents worldwide, and their algorithm-driven tailored patterns and convenient video capture functions provide adolescents with exciting and highly attractive entertainment. In recent years, worries over adolescent problematic media use have surged, yet comprehensive exploration remains lacking. This study aimed to examine whether self-control accounts for the indirect effects of perceived stress on Chinese nonurban high school students’ problematic short-form video use (PSVU), as well as the moderating role of their perceived parental active mediation/co-use behaviors. Data were collected from 790 participants in three nonurban high schools, and analyses were conducted using SPSS and Mplus. Results revealed that self-control partially explained the indirect relationship between perceived stress and PSVU, while parental active mediation/co-use moderated the relationship between self-control and PSVU. This empirical study is the first to examine the complex mechanism of perceived stress related to PSVU among high school students, and implications of the findings for school practitioners and recommendations for future research are discussed.

The COVID-19 pandemic disrupted schooling for many during the middle-to-high school transition, a critical period for initiation of substance use. This study examines how reduced in-school peer exposure was associated with substance use patterns among ninth and tenth graders before and after the pandemic. To examine the relationship between differential in-school peer exposure to substance use patterns among ninth and tenth graders before and after the pandemic. We conducted a repeated cross-sectional study of ninth and tenth graders (total N = 2,024) from a large US high school, using annual in-school survey data from 2017-2019 (N = 1,550) and 2023 (N = 474). We compared substance use prevalence and risk factors pre- and post-pandemic. The pre-pandemic sample was 48% boys and the post-pandemic sample was 57% boys. Ninth graders (one year less exposure to in-school peers) had significant declines pre- to post-pandemic in 30-day alcohol use (13% to 7%), 30-day e-cigarette use (12% to 7%), lifetime alcohol use (31% to 20%), lifetime marijuana use (18% to 10%), and lifetime e-cigarette use(23% to 13%). Tenth graders (one additional year of in-school peer exposure) did not experience similar declines. Perceived substance use accessibility increased among ninth graders pre- to post-pandemic (mean risk perception score: 3.18 to 3.33, p < 0.05). Less in-school peer exposure during a critical developmental period was associated with reduced substance use initiation and progression. These findings highlight the importance of in-school exposure to peers in adolescent substance use trajectories. Future research should investigate specific mechanisms of peer influence-such as substance availability on campus-to inform targeted prevention and early intervention strategies.

Improper tooth brushing behavior remains a major contributor to oral health problems among adolescents. Correct Tooth Brushing Practice (TBP) is essential for preventing plaque accumulation and dental caries. Objective: This study aimed to evaluate the effectiveness of application-based Motivational Interviewing (MI) in improving adolescents' toothbrushing practices. A quasi-experimental study with a pretest–posttest control group design was conducted among 100 high school students. Participants were divided into an intervention group (n = 50) that received application-based MI counseling for three months and a control group (n = 50) that received conventional health education. MI counseling was delivered to adolescents three times over the course of three months. At each stage, tooth brushing behavior was assessed, and the results were analyzed using the Wilcoxon test to evaluate within-group changes. Data were collected through direct observation of tooth brushing behavior using a standardized WHO checklist. Results: In the intervention group, correct toothbrushing practice increased from 24% to 88%, while in the control group, it increased from 48% to 68%. Statistical analysis revealed a significant improvement, with the mean TBP score increasing by 5.18 in the intervention group compared to 1.26 in the control group (p &lt; 0.000). Application-based Motivational Interviewing (MI) is an effective approach for improving adolescents' toothbrushing behavior. This approach is feasible for integration into school-based oral health programs to promote sustainable healthy habits.

Background: Student independence has increasingly become a core objective in contemporary education, yet its development is strongly shaped by the instructional strategies employed by teachers. Although innovative learning models such as Project-Based Learning (PJBL) offer strong potential to empower learners, their success largely depends on the extent to which teachers prepare, facilitate, and sustain the learning process. Without systematic planning and thoughtful implementation, even the most promising learning model may fall short of producing meaningful character development. Aim: This study seeks to describe the implementation process of PJBL and analyze how the model contributes to fostering independent character among Grade VIII junior high school students. Method: A descriptive qualitative research design was applied. Data were obtained through classroom observations, semi-structured interviews with teachers and students, and documentation of project activities, including learning artifacts, student reflections, and project outputs. All data were analyzed using an inductive approach to identify patterns related to student independence. Results: The findings indicate that continuous engagement in PJBL activities strengthens several aspects of student independence. Students demonstrate increased initiative in planning tasks, greater responsibility in meeting project deadlines, improved capacity to make decisions, and stronger problem-solving abilities. They also exhibit enhanced time-management skills and active participation during group presentations and collaborative work sessions. Conclusion: Overall, the study confirms that PJBL is not only beneficial for achieving cognitive learning outcomes but also serves as an effective approach for cultivating deeper independence among junior high school students. The model is therefore relevant and highly recommended for instructional practices that aim to promote autonomy and self-regulated learning.

This study aims to determine the effect of Model Based Learning on physics problem-solving abilities of tenth-grade students at SMA Negeri 2 Padangsidimpuan. The research employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The sample consisted of 60 students divided into an experimental class (30 students) and a control class (30 students) selected through purposive sampling. Problem-solving ability data were obtained through validated tests based on Polya indicators, including: understanding the problem, devising a plan, carrying out the plan, and looking back. Data analysis included descriptive statistics, normality tests, homogeneity tests, and independent t-tests. Results showed that the experimental class achieved an average problem-solving ability score of 82.47 (high category), while the control class achieved 68.23 (moderate category). The t-test revealed a significant difference between both groups (t-calculated = 5.872 &gt; t-table = 2.001; p &lt; 0.01). The N-Gain value for the experimental class was 0.71 (high category), while the control class was 0.42 (moderate category). This study confirms that Model Based Learning effectively improves high school students' physics problem-solving abilities

This study examined the comparative impact of direct instruction and educational board games on high school students' academic performance in Chemistry during the 2024-2025 academic year, employing a quasi-experimental design with purposive and convenience sampling. A total of 30 Honors Chemistry students from Prince George High School, divided into two equal groups, participated in the study. One group received traditional direct instruction, while the other experienced game-based learning integrated with direct instruction. To measure learning gains, the researcher used pre-tests and post-tests that aligned with the Chemistry CIP Benchmark. Statistical analyses, including paired-sample t-tests and ANCOVA, revealed that both instructional methods significantly enhanced student learning. However, those who used educational board games achieved higher post-test scores, indicating a greater impact on students' conceptual understanding and retention. In addition to improved academic outcomes, qualitative observations suggested that students in the game-based group demonstrated increased engagement, collaboration, and intrinsic motivation during classroom activities. These findings emphasized the benefits of integrating gamified strategies into science education to boost comprehension and support long-term academic success. Although both methods proved effective, the intervention involving educational board games had a more significant impact, making it the favored strategy for improving student learning in Chemistry.

Background/Objectives: School violence represents a significant concern for educational communities worldwide, affecting student well-being and academic development. While prior research has documented prevalence rates and risk factors, limited studies have examined social–cognitive factors associated with antisocial behavior specifically within vocational education contexts using integrated analytical approaches. This exploratory cross-sectional study examined social–cognitive factors—specifically self-reported attitudes about aggression norms, prosocial attitudes, and school climate perceptions—associated with violence-supportive attitudes among Greek vocational students. Methods: A cross-sectional design employed validated self-report instruments and traditional statistical methods. The sample comprised 76 vocational high school students (38.2% male; ages 14–18; response rate 75.2%) from one school in Patras, Greece. Validated instruments assessed attitudes toward interpersonal peer violence (α = 0.87), peer aggression norms across four subscales (α = 0.83–0.90), and school climate dimensions (α = 0.70–0.75). Analyses included descriptive statistics, Pearson correlations with bootstrapped confidence intervals, MANOVA for multivariate group comparisons, independent samples t-tests, propensity score matching for urban–rural comparisons, polynomial regression for developmental patterns, and path analysis for theoretical model testing. Results: Strong associations emerged between perceived school-level and individual-level aggression norms (r = 0.80, p &lt; 0.001, 95% CI [0.71, 0.87]), representing one of the strongest relationships documented in school violence research. Violence-supportive attitudes demonstrated inverse associations with prosocial alternative norms (r = −0.37, p &lt; 0.001, 95% CI [−0.55, −0.16]). Significant gender differences emerged for teacher–student relationships (d = −0.78, p = 0.002), with females reporting substantially more positive perceptions. Propensity-matched urban students demonstrated higher aggression norm endorsement compared to rural students across multiple indicators (d = 0.61–0.78, all p &lt; 0.020). Polynomial regression revealed curvilinear developmental patterns with optimal teacher relationship quality during mid-adolescence (ages 15–16). Path analysis supported a sequential association model wherein school-level norms related to individual attitudes through prosocial alternative beliefs (indirect effect β = −0.22, p = 0.002, 95% CI [−0.34, −0.11]). Conclusions: This preliminary investigation identified social–cognitive factors—particularly normative beliefs about aggression at both individual and environmental levels—as strongly associated with violence-supportive attitudes in Greek vocational education. The exceptionally strong alignment between school-level and individual-level aggression norms (r = 0.80) suggests that environmental normative contexts may play a more substantial role in attitude formation than previously recognized in this educational setting. Gender and urban–rural differences indicate meaningful heterogeneity requiring differentiated approaches. Future research should employ longitudinal designs with multi-informant assessment and larger multi-site samples to establish temporal precedence, reduce method variance, and test causal hypotheses regarding relationships between normative beliefs and behavioral outcomes.

While socioeconomic status (SES) and personality have both been identified as relevant predictors of academic achievement, little is known about their possible interplay in predicting school performance. The present study used the latent moderated structural equations (LMS) method to investigate latent interactions between familial SES and parent-rated Big Five in a sample of German high school students ( N = 3,043). Personality ratings administered in grade 7 were used to predict changes in school performance 2 years later under control for previous performance. Openness and Conscientiousness positively predicted German as well as mathematics grades over and above fluid intelligence, parental SES and competence measures. Openness and Conscientiousness also showed positive interactions with SES in line with the Matthew effect hypothesis. Their association with school performance was partly mediated by students’ competences. This evidence might be particularly relevant for planning school support programs and interventions targeting background disadvantages as well as teacher training.

Internet addiction and academic procrastination among Chinese rural junior high school students: a moderated mediation model examining the roles of psychological and environmental factors

Although 2023 U.S.-Mexico border encounters reached record levels, many involving Latinx immigrant youth vulnerable to trauma and mental health difficulties, little is known about linguistic features in these youths' attachment narratives. This study analyzed Child Attachment Interview (CAI) transcripts from 109 recently immigrated Central American high school students. Transcripts were processed with Linguistic Inquiry and Word Count (LIWC) software to capture linguistic markers of attachment and were also coded using established CAI procedures for comparison across modalities. With no prior research using CAI and LIWC in Spanish, analyses were exploratory. Findings aligned with earlier work: LIWC markers of security included greater use of cognitive, achievement, and anxiety words, reflecting coherence and openness. Dismissing narratives showed more negations, motion words, and adverbs, while preoccupied narratives featured more hearing words and fewer work terms. LIWC reliably distinguished attachment patterns in immigrant youth, underscoring the need for attachment-focused research and interventions.

This study aims to examine the practicality of the G7KAIH character-value–based infographic media in enhancing character education among students at SMPN 4 SATAP Malangke. The research employed a Research and Development (R&amp;D) design using the ADDIE model, focusing on the implementation and evaluation stages through practicality testing by teachers and students. The instruments used were teacher and student practicality questionnaires. The results show that the infographic media obtained a practicality score of 90% (very practical) based on teacher responses, 80% (practical) from the small group test, and 83% (very practical) from the large group test. These findings indicate that the G7KAIH infographic media is easy to use, visually appealing, relevant to the content, and effective in supporting character education. Therefore, this media is feasible to be used as a character learning tool for junior high school students.

While Massive Open Online Courses (MOOCs) are widely used in higher education, their application and effectiveness for high school students, especially English as a Foreign Language (EFL) learners grappling with language barriers in English-Medium Instruction environments, remain underexplored. There is a recognized gap in understanding how high school students’ attitudes toward English, self-regulated learning motivation, online behaviors, and perceptions of course design within bilingual scaffolded MOOCs (courses providing linguistic and instructional support in both students’ native language and English) influence course completion outcomes. A mixed-methods design was employed, involving 115 high school students from Northern Taiwan. Data were collected throughout an eight-week intervention. Results show: (1) those perceiving English as practical demonstrated higher self-regulated learning (SRL) motivation and learning satisfaction; (2) discussion participation was a significant predictor of course completion, while reading materials and watching videos were not significant predictors; (3) students primarily valued content knowledge, learning strategies, and language knowledge, and suggested improvements related to information accessibility and course design, including more explicit instructor guidance. The results suggest that MOOC designers and online educators should foster a positive attitude and belief toward English as a Lingua Franca, increase SRL, and design online lessons featuring easy-to-access materials and interactive activities. This study contributes to the broader discourse on inclusive and accessible online learning for global high school students.

Housing instability, race/ethnicity, and sexual identity as intersectional factors in adolescent cannabis use.

ABSTRACTBackground and AimsSubstance use poses a considerable challenge with adverse consequences on physical and psychological well‐being, and societal dynamics, particularly among adolescents and young adults. This cross‐sectional study aimed to investigate substance use prevalence and its associated factors among high school students across Iran.MethodsEligible participants were high school students from all grades studying in the fields of Theoretical branches. An online questionnaire comprised of two sections was distributed to the target population utilizing a convenience sampling method; the first section of the questionnaire focused on demographic data, while the second gathered ever and recent substance use history. Multivariable Poisson regression was used to identify independent factors associated with the number of different substances used by the participants.ResultsA total of 9402 individuals participated in this study, comprised of 56.9% males and 43.1% females. Of these, 3687 (39.2%) reported ever using at least one substance, and 2691 (28.6%) reported recent use. Among ever‐users, 53.0% used more than one substance type; among recent users, 47.1% used more than one type. A greater number of substances used (ever or recent) was associated with older age, being married, attendance at nonpublic schools, lower grade point average, single‐parent household, and lower parental education.ConclusionA notable percentage of high school students had the experience of ever and recent substance use, underscoring the need for further preventive measures to address substance use among Iranian youth, with a focus on specific demographics.

Internet usage inequality among high school students: Patterns, motivational predictors, and educational outcomes

A moderated-mediated model of family fat talk and eating disorder psychopathology among Chinese adolescents.

As a stable individual difference factor, personality traits significantly influence English achievement. Directed Motivational Currents, an emerging concept in L2 motivation research, are not only affected by personality traits but also closely associated with related academic emotions. However, few studies have explored the complex interactions among personality traits, DMC, academic emotions, and English achievement. Based on Whole-Trait Theory, Flow Theory, and Control-Value Theory, this study examined the relationships among these variables through questionnaires and interviews with 419 second-year high school students in Liaoning Province, China. The research addressed three questions: 1) What are the current levels of senior high school students&amp;rsquo; personality traits, DMC, and academic emotions? 2) How are personality traits, DMC, academic emotions, and English achievement interrelated? 3) Do DMC and academic emotions mediate the relationship between personality traits and English achievement? If so, what types of mediating effects do they have? The findings indicate that: 1) Students showed moderate levels of personality traits, DMC, and enjoyment; anxiety was relatively high, while boredom was low. 2) Personality Traits were positively correlated with DMC, English achievement, and positive emotions. DMC was positively correlated with enjoyment, and English achievement, but negatively correlated with anxiety and boredom. Positive emotions were positively correlated with English achievement and negatively correlated with negative emotions. 3) Both academic emotions and DMC served as independent mediators between personality traits and English achievement, and also formed a chain-mediating effect. The mediating effect is 79.48%. Pedagogical implications for senior high school English teaching are discussed, along with research limitations and future directions.

Background:Oral allergy syndrome (OAS) is an immediate allergic reaction triggered by specific foods, often linked to pollen-food allergy syndrome (PFAS). With the increasing prevalence of pollinosis in Japan, especially among younger populations, OAS and PFAS are expected to rise. However, few studies have investigated their prevalence in pediatric populations, particularly in relation to different families of causative foods.Objective:In this study, we examined the comparative prevalences of oral symptoms suggestive of OAS based on survey data from parents of a general population of children attending elementary and junior high schools, focusing on the differences between causative food families.Methods:We conducted a questionnaire-based survey among parents of 6,853 elementary and junior high school students in Omihachiman, Japan. Oral symptom was identified based on reported oral symptoms following the consumption of specific raw fruits and vegetables. Data were analyzed using trend analysis and multivariable logistic regression.Results:Among 4,991 respondents (72.8%), 12.4% had oral symptoms. Prevalence was significantly higher in females than in males (14.4% vs. 10.4%). Older age groups showed higher prevalence trends, except for Cucurbitaceae (melon/watermelon). Actinidiaceae (kiwi) and Bromeliaceae (pineapple) had significantly higher prevalence in females, while Cucurbitaceae (melon/watermelon) showed no sex differences. No significant sex differences were observed in cases requiring avoidance.Conclusion:This study provides the first prevalence estimates of oral symptoms suggestive of OAS by sex, age, and causative food family in Japanese children. These findings contribute to improved diagnosis, treatment, and prevention strategies for pediatric OAS and PFAS.