High School Students Who Research Articles

Proposal for a Disaster Management Drill Program for High School Students Who Have Never Experienced a Disaster to Foster a Sense of “Awareness that Disaster Affects Everyone”

In this study, the authors propose a disaster management drill program for high school students. The program is designed to develop, among high school students, “the awareness that disasters affect themselves,” instead of being “someone else’s problem.” The program was developed in accordance with the ADDIE model of instructional design theory. Sayo High School in Sayo Town, Hyogo Prefecture, which was severely damaged by the flood in 2009, was selected as the program target. Since this school’s disaster management activities had primarily translated into a passive disaster management drill wherein students moved to an evacuation site according to the instructions of the teachers, we set two goals: “knowing past disasters and the current situation, and understanding the risks at the time of disaster” and “knowing the problems that occur at the time of disaster and understanding what action you should take.” In order to arouse interest among high school students, the authors incorporated drones for evacuation drills and gaming teaching materials for disaster management awareness into the program. We designed and implemented a program that ended in the morning, and compared the level of achievement on 21 learning objectives before and after the program. The results revealed a statistically significant rise in all of the 21 objectives. In addition, the results of factor analysis show that the program enabled the students to develop a sense of awareness that disasters affect everyone, understand the risks their communities would face during disasters, such as earthquakes and floods, and realize what they should do to manage this risk.

"I Think the Teachers Should Really Connect More With the Students": The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled.

The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential.

Online Credit Recovery as an Intervention for High School Students Who Fail Courses

Online credit recovery (OCR) refers to online courses that high school students take after previously failing the course. Many have suggested that OCR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate the efficacy of OCR using full data from public and private OCR providers. Findings indicate that students who fail courses and enroll in OCR are 20 percentage points more likely to earn course credit, have lower test scores of up to two tenths of a standard deviation, and are about eight percentage points more likely to graduate high school within 4 years than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged OCR students are more likely to graduate high school than their peers.

Middle and High School Students Who Take Care of Siblings, Parents, and Grandparents: Associations With School Engagement, Belonging, and Well-Being

This partnership-based study identified how many middle and high school students take care of parents, siblings, and grandparents at home, via student surveys across Rhode Island public schools (N = 48,508; 46% White non-Latinx; 21% Latinx; 47% girls). Further, we investigated how students’ caregiving for family related to their school engagement, belonging, and emotional well-being. A sizable proportion of students reported caring for family for part (29%) or most of the day (7%). Girls and Black, Asian, Latinx, Native, and multiracial youth were more likely to care for family, compared to boys and White non-Latinx youth. Caregiving students from all demographics were more likely to experience intense sadness compared to noncaregivers, revealing a need to support caregiving youth in schools. In addition, caregiving girls reported lower levels of school engagement and school belonging. However, caregiving for part of the day was related to greater belonging among Black and Native youth.

Coping with the Impact of Systemic Racism, Inequity, School and Community Violence Among High School Students Who are Suspended or Expelled

Keywords community violence, grounded theory, expanded ACEs, suspension, expulsion, trauma-informed, intersectionality, school violence, mental health and violence, violence exposure, youth violence

High Ability of Junior High School Students Who Can Balance Extra-Curricular Activities and Study: A Case Study of Shinagawa Girls’ Junior and High Schools

High Ability of Junior High School Students Who Can Balance Extra-Curricular Activities and Study: A Case Study of Shinagawa Girls’ Junior and High Schools

Python Programming Class for Junior and Senior High School Students Who can Learn Artificial Intelligence

Python Programming Class for Junior and Senior High School Students Who can Learn Artificial Intelligence

Preparation and Motivation of High School Students Who Want to Become Science or Mathematics Teachers

ABSTRACT Shortages of science and mathematics teachers are a serious concern in the United States. Despite the implementation of intervention strategies to address this problem at the high school level, little empirical research had been conducted to inform and strengthen these initiatives. This retrospective cohort study used multinomial logistic regression models to predict students’ science and mathematics teaching career intentions at the end of high school. These intentions were most strongly associated with having had an interest in science and mathematics teaching already at the beginning of high school. Other significant predictors included middle school interest in science, technology, engineering, and mathematics careers, high mathematics preparation, and a desire to work with, and help, others. Whereas students interested in science and mathematics teaching shared many motivational features with students interested in other teaching careers, their mathematics knowledge was significantly higher. This research counters blanket stereotypes about teacher ineptitude, while supporting a more positive view of teachers’ motivation to teach. Future interventions targeting high school students should focus on mentorship opportunities and purposeful teaching experiences that mirror the roles science and mathematics teachers play in school life. Such interventions highlight both the potential positive impacts teaching has on students and provide further subject matter exploration. Examples of such programs can range from formalized teaching assistant positions in science and mathematics classrooms to full university partnerships in which colleges of education and science, as well as local school boards/districts, work together to spark interest in science and mathematics teaching among high school students.

不登校経験のある定時制・通信制高校生の生活実態調査―不登校経験者と非経験者との比較より―

不登校経験のある定時制・通信制高校生の生活実態調査―不登校経験者と非経験者との比較より―

Preteen Behaviors and Sexual Orientation of High School Students Who Report Depressive Symptoms, United States, 2015-2017.

Unhealthy preteen behaviors are associated with adolescent depression. However, little is known about preteen factors among sexual minority young people, a group at increased risk for teen depression and suicide. We completed weighted multivariate logistic regression analyses on data from the national 2015 and 2017 Youth Risk Behavior Survey of 30 389 high school students in the United States. Preteen sex, cigarette smoking, and alcohol and marijuana use were significantly more prevalent among lesbian, gay, or bisexual (LGB) and questioning students who reported depressive symptoms than among their heterosexual peers (adjusted prevalence ratio [APR] range, 1.33-2.34; all significant at P < .05). The only exception was that marijuana use among questioning students was not significantly different from use among heterosexual peers (APR = 1.34; P = .11). Assessment of preteen sex and substance use-especially among LGB and questioning young people, who are more prone to depressive symptoms and more likely to initiate risky preteen behaviors than their heterosexual counterparts-will facilitate a life course approach to sexual minority mental health that should begin by early adolescence.

Study of the Social Acceptance and Self-Esteem Levels of High School Students Who Do Sports towards Disabled Students

Education is everyone’s right. This right has been emphasized in many national and international legal texts. Based on this fact, it is extremely important to consider the fact that disabled individuals also have equal rights arising from citizenship as a social acceptance and self-esteem principle. In this sense, social acceptance and self-esteem levels of students who fulfill the special aims of education and do sports towards the students with disabilities emerge as an important issue.

Concussion Experiences in New England Private Preparatory High School Students Who Played Sports or Recreational Activities.

Sports- and recreation-related (SRR) activities are a major cause of adolescent concussions. Most adolescent SRR concussion research has been conducted among public school students. As private schools are qualitatively different from public schools (eg, location, socioeconomic status, sports played), this study explores the concussion experiences of a large group of private high school students. We surveyed 2047 New England private preparatory high school students who played sports or engaged in a recreational activity in 2018 about the sports they played, and their self-reported concussion experiences (eg, age at first concussion, if concussions were sports- or recreation-related). Descriptive, bivariate, and multivariate statistics are presented. One-third (33.0%) of students who reported engaging in sport- or recreation-related activities self-reported experiencing a concussion in their lifetime. A higher percentage of boys, students who played contact sports, and those who played multiple seasons of school sports reported a concussion. Sex, contact level of primary sport played, and age of first concussion were also significantly associated with reporting a sports- or recreation-related concussion. A sizeable proportion of private preparatory high school students reported experiencing a concussion, with some students at higher risk. Private preparatory high school-specific concussion prevention strategies may be needed.

Risk Behaviors of High School Students Who Report Knowing Someone Who Self-Harms

Self-harm involves the direct and deliberate destruction of body tissue without suicidal intent and is identified as a maladaptive attempt to cope with stressful emotions. This descriptive, correlational study used a secondary analysis of 5,411 high school students where 72% (n = 3,895) reported knowing someone who had cut or tried to harm themselves in some other way. Students who reported knowing someone who self-harms were more likely to smoke cigarettes, drink alcohol, and use drugs. These students also reported higher rates of bullying, cyberbullying, in addition to Internet risk taking with sexting, and receiving sexts. Nurses, practitioners, and other professionals are in key roles to assess risk taking behaviors in adolescents. Focused health interventions and educational programs that emphasize screening, prevention, risk reduction and safety in addition to long-term impact are imperative to detect vulnerable and at-risk adolescents.

Psychosocial Factors Associated with Smoking Cessation Attempts in Korean High School Students Who Engage in Intermittent and Light Smoking.

PurposeThis study aimed to identify psychosocial factors associated with smoking cessation attempts among Korean high school students who engage in intermittent and light smoking.MethodsCross-sectional secondary data derived from the 2018 Korea Youth Risk Behavior Web-Based Survey were analyzed within the framework of the biopsychosocial model. The sample comprised 829 high school students who reported current intermittent and light smoking, which was defined as cigarette smoking on 1~29 days in a 30-day period and no more than 10 cigarettes per day. Purposeful selection logistic regression analysis was performed.ResultsIn total, 71.7% (n=586) of the respondents had tried to stop smoking during the past 12 months. The main result was that respondents who had viewed an anti-smoking advertisement in the past year significantly more smoking cessation attempts than those who had not (adjusted odds ratio=2.59; 95% confidence interval=1.45~4.62, p=.001).ConclusionTo encourage smoking cessation attempts among high school students who engage in intermittent and light smoking, healthcare providers, including school and community nurses, should develop effective interventions using anti-smoking advertisements tailored to adolescents’ interests and developmental stage.

The Analysis of Correlation between Depression Symptoms and Their Attitudes towards Addictive Substances of High School Students Who Participate in Regular Exercise and Students Who Do Not Participate in Regular Exercise

In this study, it is aimed to analyze the correlation between depression levels and the attitudes towards addictive substances of the students participating and not participating in sports who live in Hendek district of Sakarya province and to determine if sports have an effect on depression and attitudes towards addictive substances. Also by using Vocational and Technical High schools and Anatolian High schools, it became possible to see the effect of school type. Furthermore, the effect of sociodemographic variables such as sex, grades, marital status of parents, and branch of sports, duration and frequency of participation in sports, income level, and number of siblings was researched. The study group consists of 326 students and “Demographic Information Form” developed by the researcher, “Beck Depression Inventory” and “Attitude towards Addictive Substances Scale” were used as data collection tools. The obtained data was statistically analyzed by using SPSS 25.00 program. While no difference was observed in depression symptoms for the individuals participating and not participating in sports in the general frame, it is determined that the individuals participating in sports has a higher interest in addictive substances when compared to their peers who do not participate in sports. Moreover, this negative attitude towards addictive substances is higher in male students and in the students who study at Vocational and Technical High schools.

Trends in Depressed Mood and Suicidal Behaviors Among Female High School Students Who Engaged in Physical Fighting.

The objective of this article is to identify prevalence changes in depressed mood/suicidal behaviors among female high school students reporting physical fighting. This research analyzed the national combined data set of the Youth Risk Behavior Surveillance (YRBS) cross-sectional surveys from 2001 to 2015. Logistic regression analyzed the time trends. Two multiple logistic regression models were built. A quadratic trend was present with an initial decrease followed by an increase 2009 to 2015 (p < .001). The odds and severity of depressed mood/suicidal behaviors were greater among female youths with four or more fights and for other violent events, which were even greater when accounting for electronic bullying. The odds of depressed mood/suicidal behaviors among female adolescents engaged in physical fighting has been increasing with electronic bullying contributing to polyvictimization.

A Study on the General High School Students Who Do Not Attend College: Focusing on their Decision Making Process and Perception on College Credentials

A Study on the General High School Students Who Do Not Attend College: Focusing on their Decision Making Process and Perception on College Credentials

Five Months Follow-up Study of School-based Crisis Intervention for Korean High School Students Who Experienced a Peer Suicide.

BackgroundThe purpose of this study was to examine post-traumatic stress, depression, anxiety, and complicated grief in Korean high school students who experienced a peer suicide.MethodsA total of 956 students were included in the statistical analysis. One week after a peer suicide, a school-based crisis intervention program was conducted. The cohort was followed-up at one week and five months after a peer suicide. The program consists of screening tests, educational sessions, and further interview with psychiatric specialists for the selected group. Screening tests were conducted for all students to measure the Child Report of Post-traumatic Symptoms (CROPS), the post-traumatic stress symptoms (The University of California at Los Angeles post-traumatic stress disorder [PTSD] reaction index; UCLA-PTSD-RI), the anxiety symptoms (The Korean-Beck Anxiety Inventory; K-BAI), the depressive symptoms (The Korean-Beck Depression Inventory-II; K-BDI-II), and the complicated grief reaction (The Inventory of Complicated Grief; ICG). For statistical analysis, the SPSS Statistics 21.0 program was used.ResultsAt baseline and five months follow-ups, 8.6% and 2.9% of the students showed post-traumatic stress symptoms. At five months follow-up, there was a statistically significant decline in the post-traumatic stress symptoms, anxiety, depression, and complicated grief among the ‘trauma group.’ A higher proportion of the female students showed post-traumatic stress symptoms after the incident of peer suicide than the male students.ConclusionSchool-based crisis intervention helps improvement of trauma-related symptoms. It might be an effective way to prevent suicide spreading among students by alleviating trauma-related symptoms.

Devising Specific Measures to Deal with Elementary and Junior High School Students Who Refuse to Attend School: Suggestions for Further Efforts Based on Recent Data

There are numerous social issues that need to be quickly addressed in Japan [1-5]. Some of these issues concern children [6-8], and one such issue is refusal to attend school. Over the years from 1995-2006 the proportion of Japanese children who refused to attend school increased until 2001, but that proportion plateaued from 2002-2006 [9]. Recent trends in refusal to attend school need to be studied in detail, and specific measures to deal with refusal to attend school need to be devised.

Inner World of Third-Year Junior High School Students Who Attend Sex Education Classes

Inner World of Third-Year Junior High School Students Who Attend Sex Education Classes