Higher Socioeconomic Backgrounds Research Articles

Relationship Between Weight Status and Health-Related Quality of Life in School-age Children in China.

Background: Some studies from high-income countries suggest that overweight and/or obesity in children are negatively associated with health-related quality of life (HRQOL). However, the relationship between weight status and HRQOL is not well established in China, where obesity trends follow a different pattern compared with high-income countries. The risk of obesity is greater in children from higher socioeconomic backgrounds and higher in boys compared with girls.Objective: The aim of this study was to examine the relationship between weight status and HRQOL in children between 6 and 7 years old in this unique country context.Methods: Baseline HRQOL and demographic data were collected from children recruited to the CHIRPY DRAGON obesity prevention trial in China. HRQOL was measured using the Chinese version of the Child Health Utility-9D (CHU-9D-CHN) and the Pediatric Quality of Life Inventory™ (PedsQL™) instruments. CHU-9D-CHN utility scores were generated using 2 scoring algorithms (UK and Chinese tariffs). Height and weight measures were taken at school by trained researchers using standardized methods, and BMI z scores were calculated using the World Health Organization 2007 growth charts. The relationship between HRQOL and weight status was examined using multivariable analyses, adjusting for age, gender, and socioeconomic status.Results: Full data were available for 1539 children (mean age, 6 years). In both unadjusted and adjusted analyses, HRQOL, using both the CHU-9D-CHN and the PedsQL™, was marginally higher in children who were overweight or living with obesity compared with children with healthy weight, although this difference did not reach statistical significance. Separate analyses and models by gender showed that the relationship between weight status and HRQOL scores was similar in boys and girls.Conclusions: Our results suggest no statistically significant difference in HRQOL between children with overweight/obesity compared with those with healthy weight. These results have implications for the methods of economic evaluation for obesity treatment and prevention interventions within this population cohort and country setting, as there appears to be no discernible consequences on children’s HRQOL from living with overweight and obesity.

The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children

BackgroundThree to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care (ECEC) improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if such effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders.MethodsWe used data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigated the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analysed bias due to treatment by indication with directed acyclic graphs, adjusted for treatment predictors to reduce bias, and estimated effects in different patient groups and outcome domains with a hierarchical Bayesian model.ResultsIn the adjusted analysis, pre-schoolers who received special educational assistance had on average by 0.1 (0.04–0.16) standardised mean deviation fewer psycho-social difficulties in elementary school.ConclusionIn a sample of children from mostly higher socioeconomic backgrounds we estimate a positive effects of special educational assistance during the transition from preschool to the school years. It may therefore be considered as an intervention for pre-schoolers with developmental or behaviour problems. More research with improved measurements of treatment and outcomes is needed to solidify the findings and identify success factors for the implementation of special educational assistance in ECEC.

Gendered Diverging Destinies: Changing Family Structures and the Reproduction of Educational Inequalities Among Sons and Daughters in the United States.

The prevalence of nontraditional family structures has increased over time, particularly among socioeconomically disadvantaged families. Because children's socioeconomic attainments are positively associated with growing up in a two-parent household, changing family structures are considered to have strengthened the reproduction of social inequalities across generations. However, several studies have shown that childhood family structure relates differently to educational outcomes for sons than for daughters. Therefore, we ask whether there are gender differences in the extent to which changing family structures have contributed to the college attainment gap between children from lower and higher socioeconomic backgrounds. We use data from the National Longitudinal Survey of Youth 1979 and 1997 cohorts to estimate extended Oaxaca-Blinder decomposition models that take into account cross-cohort changes in the prevalence of family structures and heterogeneity in the effects of childhood family structure on college attainment. We find that the argument that changes in family structures contributed to diverging destinies in college attainment holds for daughters but not for sons. This result is due to the different changes over time in the effects of childhood family structure by gender and socioeconomic background.

Sexual Victimization in the Digital Age: A Population-Based Study of Physical and Image-Based Sexual Abuse Among Adolescents

Adolescents increasingly use social media platforms, and these practices open up new forms of sexual victimization, in particular image-based sexual abuse (IBSA). Few studies have examined prevalence rates and correlates of both physical sexual victimization (PSV) and these new forms of victimization in representative samples. We used data from 5,245 adolescent girls (53%) and 4,580 adolescent boys (47%) from the population-based Young in Oslo Study (mean age 17.1 years, SD = 0.9). Of all respondents, 2.9% had experienced IBSA, 4.3% PSV, and 1.7% both IBSA and PSV in the course of the previous 12 months. Multivariate analyses revealed that PSV victims, after control for other variables, had many characteristics described in previous studies of sexual victimization. Girls had higher prevalence rates than boys, many had been victims of other types of violence, and were part of peer groups with much use of alcohol and drugs. PSV victims also reported early intercourse onset and a higher proportion had been commercially sexually exploited. Lesbian, gay, and bisexual adolescents had higher victimization rates. Victims of both PSV and IBSA had a similar but even more pronounced profile. The IBSA victims were different: They lacked many of the traditional risk factors for sexual victimization, there were no significant gender differences in this group, and IBSA victims more often came from high socioeconomic backgrounds. In conclusion, we observe a reconfigured landscape of sexual victimization patterns among Norway adolescents due to their increasing participation on social media and digital platforms.

Social Class and Emotional Well-Being: Lessons From a Daily Diary Study of Families Engaged in Virtual Elementary School During COVID-19

To understand how parents adapted to virtual learning expectations during the initial COVID-19 school closures in spring 2020, this study investigated families’ daily activities, including parents’ emotions and their appraisals of the value of daily activities across two timepoints. Thirty-two parent–child dyads (Mean child age = 78 months, 50% male; 47% Latinx/Hispanic; 28% Spanish speaking) from a Southern California school district serving a diverse population completed a daily diary texting protocol (experience sampling method; ESM) five times per day over five days. Families spent most of their time together engaging in mealtime activities (preparing meals and eating). Families from low socioeconomic backgrounds reported appraising academic activities, social skills, and life skills more highly than families from high socioeconomic backgrounds. Parents reported more positive emotions than negative emotions. Findings provide opportunities for educators to mitigate learning loss by building on children’s learning experiences and family adaptations to daily routines during COVID-19.

Herbal Medication of Recurrent Aphthous Stomatitis: A Narrative Review

A mouth ulcer or recurrent aphthous stomatitis (RAS) is a mouth mucous tissue inflammation. This disease mainly occurs in patients 10-40 years of age, preferably in women and high socioeconomic backgrounds. The cause of mouth ulcers or RAS could be trauma, infection, digestive problems, or blood disorders. Herbal practitioners widely use herbs, folks, and society to treat various diseases. This research aimed to describe the herbal treatment for RAS. The review results show there are nine plants with the ability to cure RAS, they are Persea americana Mill., Averrhoa bilimbi L., Abrus precatorius Linn., Camellia sinensis (L.) Kuntze., Psidium guajava L., Kaempferia galanga Linn., Aloe vera, Curcuma longa and Citrus hystrix DC. The most parameters used in the studies are clinical trials and in vitro tests.

Household Conditions and Academic Performance of Students From the Mfantsiman Municipality in the Central Region of Ghana

Household conditions play very critical role in children’s academic performance. The purpose of the study was to examine the relationship between household conditions and academic performance of students in Mfantsiman Municipality. The theory adopted for this study was the household production theory. The study adopted quantitative approach and descriptive survey design. Stratify and random (proportional) sampling techniques were employed to select 104 respondents for the study. Questionnaire were employed for data collection and continuous assessment records of sampled students were also analyzed. The findings of the study show a significant positive relationship between household conditions, parental contribution in education and students’ academic performance. It was revealed that the higher the socio-economic status of parents, the higher the performance of students. Also, the lower the socio-economic status of parent, the lower the academic performance of students. However, there were some exceptions where some students from low socio-economic background perform academically better than those from high socio-economic background due to high intelligent quotients (natural endowment). It is therefore, recommended that parents should play a leading role in their children’s education by encouraging their wards to discuss issues related to their academic work with them. They should provide their wards educational needs and appropriate support in school work. Playing such active role will result in an improvement in academic performance. Keywords: Academic Performance, Household Conditions, Teaching and Learning, Senior High Schools, Students DOI: 10.7176/RHSS/11-24-03 Publication date: December 31 st 2021

Social inequality in alternative sanctions: A register data study on all adolescent drug offenders in Norway 2005–2015

The penal repertoire for young offenders in Europe encompasses an increasing variety of alternative sanctions. Research indicates that the availability and implementation of these sanctions vary within jurisdictions, raising issues of unequal treatment for equal offences. Among possible factors associated with intra-jurisdictional disparities in alternative sentencing outcomes is the socioeconomic status of young offenders. This study investigates the social profile of diverted youth, thereby addressing social inequalities in alternative sanctioning. Register data on all 15- to 17-year olds charged with minor drug offences in Norway between 2005 and 2015 ( N = 3209) were compared to a randomly drawn sample of non-offenders ( N = 69,201). Offenders who were diverted from a fine to a conditional waiver of prosecution, either with or without rehabilitative measures, were classified with an alternative sanction. Socioeconomic status was measured by an indicator combining register data on household income and parental education. Probit regressions with sample selection were used to identify social gradients in alternative sanctioning. By extensive register linkages, we were able to control for a range of well-known confounders such as gender, immigrant status, family composition, parental crime, and geographical centrality. We found that the probability of receiving a conditional waiver of prosecution was around 5% points higher for youth from a medium-high socioeconomic status background and 8% points higher for youth from a high socioeconomic status background compared with their low socioeconomic status counterparts. The positive social gradient pertained to sanctioning with rehabilitative elements and not to minimal interventions. Social inequality in desistance-oriented sanctions, which may consolidate pre-existing inequalities in criminal charges, is likely influenced by the resources parents have at their disposal to get involved in their children’s legal processes.

Dangers of residual confounding: a cautionary tale featuring cognitive ability, socioeconomic background, and education

BackgroundCognitive ability and socioeconomic background (SEB) have been previously identified as determinants of achieved level of education. According to a “discrimination hypothesis”, higher cognitive ability is required from those with lower SEB in order to achieve the same level of education as those with higher SEB. Support for this hypothesis has been claimed from the observation of a positive association between SEB and achieved level of education when adjusting for cognitive ability. We propose a competing hypothesis that the observed association is due to residual confounding.MethodsTo adjudicate between the discrimination and the residual confounding hypotheses, data from the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984) was utilized, including a check of the logic where we switched predictor and outcome variables.ResultsThe expected positive association between SEB and achieved level of education when adjusting for cognitive ability (predicted by both hypotheses) was found, but a positive association between cognitive ability and SEB when adjusting for level of education (predicted only by the residual confounding hypothesis) was also observed.ConclusionsThese results highlight the potential use of reversing predictors and outcomes to test the logic of hypothesis testing, and support a residual confounding hypothesis over a discrimination hypothesis in explaining associations between SEB, cognitive ability, and educational outcome.

Are social stories beneficial for oral health promotion in preschool children with special healthcare needs?

Design A 24-month randomised, two-armed, double-blinded, parallel controlled trial.Methods Participants were recruited from educational centres for children with special healthcare needs (SHCN) aged 2-6 years. Out of the 37 special needs schools in Hong Kong, 19 were randomly selected, of which 16 met the inclusion criteria. Further exclusions occurred if the child was absent, no consent was signed or if they did not meet the inclusion criteria. All participants received standardised tooth brushing instructions. The test group were given validated social stories, while the control group utilised standard leaflets issued by the Department of Health. The resources were used both in education centre sessions in three phases and at home by parents. The oral health-related behaviours were assessed before and after interventions as well as dmft index. Caries was assessed via dmft at baseline and phase 3 (at 24 months). The severity of existing caries was assessed using the International Caries Detection and Assessment System. If existing carious lesions progressed from one stage to a more advanced stage, it was defined as progression. At baseline and each of the three follow-up visits, oral hygiene and gingival health were assessed using the modified gingival index and simplified debris index. Oral health behaviours assessed included tooth brushing performance (assessed by number of tooth brushing steps and duration/frequency), between-meal snacking (assessed by frequency) and dental visit experience (assessed as favourable if the child attended at least annual visits). It was then determined if these behaviours had improved. Data analysis utilised generalised estimating equations, negative binomial regression and binary logistic regression. Kappa statistics were used to test intra-examiner reliability on 10% of randomly selected participants.Results There was no significant difference in caries experience between the two groups after 24 months. The results suggest children in the test group displayed improved tooth brushing performance, better oral hygiene and more frequent dentist visits. Children from higher socioeconomic backgrounds also showed better oral hygiene compared to those from lower socioeconomic backgrounds.Conclusions Social stories may be useful resources to improve oral health-related behaviours in children with SHCN.

Elementary Classroom Vocabulary Experiences

This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from higher socioeconomic backgrounds used more academic words. Class vocabulary level significantly predicted the proportion of academic word use and the proportion of grade-level vocabulary use. Once class vocabulary level was accounted for, the percentage of students on free or reduced-price lunch was no longer predictive. However, some classes of students may be at a disadvantage in their exposure to academic and grade-level vocabulary words given that school is the most likely place for many students to be exposed to these curriculum words.

How Ready Are Young Adults to Participate in Community Service? An Application of the Transtheoretical Model of Behavior Change.

Engaging in community service, or unpaid work intended to help people in a community, is generally associated with greater overall well-being. However, the process of beginning and maintaining community service engagement has been sparsely examined. The current study applied the Transtheoretical Model (TTM) of behavior change to understanding community service readiness among young adults. Cross-sectional design using an online survey. Participants were undergraduate students recruited at a mid-sized Northeastern US university in Spring 2018. Participants (N = 314) had a mean age of 20.36 years (SD = 3.69), were primarily White (78%), female (72%), and from moderately high socioeconomic backgrounds (as measured by parental level of education). Socio-demographics including age, gender, race-ethnicity, and parental level of education; readiness, pros, cons, and self-efficacy for community service; civic engagement behavior; well-being. Participants were classified into very low (n = 62), low (n = 59), moderate (n = 92), high (n = 46), and very high (n = 55) readiness for community service groupings. A MANOVA was conducted to assess relationships between groupings and community service TTM constructs, civic engagement, and well-being. There were significant differences between readiness groupings on all main outcome variables, F(20, 1012) = 10.34, p < .001; Wilks' Λ = 0.54, η2 = .14. Post-hoc Games-Howell tests showed that those exhibiting higher levels of readiness reported fewer cons, greater pros, higher self-efficacy, more overall civic engagement, and greater well-being compared to lower readiness individuals. Consistent with previous TTM applications, self-efficacy and the importance of pros increased across readiness groupings while the importance of cons decreased. Study findings may be used to inform readiness-tailored interventional work for increasing community service. This area of study would benefit from longitudinal research examining community service readiness beyond the college environment.

Activity of the Toll-like receptor ligands in children with high and low socioeconomic backgrounds

BackgroundAdjuvants are essential in the induction of immunity by vaccines and interact with receptors, including the Toll-like receptors (TLRs). Responsiveness of these receptors differs between and within populations, which impacts vaccine effectiveness. ObjectiveHere we examine how the innate cytokine response towards TLR ligands differs between high and low socioeconomic status (SES) school-aged children from Makassar, Indonesia. MethodsWe stimulated whole blood from children, of which 27 attended a high SES school and 27 children a low SES school, with ligands for TLR-2/1, -2/6, -3, -4, -5, -7, -9 and measured pro- (TNF) and anti-inflammatory (IL-10) cytokines released. ResultsIn the low SES there is an increased pro-inflammatory response after 24 h stimulation with TLR-2/1 ligand Pam3 and TLR-4 ligand LPS compared to the high SES. Comparison of the response to LPS after 24 h versus 72 h stimulation revealed that the pro-inflammatory response in the low SES after 24 h shifts to an anti-inflammatory response, whereas in the high SES the initial anti-inflammatory response shifts to a strong pro-inflammatory response after 72 h stimulation. ConclusionWe observed differences in the TLR-mediated innate immune response between children attending low and high SES schools, which can have important implications for vaccine development

A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement

Parent engagement is often promoted as a remedy for reducing achievement gaps between students from high socio-economic and low socio-economic backgrounds. However, researchers have found mixed results when examining parent engagement and student outcomes. Drawing on a study investigating the effectiveness of summer literacy camps offered by schools in Ontario, I compare the influence of parent engagement on two outcomes: (1) spring snapshot of cumulative learning, and (2) summer literacy growth/loss. In considering summer learning in regression analysis, I aim to investigate the effect of parent engagement without the influence of schools during the academic year. Out of 14 parent engagement measures, I find only three (parents’ aspirations, home resources, discussions of school with children) are positive predictors of spring literacy outcomes and that none predict summer literacy growth/loss. Family socio-economic status remains a powerful predictor of achievement for both outcomes. I interpret my findings within three proposed mechanisms of parent engagement: cultivation ethic, realist reaction, and expressive logic.

A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement

Parent engagement is often promoted as a remedy for reducing achievement gaps between students from high socio-economic and low socio-economic backgrounds. However, researchers have found mixed results when examining parent engagement and student outcomes. Drawing on a study investigating the effectiveness of summer literacy camps offered by schools in Ontario, I compare the influence of parent engagement on two outcomes: (1) spring snapshot of cumulative learning, and (2) summer literacy growth/loss. In considering summer learning in regression analysis, I aim to investigate the effect of parent engagement without the influence of schools during the academic year. Out of 14 parent engagement measures, I find only three (parents’ aspirations, home resources, discussions of school with children) are positive predictors of spring literacy outcomes and that none predict summer literacy growth/loss. Family socio-economic status remains a powerful predictor of achievement for both outcomes. I interpret my findings within three proposed mechanisms of parent engagement: cultivation ethic, realist reaction, and expressive logic.&#x0D; Keywords: parent engagement, literacy achievement, socio-economic status, inequality, summer learning, summer literacy camp(s)

The limits of tolerance: before and after Brexit and the German Refugee Crisis

ABSTRACT This comparative statistical analysis is of tolerance and how it was perceived and experienced by minorities and majorities in the UK and Germany before and after two defining national events that both focused on immigration and national identity. Based on combined sweeps of the European Social Survey (2012–2018), this study applied logistic regression modelling to determine that during the Brexit vote in 2016 and the German Refugee Crisis in 2015, majorities from lower socioeconomic backgrounds were more likely to be intolerant towards minorities, who were more likely to experience discrimination. Majority intolerance and minority perceptions of discrimination increased after both events among less well-off groups. However, majorities from higher socioeconomic backgrounds were less likely to exhibit intolerance towards minorities before these national events and after. This study offers an original perspective on race and ethnic relations at times of national crises over identity and belonging.

Experience, Challenges and Outcome of Implementing Universal New Born Hearing Screening in a Medical College Hospital Set Up.

In India, newborn hearing screening programs have been implemented as a part of research studies since early 1970s. Amongst the previously reported programs most are from the southern region and very few are from the west and the northern region of the country. There is a lack of evidence of such program in other region of the country. 1. To study the outcome, experience, and challenges faced during the implementation of the universal newborn hearing screening program in a medical college set up of Raipur, Chhattisgarh. 2. To determine the prevalence of hearing impairment with a two tier screening protocol with Otoacoustic emission and Auditory Brainstem Response. The Prospective Non randomised study was carried out between December 2017 and December 2019. A total of 1200 neonates delivered at the medical college, Raipur were screened using the two tier screening protocol. In our study, the prevalence of hearing loss was 2 per 1000 live births for bilateral hearing loss and 1 per 1000 live births for unilateral hearing loss. Implementing universal newborn screening in a vast country like India is a challenging task because of a high birth rate, diverse socio-economic and cultural background with limited resources. Though several hospitals and clinics have implemented the UNHS program, yet there is a dearth of literature regarding the program outcome, success, challenges, and lessons learnt. Therefore best practices of such evolved programs should be in public domain.

The truly advantaged: racial inequalities of educational opportunities among the privileged in the United States

This article pinpoints the mathematic performance gaps among high-socioeconomic background (SES) students from different racial groups in the United States. By doing so, it sheds light on how racial and socioeconomic privilege intersects thus creating different educational outcomes among high-SES children. In short, it illuminates who are the truly advantaged in the American educational system. Taken together, the results suggest that there are substantial racial performance gaps among high-SES children. First, white and Asian privileged children outperform their black and Hispanic counterparts. Second, black high-SES children appear to be the least advantaged among the privileged, and their mathematic performance lags over two years behind that of whites and Asians. What is more, low-SES Asians and whites are more likely to be high achievers than high-SES blacks are. Finally, Hispanics appear to perform better than their black counterparts, nonetheless, they lag about one year behind their Asian and white high-SES peers.

Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade

The field of school psychology continues to further embrace a social justice perspective to address systemic racism, privilege, prejudice, and discrimination. To accomplish this mission, school psychologists must ensure that there is a solid literature base that is inclusive and representative of students from minoritized backgrounds. A review of student sociodemographic characteristics was conducted of all articles in four of the primary journals of school psychology from 2010 to 2019 (n = 1,213 articles). Compared to national estimates of school-age sociodemographic distributions, researchers tended to include samples more representative of students identifying as White/Caucasian and underrepresentative of students from low-income backgrounds. Authors rarely included or described participants’ sexual orientations and gender identities beyond the binary (female/male). We provide a discussion and recommendations for improving the inclusivity of students from minoritized backgrounds in future school psychology research. IMPACT STATEMENT To provide evidence-based school psychological practices to all students, the field’s literature must be representative of the student population. In reviewing the past decade of school psychology research, the literature tends to overrepresent students who are White and come from middle to high socioeconomic backgrounds. There tends to be underrepresentation of sexual minority youth, youth from low SES backgrounds, and children at the elementary grade level. Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.1927831

Immersion in a minority language

Abstract When the earliest Irish language immersion schools outside Irish-speaking (Gaeltacht) areas were established, students were likely to come from relatively high socioeconomic backgrounds. While research has shown positive outcomes for these students, less is known about the outcomes of immersion education for students from areas of social disadvantage. Of 145 Irish immersion primary schools in the Republic of Ireland in 2016, 13 (8%) served low socioeconomic status (SES) communities. The current study examined the achievements of Grade 3 (n. = 283) and Grade 6 (n. = 235) students in these schools on nationally-standardised tests of English reading and mathematics. Their scores are compared to those of students attending schools in areas of disadvantage nationally. Immersion students in Grade 3 achieved lower mean scores on both English reading and mathematics when compared with their low-SES English-medium peers. However, Grade 6 students achieved at about the same level in mathematics and outperformed their low-SES peers nationally in English reading.