Local Middle School Research Articles

Anemia Awareness Program in a Suburban Middle School: A Pilot Study Promoting Students as Public Health Advocates in Their Community.

Almost a quarter of the people on earth are anemic, and most of them reside in regions of sub-Saharan Africa and South Asia. Anemia in children is linked with impaired cognitive and motor development and affects the future earning capacity. The most common cause of anemia is iron deficiency. The Indian Government has initiated multiple programs for the eradication of anemia. The prevalence of anemia has not decreased despite the improvements in the country's economy. It increased from 58.7% in 2015-16 to 67.1% in 2019-21 in childrenand from 50.4% in 2015-16 to 52.2% in 2019-21 in pregnant women. Maternal education, socioeconomic status, and number of children in the family are some factors that influence the prevalence of anemia. As these factors cannot be improved in a short time, we aimed to increase awareness about this issue by targeting school students from rural/semi-urban backgrounds. This pilot study aimed at promoting school students as public health advocates in their community. Anemia Awareness Program was conducted ina local middle school in the suburban area, which was attended by 153 class eight students (72 female). Pre- and post-test questionnaires comprising 20 multiple-choice/true-false type questions were used. Pre- and post-test scores were obtained. The second part of the study was the identification of students with anemia. Blood hemoglobin levels of 127 students (58 female) were measured from venous blood samples. The students were also asked to inform their friends/relatives about anemia and to send people with symptoms of anemia to the free two-day Anemia Awareness Camp organized by the Medical College Hospital for check-ups. The mean post-test score (15.68/20) was much higher than the pretest score (2.99/20). Thirty-eight (25 female) out of 127 students had mild/moderate microcytic hypochromic anemia, suggesting iron deficiency. Thirty-two persons visited the free health camp to receive information from the students, of whom four had normal hemoglobin levels. This pilot study showed that physician-conducted anemia awareness programs are relatively low-cost methods to spread information amongthe general population in India.

Mutually beneficial? Middle school educators’ perceptions about the benefits and challenges of a school–university partnership

PurposeThe paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.Design/methodology/approachThe authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.FindingsResults suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.Research limitations/implicationsInherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.Practical implicationsResearchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.Originality/valueThis work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

Teens’ Vision of an Ideal Library Space: Insights from a Small Rural Public Library in the United States

Objective – This study delves into the perspectives of teenagers regarding their desired teen space within a small rural public library in the United States. Methods – To capture the richness of their thoughts, a visual data collection method was employed, wherein 27 8th-grade participants engaged in a drawing activity during an art class at a local middle school. Two additional teens were recruited for individual semi-structured interviews. Results – Through this creative exercise, the study unveiled the various library activities, amenities, books, and visual designs that resonated with the teens, as they envisioned their ideal teen space. Conclusion – The study’s findings hold practical implications for librarians working with this population, offering valuable insights to enhance and optimize teen services at the library. By aligning the library’s offerings with the desires of the young patrons, the potential for a thriving and engaging teen community within the library is enhanced.

The physical and psychosocial impact of a school-based running programme for adolescents with disabilities.

Adolescents with disabilities have fewer opportunities to participate in community-based fitness programmes. The purpose of this study was to examine the impact of a school-based running programme at a local middle school in Lebanon, Pennsylvania, on fitness and quality of life (QoL) in children with physical and cognitive disabilities in a life-skills classroom. Nineteen adolescents with diagnosed disabilities including intellectual disability (ID), autism spectrum disorder and Down syndrome were recruited from three life-skills classrooms to participate in a school-based running programme. The programme was designed to be implemented two times/week for 6weeks by classroom teachers/aides. Physical therapy faculty and students developed the programme and assisted with implementation. Each session lasted 30min, consisting of a warm-up and cooldown, relay races, games and timed runs. Pre- and post-test measures included physiological cost index (PCI) and Paediatric Quality of Life Inventory™ (PedsQL™). Pre- and post-test data were compared using Wilcoxon signed rank tests. Each week participants also completed a training log to reflect on the activity for the day. Participants demonstrated significant improvements in PCI (P=0.028) and the PedsQL™ (P=0.008) following the running programme. Results of this study suggest that participation in a 6-week school-based running programme may improve fitness and QoL in adolescents with disabilities.

The Effectiveness of a Mobile Health Clinic Delivering Mandatory and Elective Middle School Immunizations: A Descriptive Analysis.

Mobile health clinics serve a unique role in which they can offer affordable and adaptable care to the population they serve. The Edward Via College of Osteopathic Medicine (VCOM) mobile clinics began in 2020 as a partnership with the South Carolina Department of Health and Environmental Control (SCDHEC) to address the low vaccination rates that resulted from the COVID-19 pandemic. This study is a descriptive analysis that examines the number of vaccinations of tetanus, diphtheria, and pertussis (Tdap) and human papillomavirus (HPV) at different locations of administration including pediatrician offices, the novel VCOM mobile vaccination clinic, and the Spartanburg Health Department. The variables of interest and the study endpoints focused on Tdap and HPV vaccinations among students aged 11-12 years old in Spartanburg County according to the type of healthcare delivery location. From April to May of 2021, the VCOM mobile clinic was able to administer 279 Tdap vaccines and 189 HPV vaccines to students at local middle schools, which surpasses the number of vaccines administered at other sites from August 2020 to May 2021 when compared individually for both Tdap and HPV vaccinations. By assessing the total volume of vaccines administered by each group, the VCOM mobile clinic was established as an effective method of delivery and played a crucial role in the vaccination efforts of the Spartanburg community. Mobile medical units should be considered for similar efforts in providing care to resource-limited communities and those with limited access to care.

Cooking Up Health: Academic-Community Collaboration to Teach Nutrition Education

Physicians are at the frontline of advising patients on nutrition; however, only 29% of medical schools teach the recommended 25 hours of nutrition, and fewer than 14% of practicing physicians feel adequately trained.1,2 Moreover, limited nutrition education in medical school may focus on vitamin deficiencies or treatment for specific disease states rather than general wellness.1 These outcomes negatively impact not only patients, but also the well-being of physician trainees themselves.Our project leverages existing community expertise by collaborating with a nonprofit, Common Threads, to deliver a hands-on nutrition curriculum to family medicine residents. Through a train-the-trainer model, resident physicians later apply what they learned to teach nutrition education to local middle school students. The purposes of this project were to (1) assess the feasibility of conducting a culinary medicine pilot within the context of an existing residency curriculum; and (2) determine the impact of a culinary medicine curriculum combining academic, culinary, and community components to achieve nutrition competencies.Twenty-three residents at the Northwestern McGaw Family Medicine Residency at Lake Forest were assigned asynchronous learning on the topics delineated in the Table, followed by 3 weekly synchronous virtual hourlong culinary training sessions led by Common Threads professional chefs. Topics were selected for their relevance to primary care.These sessions were followed by a 30-minute debrief and discussion of prework, led by residency faculty. Gift cards were provided to purchase groceries for each recipe. Applying knowledge learned in weeks 1 to 3, residents led three 45-minute classes during weeks 4 through 6 at a local middle school where 80% of students qualify for free or reduced-price lunch. By connecting trainees with local schools, we aim to increase community engagement and positively impact our surrounding community, all while fostering self-care in health professionals around nutrition.Residents completed validated assessments and follow-up surveys, including the PrimeScreen self-reported dietary intake and others. Following the course, residents showed significant increases in their confidence in nutrition counseling (t=3.8, P=.004), confidence in cooking skills (t=2.8, P=.018), and ability to prepare plant-based meals (t=2.9, P=.016). There was also a significant increase in resident knowledge of plant-based diets (t=0.5, P=.002) and substituting animal-based proteins with plant-based proteins (t=4.3, P=.002). Eighty-one percent (13 of 16) reported a positive or neutral impact on their knowledge due to the virtual nature of the cooking classes.This pilot demonstrates the feasibility and positive impact of a residency and nonprofit collaboration to launch a culinary medicine curriculum for both resident and middle school learners. This model could be adapted for residents of any specialty with downstream impact on factors related to obesity and nutrition in patient care. Not only does each trainee interact with children during the course, but throughout their training and career each will touch the lives of thousands of patients. As a secondary benefit, this curriculum increases middle school student exposure to STEM careers through their interaction with resident physicians. This type of collaboration can empower future health care professionals and patients as agents of change for healthier schools and communities. In conclusion, this framework may offer a new model to deliver nutrition education to residents and fellows that can be replicated by many specialties and types of residency programs.The authors would like to acknowledge Kassandra Hinrichsen, Lindsey Fritz, and Stephanie Folkens of Common Threads, as well as Jennifer Martinez of Northwestern University Feinberg School of Medicine for their contributions to the development of this manuscript.

Three stakeholders’ reflections on language assessment literacy

Abstract This reflective action research documents the mutual learning experiences of three education stakeholders as they construct their language assessment literacy (LAL). A teacher educator, an inservice teacher, and a preservice teacher were the three stakeholders who took part in a project on language assessment development for ESOL students at a public school in the United States. In this project, with the help of inservice ESOL teachers, preservice ESOL teachers designed and implemented listening and writing assessments for local middle school ESOL students. During and after the project, one of the participating inservice teachers, one preservice teacher, and the teacher educator voluntarily participated in extended reflective practices via email communications, on-site visits, and pre- and post-project discussions. All stakeholders perceived the collaboration as a mutual learning experience to enhance their LAL while sharing their respective expertise.

Perceived social support: Measurement differences in youth residing in the community versus youth residing in foster care

BackgroundSocial support is commonly examined as a protective factor for children with a history of child maltreatment, and it has been measured by self-report via the Social Support Scale for Children (SSSC). Although the SSSC has established adequate reliability and validity in community and clinical samples, its psychometric properties have yet to be assessed in a sample of foster care youth. ObjectiveThis study provided a psychometric comparison of the SSSC in youth residing in foster care with youth residing in the community. Participants and settingParticipants were two, comparable samples of 214 youth participants residing in foster care and 163 youth participants from the community between the ages of 8–12 years. MethodsCommunity participants were recruited from local middle schools, and an age-matched comparison sample from a larger study on youth in foster care was utilized for comparison. Youth self-reported across measures and provided demographic information. Confirmatory factor analysis was utilized to determine measurement model fit to the data, and invariance testing was conducted to compare measurement models across the samples. ResultsDifferences between samples in the factor structure and item distribution of the SSSC emerged. Specifically, the community sample provided adequate fit to the original four-factor model (friend, classmate, teacher, parent) of the SSSC, whereas the foster sample required a three-factor model (combined friend and classmate constructs). The newly defined three-factor model provided significant associations with youth behavioral and emotional outcomes. ConclusionsYouth in foster care may perceive social support across sources differently from youth residing in the community.

Research on the Application of Intangible Cultural Heritage Education in Music Teaching in Local Middle Schools: Taking "Hequ Folk Songs" as an Example

Research on the Application of Intangible Cultural Heritage Education in Music Teaching in Local Middle Schools: Taking "Hequ Folk Songs" as an Example

Investigation of an alternative education module in raising middle school student's awareness of acute stroke

IntroductionPublic knowledge and recognition of stroke and prompt calls to ambulance services when stroke is suspected are vital to the survival of stroke patients and to minimize their disability. In this study, our aim was to investigate the effectiveness of an online education session to increase middle school (11–14-year-old) students’ awareness of stroke. MethodsAn interactive education session was organized for students using the online education portal of a local middle school. The effectiveness of this intervention was measured using knowledge measurement tests before, immediately after, and three months after the session. The compliance of the data with the normal distribution was checked with the Kolmogorov-Smirnov test. The McNemar chi-square analysis was used to compare the distribution of correct and incorrect answers among the tests, and one-way analysis of variance was conducted to compare the mean values of correct answers. ResultsThe students’ stroke knowledge levels were found to be higher in both tests applied after the educational session and all the questions compared to the baseline evaluation. Stroke awareness was also determined to be higher among the students living with a family member aged over 65 years. ConclusionsOnline interactive education can increase students’ awareness of stroke. Such programs can be included in the education curriculum of schools. Public awareness of vital diseases should continue even in extraordinary situations, such as pandemics.

Smartphone Usage and Sleep Quality in Korean Middle School Students During the COVID-19 Pandemic.

Objective This study evaluated the quality of sleep and smartphone addiction in Korean adolescents during the coronavirus disease 19 pandemic and analyzed their effects on perceived quality of life. Methods An online survey system provided by the Gwangmyeong City Health Center located in Gyeonggi-do, Korea, was completed by 1,678 local middle school students from April 1 to June 30, 2021. We measured quality of life using the KIDSCREEN-27 health-related quality of life questionnaire, quality of sleep using the Korean version of the Pittsburgh Sleep Quality Index, and smartphone addiction using the Smartphone Addiction Self-Diagnosis Scale. Bed times, wake times, and total sleep hours were also recorded. Results Sleep quality and quantity were directly associated with smartphone addiction. The results indicated that lower quality of life was associated with lower sleep quality, delayed onset of sleep, shorter total sleep time, and higher smartphone addiction. Female students reported lower quality of life, lower sleep quality, delayed sleep phases, shorter total sleep hours, and higher smartphone addiction scores than did male students. Conclusion Our results suggest that adolescents’ quality of life is threatened by poor sleep, which in turn could be due to unhealthy smartphone usage. Girls were more heavily affected by this trend than were boys. Preparations to intervene for further mental health issues that might follow are necessary.

Impact of Seated Movement Incorporation on Middle School Classroom Physical Activity Levels and Academic Engagement

ABSTRACTPurpose: Physical inactivity is linked with several chronic diseases and poor academic outcomes. This study aimed to examine the effect an under-the-desk band would have on middle school students’ physical activity level, and academic engagement. Methods: Two local middle school classrooms (n = 42, M = 20, F = 22) participated in the study, which was conducted over 14 weeks. Physical activity was measured with accelerometry, and academic engagement was assessed using momentary time sampling. Enrolled participants were provided an accelerometer to wear upon entering the classroom. The baseline period lasted for 36 days. During the intervention period, which lasted for the next 30 days, an under-the-desk band was provided to students to freely fidget at their desks. After the study, 13 participants (M = 5, F = 8) in Class A were included in final physical activity analysis, and the 6 participants (M = 3, F = 3) in Class B were included in the academic engagement analysis. Results: Class A had significant increases in percentage of sedentary time (MD = –12.91%, ES = .88) in addition to significant decreases in the percentage of light (MD = 8.82%, ES = .67), moderate (MD = 3.08%, ES = .84), and vigorous (MD = –.04%, ES = .63) physical activity time during the intervention period compared to the baseline period. No significant or meaningful changes occurred in academic engagement with the use of the under-the-desk band. Conclusions: This study high- lights the importance of finding appropriate methods to increase physical activity for adolescents.

The Effects of an Undergraduate Research on Pre-Service Teachers’ Notions of STEM Education and Educational Research

Pre-service teachers (PSTs) often lack the self-efficacy necessary to effectively implement STEM education into their classrooms. Undergraduate research experiences (URE) can help fill this void by providing opportunities for PSTs to engage with STEM content and K–12 students in a field-based research context. This case study details the impact a URE had on PSTs’ STEM self-efficacy and views on research. The URE consisted of STEM curriculum development, teaching the curriculum at a local middle school, gathering research data, and presenting results at academic conferences. Participation in the URE positively influenced the PSTs’ self-efficacy in STEM and changed their perceptions regarding research. This research provides practical value to educator preparation programs (EPPs) as an option to enhance STEM education for PSTs.

Reading and Fighting Patriarchy

In a course whose goals are to unmask patriarchal structures and understand the difference between patriarchy, misogyny, and sexism, students read young adult (YA) feminist novels and critiqued them in light of their new knowledge of issues in education, gender, and politics. In the context of a term-long project, students were asked to write a synopsis of their chosen book, and an analysis of how the author illustrates gender-based oppression and young people’s resistance. Using Manne's (2018) definition of patriarchy as an overarching structure, students recommended their books in a series of reviews for distribution to local middle and high school libraries.

The Method Efficacy and Outcomes of a Marketing Service-Learning Project on the Integration of Faith-Related Perspectives into the Lives of Undergraduate Students

A relatively new pedagogical approach termed “faith and learning in action” (FLA) involves crafting an assignment to include faith integration (FI) in a way that inspires the learned action of an academic subject through service-learning (SL). This study incorporated experiential learning methods in the employment of FLA into a Principles of Marketing course project. Participants (47 undergraduate students) were challenged to consider how the Christian faith influenced their view of advocacy marketing, kindness in marketing messaging, and the motivation to take part in a public service advertising (PSA) project in service to a local middle school. The students were organized into groups and asked to conduct field interviews to improve their understanding of the social issues facing the local middle school students. Each group then developed a one-minute video designed to inform, persuade, or remind middle school students to recognize and respond to the social issues they face. These PSA videos were voted on by the local middle school student leadership team and distributed through YouTube to the local middle school administration to share with middle school students, teachers, and parents during various events and marketing channels. The design and methods used in this PSA project were then researched using a case study approach to investigate how FLA could synergistically connect Christian faith, service, and marketing. Self-reported outcomes of undergraduate students identified that the use of an ethical learning strategy and two experiential learning methods reportedly helped a large majority (79%) to make connections between their Christian faith and service; a large majority (69%) similarly self-reported making connections to the academic discipline of marketing.

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

Background/Context: In recent years, there has been a proliferation of student engagement programs intended to increase college access, retention, and graduation for Black and Latino males. Although supporting Black and Latino male students’ educational opportunities and success efforts is an urgent need, few studies examine their collective leadership experiences—either on campus or in the community. These experiences are important in understanding how engagement and leadership are vital components for Black and Latino males’ sense of self, community ties, and collective consciousness. Focus of Study: We investigate the collegiate experiences and engagement of 12 Black and Latino male students in the Brothers Empowering Collective Achievement (BECA; pseudonym), a male-centered program at a Hispanic-serving institution. We explored their leadership and mentoring experiences through the following research questions: (1) How do Black and Latino college men make sense of their engagement in a male-centered success program? (2) What factors influence Black and Latino males’ decisions to serve in a leadership capacity as youth mentors? (3) What is the focus of Black and Latino males’ leadership work as youth mentors? (4) What do Black and Latino males take away from their experiences as youth mentors? Intervention/Program/Practice: The BECA program is an academic and social engagement program that was developed in an effort to increase graduation and retention of Latino and Black men. BECA provides professional workshops, one-on-one and small group mentoring, community service opportunities, and various other social activities. In addition, strategic partnerships with local schools allow college students to mentor middle and high school students. Research Design: This qualitative study is based on focus group interviews with 12 Black and Latino male students at a Hispanic-serving institution related to their leadership experiences as youth mentors for local middle school and high school students. Findings/Results: Our findings show that students were nested in, benefited from, and enacted critical race care—expressed as holistic care for youth, which considers their racialized identities and experiences as well as various facets of their lives in supporting their needs and development—through their BECA engagement. According to the men’s narratives, BECA provided a unique opportunity to bring Black and Latino males together to pursue individual and collective goals. In addition, serving in leadership roles as youth mentors within the local community enhanced the men’s sense of self and allowed them to contribute to community education and youth development. Conclusion/Recommendations: This study speaks to the value and benefits Latino and Black men accrue from critical race care. Specifically, being engaged and embedded in a community in which they pursue collective educational and personal goals enhances engagement, leadership, and relationships for Black and Latino college students.

Full and partial posttraumatic stress disorders in adults exposed to super typhoon Lekima: a cross-sectional investigation

BackgroundSuper typhoon Lekima had a maximum wind force of 16 (52 m/s) and hit Wenling city, Zhejiang province in China on August 10, 2019. The typhoon left many victims showing symptoms of posttraumatic stress disorder (PTSD).ObjectiveThis study aimed to assess the prevalence of full and partial PTSD to inform targeted interventions for adult victims.MethodIn total, four thousand seven hundred and forty-six adults who are parents of students in local primary and middle schools were recruited to participate in this study. Participants completed a trauma exposure scale and the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition PTSD Checklist. Logistic regression analysis was used to examine the factors of full and partial PTSD.ResultsNine hundred and ten (19.2%) adults had full PTSD and 1775 (37.4%) had partial PTSD. Adults with a monthly income > 10,000 RMB (about 1530 dollars) and a high education level (bachelor’s degree or above) were less likely to have full or partial PTSD than those with lower income and lower education levels. In addition, married adults were less likely to have full PTSD than divorced or widowed ones. Higher rates of PTSD were observed among those aged ≥40 years, who were injured/trapped, whose family members/friends were injured/trapped, and who lost property.ConclusionsPartial and full PTSD were common among adults following super typhoon Lekima, and high income, high education level, and married status were protective factors, whereas trauma exposure was a risk factor of PTSD. Target psychological intervention should be provided to these victims who are in low income and education level, divorced and widowed, and experienced more serious trauma.

A framework for addressing the lack of diversity in the Geosciences through evaluating the current structure of institutional efforts.

How can universities build institutional partnerships through supporting community geography projects? This paper details the case of university members seeking to achieve a community goal of expanding Geosciences education opportunities, while also targeting a long-range goal of improving diversity within the university Geosciences. Over the course of one year, two Ph.D students collaborated with community members affiliated with a local middle school to design and organize the School of Earth, Society, and Environment (SESE) Geosciences Camp for Middle School Girls, held in August 2019. This paper deconstructs and critiques the camp organizing process and its outcomes. The conclusion addresses what worked and what did not as a model for future attempts at more sustainable institutional partnerships serving community geography projects.

Relationships between Smartphone Addiction and Smartphone Usage Types, Depression, ADHD, Stress, Interpersonal Problems, and Parenting Attitude with Middle School Students.

BackgroundThe purpose of this study was to examine the relationships between smartphone addiction of middle school students and smartphone usage types, depression, attention deficit hyperactivity disorder (ADHD), stress, interpersonal problems, and parenting attitude. In particular, we wanted to find out how smartphone usage types predict smartphone addiction when controlling depression, ADHD, perceived stress, interpersonal problems, and parenting attitudes, which are the main predictors of existing smartphone addiction in this study.MethodsThe subjects of this study included 487 local middle school students (253 girls and 234 boys). The measurement instruments used were the smartphone addiction scale, patient health questionnaire-9 (PHQ-9), Korean ADHD rating scales (K-ARS), perceived stress scale (PSS), Short form of the Korean-inventory of interpersonal problems circumplex scales (KIIP-SC), and the parenting attitude scale. We identified the relationships between the variables with correlation analysis and examined the predictors of smartphone addiction with hierarchical multiple regression analysis.ResultThe factors that influence smartphone addiction were sex (β = 3.14, P < 0.01), stress (β = 2.99, P < 0.01), and interpersonal problems (β = 3.81, P < 0.001). In addition, when the confounding variables of smartphone addiction were controlled to examine the effects of smartphone usage types on smartphone addiction, social network service (SNS) (β = 2.66, P < 0.01) and music/videos (β = 2.73, P < 0.01) were found to significantly positively affect smartphone addiction, whereas study (β = −2.54, P < 0.05) had a significantly negatively effect. And these factors explained 29.5% of the variance in smartphone addiction.ConclusionThe order of the usage types with the highest influence on smartphone addiction was: enjoying music/videos, SNS, and study. This suggests that selective intervention depending on the main smartphone usage type can be effective.

What Happened to Franklin Square Park? People, Trees, and Environmental Justice

Based in Baltimore, Maryland, this project employs methods from urban forestry and community-engaged research to gain a deeper understanding of a city park’s physical quality and the meaning of park quality to neighborhood residents. In the summer of 2018, we were asked by residents living in the Franklin Square community to survey the trees in their neighborhood park and create an updated park map. Following the completion of our survey, we organized an event in the park for local elementary and middle school students and collected student reflections on the park before and after the event. Despite indications that the physical quality of the park is deteriorating through the loss of trees and other park features, our qualitative analysis of themes from student reflections and historical narratives suggests that not only park features but also experience, memory, and history shape park quality. By examining green space quality using a bottom-up approach, which includes the voices of community members and archival documents, we advance and question studies of urban green space quality that have largely relied on quantitative metrics.