Parental Support Research Articles

Experiences of parents with very premature-born children at risk of neurodevelopmental disorders: A qualitative study.

Premature birth is a traumatic and stressful situation for parents who are immediately separated from their infant because of the newborn's need for specialized care. The staff of these units are in charge of following the principles of family-centred care and practices for neonates at risk of neurodevelopmental disorders, including providing training to the family during their hospital stay and after being discharged. The aim of this study is to explore the perceptions of parents of premature children at risk of neurodevelopmental disorders in regard to care, interventions and assistance provided during the first months of their child's life. A qualitative descriptive study was carried out through individual interviews. The data analysis was conducted through a thematic analysis. The methodology and results were reported following the standards for preparing qualitative research reports and recommendations. Twenty-one parents of premature children were interviewed. From these interviews, three main themes emerged: (i) parents' perspectives on preterm birth risk communication, (ii) navigating parental support and early interventions in preterm birth and (iii) perceptions of preterm birth protective and challenging factors. The parents of premature children need to receive better communication about the care and interventions for their child, and it is necessary that health personnel are better trained in terms of management and administration of public resources. Strategies must be implemented that continuously guide parents on the follow-up and care of their premature child not only during their first moments of life but also after being discharged from the hospital. This study highlights the need to improve care for parents with premature infants at risk, emphasizing the necessity for health care system reforms and support structures, allowing health care professionals to enhance attention and care.

Influence of Parental Attitudes Towards Girls Regular School Attendance in Public Secondary Schools in Morogoro Municipality, Tanzania

The study was designed to examine the factors influencing parental attitudes towards girls' regular school attendance in public secondary schools in Morogoro Municipality, Tanzania. The study was guided by feminism theory based on the framework of gender relations. The study employed descriptive research design. Purposive sampling and simple random were used to determine the sample size from the target population for the study. The content validity of instruments was assured while reliability of the data collection tool was tested using Cronbach coefficient correlation for consistence. Internal consistence of items in the questionnaire was established at r=0.871. The quantitative data was analyzed by using descriptive statistical through Statistical Package for Social Sciences (SPSS) software version 25. While qualitative data was analyzed thematically. The study revealed that, lack of parental attention on their daughters’ education at home, early pregnancy and or marriages, cultural dance such as “vigodoro”, household chores and activities, tendencies of parents not to encourage girl-child education, poor parent’s education and security concern for girls were the major factors that hindered girls from attending school regularly. The study also found that, other factors apart from the socio-cultural factors included, level of the education of parents, parents’ occupation, missing parents, negative attitudes on girls’ education and long distance to school played a significant role in hindering girls from attending school regularly. The study proposed several remedial measures such as construct of girls’ hostel, establishment and or promoting gender equality policies and enhancing girls’ educational opportunities be put in place to facilitate girls’ regular school attendance. It was recommended that, advocating for the policy reforms to support gender equity in education, revising the current policy of fee-free education to be relevant with parent’s economic status and creating supportive school environments would support female students regular school attendance. Community engagement and the awareness campaigns could shift societal attitudes and foster parental support for girls' education. It was concluded that, addressing the socio-cultural factors and economic barriers is crucial for ensuring equitable access to education for girls in public secondary schools

Moderators of the Effects of a Digital Parenting Intervention on Child Conduct and Emotional Problems Implemented During the COVID-19 Pandemic: Results From a Secondary Analysis of Data From the Supporting Parents and Kids Through Lockdown Experiences (SPARKLE) Randomized Controlled Trial.

A smartphone app, Parent Positive, was developed to help parents manage their children's conduct and emotional problems during the COVID-19 pandemic. A randomized controlled trial, Supporting Parents and Kids Through Lockdown Experiences (SPARKLE), found Parent Positive to be effective in reducing children's emotional problems. However, app effectiveness may be influenced by a range of child, family, socioeconomic, and pandemic-related factors. This study examined whether baseline factors related to the child, family, and socioeconomic status, as well as pandemic-related disruption circumstances, moderated Parent Positive's effects on child conduct and emotional problems at 1- and 2-month follow-up. This study was a secondary exploratory analysis of SPARKLE data. The data set included 646 children (4-10 years of age) with parents randomized to either Parent Positive (n=320) or follow-up as usual (n=326). Candidate baseline moderators included child age, gender, attention-deficit/hyperactivity disorder symptoms, parental psychological distress, family conflict, household income, employment status, household overcrowding, and pandemic-related disruption risk (ie, homeschooling, lockdown status, and isolation status). Child conduct and emotional problem outcomes measured at 1- (T2) and 2-months (T3) post randomization were analyzed using linear mixed-effects analysis of covariance models adjusting for baseline (T1) measure of outcome and including intervention and intervention by time point interaction terms allowing for different effects at the 2 time points. Moderation of intervention effects by baseline factors was assessed by replacing the intervention by time interaction terms with intervention by time point by baseline moderator interaction terms. Child gender was a significant moderator of the Parent Positive versus follow-up as usual effect on emotional problems (B=0.72, 95% CI 0.12-1.33; P=.02). Specifically, the effect of Parent Positive was close to significant (T2: B=-0.41, 95% CI -0.82 to 0.0004; P=.05) or significant (T3: B=-0.76, 95% CI -1.22 to -0.30; P<.001) in males only when compared with females, and males experienced a significantly larger reduction in emotional problems than females in the Parent Positive arm at the 2-month post randomization time point. None of the other investigated baseline factors moderated effects on emotional problems, and no factors moderated effects on conduct problems. This study highlights Parent Positive's potential for effectively reducing emotional problems in primary school-aged male children across a wide range of families. However, due to limited variability in the demographic background of the families, cautious interpretation is required, and replications are necessary in diverse samples with longer follow-up times. ClinicalTrials.gov NCT04786080; https://clinicaltrials.gov/ct2/show/NCT04786080.

PRE-KINDERGARTEN TRANSITION PROGRAM (PTP) FOR CHILD DEVELOPMENT WORKERS (CDWs)

Utilizing the descriptive research design, integrating the Research &amp;amp; Development (R&amp;amp;D) methodology, this study developed the Pre-kindergarten Transition Program (PTP) for Child Development Workers (CDWs) based on the identified factors that affect common adjustment issues of pre-kindergartners and the various experiences of CDWs in handling adjustment issues during the transition period. The study was conducted in the five districts of Child Development Centers (CDCs) in Laoag City. Using a purposive sampling technique, this study involved 19 CDWs and three experts in the field of early childhood education (ECE). A structured interview guide for the Focus Group discussion (FGD) and a validation tool adapted from Valdez (2023) were used in gathering data. Data gathered from the FGD were analyzed using Braun and Clark’s (2006) thematic analysis, while the mean was used to determine the validity of the PTP. Findings reveal that the factors that affect the common adjustment issues of pre-kindergartners during the transition period are lack of social exposure, separation anxiety, time and routine adjustments, and excessive use of gadgets at home. On the other hand, the CDWs employ interactive learning activities, open communication, and parental involvement and support in handling adjustment issues during the transition period. Findings also reveal that the developed PTP is highly valid in terms of objectives (3.77), content (3.88), staff/persons involved (3.66), duration (4.00), and assessment/evaluative technique (3.78), along with the overall mean of 3.82. Thus, the PTP is recommended to be implemented to capacitate the CDWs in managing effectively the common adjustment issues of pre-kindergartners during the transition period.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0799/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

“She mimicked the manipulations on my hand”: fostering embodied care among children with recurrent acute respiratory tract infections in Southern China

IntroductionWhen young children experience recurrent respiratory infections, caregivers face the challenge of preventing new episodes whilst maintaining close rapport with their children. Pediatric massage, such as pediatric Tuina, entails soft massage of the skin, administered by trained providers. This non-pharmaceutical measure is used to prevent new respiratory infections in China. The aim of this study is to deepen our understanding of caregivers’ experiences and perceptions of providing pediatric Tuina treatment to their children with recurrent respiratory tract infections.MethodsA qualitative study, based on semi-structured interviews, was conducted in accordance with the Consolidated Criteria for Reporting Qualitative Research checklist. Sixteen mothers from Southern China, whose children had received pediatric Tuina for recurrent respiratory tract infections, participated online. Analysis was conducted according to the principles of reflexive thematic analysis, using the NVivo qualitative research software.ResultsThe overarching theme was “Fostering embodied care with children”. Caregivers assessed pediatric Tuina by hearing others’ experiences of pediatric Tuina, as well as observing the manipulations on their child’s body and their bodily reactions during pediatric Tuina sessions. Caregivers also closely observed children’s bodily changes after pediatric Tuina sessions. Embodied attachment between children and adults was nurtured through the pediatric Tuina. Compared to other treatments or medical consultations, children were more relaxed and more involved in embodied care, which involved direct skin touching and verbal communication from the pediatric Tuina provider. Children also took the initiative to bring pediatric Tuina into their family life, by asking caregivers to perform it on them and mimicking the manipulations on the caregivers’ hand.ConclusionsPediatric Tuina served as a means of interaction between children and adults, fostering an embodied care on both a physical and emotional level. Beyond its potentially preventive effect on recurrent respiratory tract infections, pediatric Tuina could be a support for parents of children with recurrent or chronic disease at home.

Psychological Sequelae of Dog Bites in Children: A Review.

Although rare in the Western world, dog bites may be lethal or lead to physically severe outcomes. However, little attention is given to their psychological consequences. We aimed to review their psychological consequences in children 1-14 years of age, focusing on the prevalence and nature of psychological disorders, evaluating the impact on future mental health of children and their families, and assessing the effectiveness of preventive interventions and measures. On 23 May 2024, we investigated the PubMed, CINAHL, and PsycINFO/PsycARTICLES databases using ("dog bite" OR animal-induced OR animal-caused) AND (psychol* OR mental OR psychiatr* OR anxiety OR anxious OR depress* OR obsess* OR trauma* OR psychosis OR psychotic OR schizophren* OR schizoaffect*) filtered for ages 0-18 years. This resulted in 311 records, of which 50 were eligible. These included original research, case reports, patient surveys, and reviews/meta-analyses. Findings indicate that younger children are particularly vulnerable, often suffering head/neck bites, leading to severe injuries and psychological distress, with post-traumatic stress disorder (PTSD) being a common outcome. Symptoms such as nightmares, flashbacks, anxiety, and social withdrawal were frequently reported. Positive parental support and timely psychological interventions were found to mitigate these effects. Interdisciplinary approaches integrating education, cognitive restructuring, and behaviour modification are needed to effectively prevent and address the psychological impacts of dog bites. Summarising, dog bites in children result in substantial psychological sequelae, necessitating robust prevention and intervention strategies to improve their quality of life and reduce the risk of chronic mental conditions.

The Association Between Parental Academic Support and Students’ Academic Well-Being: The Mediating Role of Academic Resilience

Background: Parental academic support plays a significant role in fostering academic resilience in students. By providing encouragement, guidance, and emotional support, parents can help their children develop the coping skills and self-confidence necessary to overcome obstacles and persist in their academic endeavors. Objectives: This study examines the relationship between parental academic support and students’ academic well-being, with a particular focus on the mediating role of academic resilience. Methods: This study employed a descriptive-correlational design. The population included all high school students in Ahvaz city during the 2022 - 2023 academic year. A sample of 384 students was selected using a multistage cluster sampling method. The research instruments included the School-Related Well-Being Scale (SWBS), Academic Support Scale, and Academic Resilience Scale. Structural equation modeling (SEM) in SPSS 25 and AMOS 25 was used to analyze the model relationships, followed by bootstrapping to test indirect effects. Results: The findings indicated significant positive relationships between academic resilience and academic well-being, and between parental academic support and academic resilience (P &lt; 0.001). However, the direct relationship between parental academic support and academic well-being was not significant. The indirect relationship between parental academic support and academic well-being through academic resilience was found to be significant (P = 0.006). The final model demonstrated a good fit to the data, as evidenced by fit indices, including RMSEA (0.001), TLI (0.99), and CFI (0.99). Conclusions: The findings support the hypothesized mediating role of academic resilience. These results suggest that parental involvement, which fosters students' ability to recover from setbacks and persist in their studies, ultimately contributes to positive academic experiences and well-being.

The power of supportive parenting on children’s mathematical performance: evidence from a longitudinal study

Mathematical performance, a competitive edge for children, has received ample attention from stakeholders, especially from parents. However, the association between parenting style and children’s mathematics performance remains open to debate, and longitudinal studies are lacking. Therefore, this study used longitudinal data from four waves of surveys (2012, 2014, 2016, and 2018), with an initial sample of 1042 children (51.5% girls) aged 11, 13, and 15 years. Positive associations between supportive parenting style and higher mathematics scores were observed across all waves, both in unadjusted and adjusted generalized linear regression models, with all p < 0.05. Even after running five sets of sensitivity analyses (e.g., controlling counting skills in toddlerhood, imputing key covariates), the positive association remained robust. Ultimately, we found that supportive parenting style was positively associated with improved mathematical performance in adolescents measured up to six years later. This finding underscores the importance of supportive parenting in enhancing adolescents’ mathematical performance and suggests that integrating supportive parenting strategies into family-based approaches may effectively improve children’s mathematical achievements.

CREATIVE ECONOMY DEVELOPMENT THROUGH PAINTING SKILLS AS AN INDICATOR OF THE LEVEL OF CREATIVITY OF CHILDREN WITH SPECIAL NEEDS SMA LB 1 BANTUL

Creativity is possessed by children with special needs, also known as disabled children. He will show he is capable even though he knows he lacks. While discovering a child's identity, the support of parents and the environment is very beneficial. The Community Service Team can undoubtedly take advantage of this opportunity to help students with special needs of SMALB 1 Bantul in developing creative skills related to canvas painting. It is wise and wise to try to participate in special events to help children with special needs gain skills and enhance their creativity. In this painting activity, SMALB 1 Bantul students showed their creative abilities by painting on canvas.

8768 Initiation of Exogenous Sex Hormones in a Pediatric Gender Clinic

Abstract Disclosure: C.M. Roberts: None. M.M. Knoll: None. G. Robertson: None. A. Egan: None. C. Moser: None. Introduction: The demographics of patients seeking care for gender dysphoria have changed significantly since care was started in 1987. The criteria for prescribing sex hormones have also evolved to allow a greater range of patients to receive gender-affirming hormones. We examined factors associated with prescription of gender-affirming hormones to patients presenting for gender-affirming care our clinic. Methods: Secondary analysis of sex hormone initiation as a minor among 14-17-year-old adolescents diagnosed with gender dysphoria, seen in the pediatric gender clinic between 2/19/2018 and 7/20/2022. We extracted demographic variables, appointment dates, and sex hormone prescription data from our electronic medical record. We collected patient reports of gender identity and suicidal behavior, and parent and adolescent reports of general adolescent well-being, months of gender dysphoria and social transition, and parental support for the adolescent’s gender identity from electronic clinic surveys. Results: We identified 273 adolescent-parent dyads with complete data. Most of our sample were assigned female at birth (74.4%), transgender male (59.3%), and white (83.5%) adolescents who lived in urban (86.4%) and lower-middle-income (64.5%) areas. The average age was 15.9+/-1.1 years. A minority of adolescents reported recent suicidal ideation 60/273 (22%), and prior suicide attempts 20/273 (7%). Parents reported a shorter duration of gender dysphoria (-16.7 months (95%CI: -22.0, -11.5)) and social transition (-4.7: -6.5, -3.0), and higher levels of parental support than adolescents. Approximately half, 146/273 (53.5%), of adolescents started sex hormones. The average age at initiation was 16.5 years +/- 0.9. Age at presentation, length of gender dysphoria or social transition, and the presence of suicidal ideation or attempts were not associated with initiation of sex hormones. Assigned males (OR:1.82:95%CI 1.04, 3.19), adolescents with higher parent-reported parental support for the adolescent’s identity (1.03:1.01, 1.04), and adolescents with private insurance rather than Medicaid (Blue Cross- 5.39:2.73, 10.64) were more likely to start sex hormones as a minor. Conclusion: Published criteria for the initiation of sex hormones among adolescents with gender dysphoria, including age, persistence of dysphoria, and the presence of suicidality, did not predict the prescription of sex hormones to minors in our clinic. Parent-reported support for the adolescent’s gender identity played a small role in predicting the prescription of hormones, but male sex assigned at birth and having private health insurance played larger roles. Further exploration of these findings is needed to ensure equity in the treatment of gender dysphoria. Presentation: 6/3/2024

Preservice training perspectives among Florida foster parents

Relatively little is known about foster parent preservice training, particularly how foster parents perceive the helpfulness of preservice training. Given the high turnover of foster parents and research indicating that multiple demands are placed on foster parents, more attention should be paid to the preparation and support of new foster parents. The purpose of this study was to utilize an administrative data set from the state of Florida to examine foster parents’ perceptions of the type and quality of their preservice training in terms of feeling prepared to take on a foster care placement in their home. Almost one half of all participants were able to identify the name of the training completed. Of which, three of the trainings have some empirical support in published literature. Additionally, a little more than one half of participants indicated they felt prepared for their role as a foster parent, but almost one third indicated not feeling prepared for the role. Slightly more than one quarter of participants indicated supplementing their training with other resources. Results support the need for more rigorous evaluation of preservice training due to limited empirical support, attention to how training prepares foster parents to support the needs of the child and family following placement, and potential improvements to what is covered in preservice training.

Exploring youth sport participation and parental perceptions of social support

ABSTRACT The purpose of this study was to test whether having adolescents involved in sport leads to increased social support among parents. Using data from the Longitudinal Study of Australian Children with 3102 primary (Mage = 43.04, SD = 8.75) and 2523 secondary parents (Mage = 46.13, SD = 6.16), differences between social support perceptions across sport participation categories (team-only, individual-only, both, or no-sport) were tested. We tested whether the number of days parents’ adolescents spent involved in sport per week, and the number of hours adolescents spent in sport during a typical day predicted parental social support. Primary parents with adolescents involved in team-sport only or both types of sport reported stronger perceptions of social support than primary parents of non-participants. The number of weekly days parents’ adolescents spent involved in sport activities positively predicted social support among primary parents. No significant effects among secondary parents were found.

Stepped-Care Web-Based Parent Support Following Congenital Heart Disease: Protocol for a Randomized Controlled Trial.

Early neurodevelopmental risks, compounded with traumatic medical experiences, contribute to emotional and behavioral challenges in as many as 1 in 2 children with congenital heart disease (CHD). Parents report a strong need for supports; yet, there remains a lack of accessible, evidence-based behavioral interventions available for children with CHD and their families. I-InTERACT-North is a web-based stepped-care mental health program designed to support family well-being and reduce behavioral concerns through positive parenting for children with early medical complexity. In previous pilot studies, the program was effective in increasing positive parenting skills and decreasing child behavior problems, with high parent-reported acceptability. This paper presents the protocol for the first randomized study of stepped-care parent support for families of children with CHD. This study will involve a single-site, 2-arm, single-blind randomized controlled trial to evaluate (1) the feasibility and acceptability of a web-based stepped-care parent support program (I-InTERACT-North) and (2) the effectiveness of the program in enhancing positive parenting skills and reducing behavioral concerns among families of children with CHD. Families will be randomized (1:1) to either receive treatment or continue with care as usual for 12 months. Randomization will be stratified by child's sex assigned at birth and baseline parent-reported child behavior intensity. Primary outcomes include positive parenting skills and child behavior at baseline, 3 months, 6 months, and 12 months. Secondary outcomes include parental mental health, quality of life, service usage, and feasibility including program reach and adherence. A sample size of 244 families will provide >95% power to detect an effect size of d=0.64. Based on attrition data from pilot studies, a target of 382 families will be enrolled. Parent reports of acceptability, adoption, and suggested adaptability of the program will be examined using cross-case thematic analyses. Primary efficacy analysis will be conducted using an intent-to-treat approach. Generalized estimating equations will be used to examine changes in positive parenting. Child behavior, quality of life, and parent mental health will be tested with repeated-measures analyses. Additional sensitivity and replication analyses will also be carried out. Recruitment began in February 2024, and recruitment and follow-up will continue until January 2029. We anticipate results in late 2029. This study aims to test the effectiveness of I-InTERACT-North web-based stepped-care parent support in improving positive parenting skills and reducing child behavior problems in families of children with CHD compared with a care as usual control group. Results will inform future clinical implementation and expansion of this program among families of children with early medical conditions. ClinicalTrials.gov NCT06075251; https://clinicaltrials.gov/study/NCT06075251. DERR1-10.2196/64216.

Factors contributing to anxiety among final year junior high school students in Ghana: implications for supporting mental well-being during basic education certificate examination

Introduction/problemAnxiety disorders are increasingly prevalent in sub-Saharan Africa (SSA). Limited data exist on factors contributing to anxiety, particularly among final year junior high school (JHS) students in Ghana preparing for the Basic Education Certificate Exam (BECE).PurposeThis study aimed to investigate the factors influencing anxiety levels among final year JHS students in Ghana, focusing on hunger, parental support, sleep duration, co-occurring mental health concerns, gender, and other variables.MethodsA sample of 394 final year JHS students in the Greater Accra Region of Ghana was surveyed using established measures for anxiety, sleep duration, parental support, hunger, substance use, and mental health concerns. Logistic regression analyses were conducted to explore the relationships between these variables and anxiety levels among students.Key findingsThe study revealed a high prevalence of anxiety among final year JHS students, with 71.4% exhibiting symptoms above the chronic anxiety cut-off point. Significant factors associated with anxiety included hunger, living with a single parent, and co-occurring mental health concerns. Age, gender, access to school counseling, school type, and substance use showed no significant associations with anxiety.Conclusions/implicationsThe findings underscore the need for a comprehensive approach to addressing anxiety among final year JHS students, considering socio-economic factors, family dynamics, and mental health support. Stakeholders can use these insights to develop targeted interventions that promote mental well-being and academic success.RecommendationsEnhancing access to mental health services, addressing socio-economic disparities, providing support for students from single-parent households, and integrating mental health education into school curricula are recommended.

Impact of Mattering on Parental Attachment: Social Support Mediation and Self-Efficacy Moderation in Rural Chinese Children

Strong emotional relationships between parents and children are thought to be essential for developing a child's emotion of mattering, according to earlier research. Through the investigation of these relationships, the study aims to improve knowledge of the psychological and emotional elements that support normal growth in the population. To offer regulation for reinforcement of parental support networks in marginalized groups, it draws attention to the importance of these variables in determining the quality of attachment. This study explores the connection among mattering (MAT) and Parental Attachment (PA) with a focus on the dynamics that affect Social Support (SS) and Self Efficacy (SE) between rural Chinese children. Validated questionnaires assessing PA, MAT, SS, SE, and Parental Support (PS) are utilized to collect data from a sample (190) of Chinese children living in rural areas. Significantly favourable connections, especially between MAT and PA, are revealed by correlation analysis. These results reveal avenues for improving the development of rural Chinese children by underlining the significance of social networks and emotional attachments in fostering psychological well-being.

Implication of Parental Engagement to the Students in Home-School Learning

Parental involvement in home-school learning also helps to strengthen the relationship, fosters greater autonomy and responsibility in children, and flexible learning experiences. This study used a descriptive-phenomenological study that divulged the context of home-school learning during the health crisis brought by COVID-19 among elementary pupils. Ten (10) Grade 4 pupils, currently enrolled in S.Y. 2021-2022 and who had been studying both before and during the pandemic, participated in the interview. Colaizzi's data analysis approach was later used to analyze the interview data. Findings indicated that elementary pupils have a variety of experiences in home-school learning and are also experiencing challenges in home-school learning. The study's findings also revealed the role of their parents during home-school learning by giving them a lot of time teaching the reading and constant follow-ups with their children. The different challenges and experiences in home-school learning were evident in the pupil's responses. Hence, the result of the study also revealed that the pupils had difficulty in reading and writing during home-school learning. Students can benefit from parental support and guidance, which can improve their motivation, attitudes, and communication skills.

LGGL-02 NURSING CONSIDERATIONS FOR PEDIATRIC PATIENTS WITH PONTINE GLIOMAS: A COMPARATIVE ANALYSIS BETWEEN THE NAIROBI HOSPITAL AND KENYA

Abstract INTRODUCTION Pontine gliomas, aggressive brain tumors predominantly affecting pediatric patients, pose limited treatment options and a grim prognosis, emphasizing the crucial role of nursing care for comprehensive patient and family support. This abstract explores nursing considerations for pediatric pontine glioma patients at The Nairobi Hospital, contrasting them with broader healthcare practices in Kenya. METHODS A thorough literature review focused on nursing practices for pediatric pontine glioma patients, utilizing peer-reviewed journals, healthcare guidelines, expert opinions, and textbooks. Key areas included vital observations, parental support strategies, patient and family empowerment initiatives, palliative care approaches, and nursing intervention impact on outcomes and family satisfaction. RESULTS The analysis highlighted nursing considerations at The Nairobi Hospital, where a patient-centered approach and proactive vital observations were evident. Nurses monitored health status pre-radiotherapy, adjusting care plans promptly. End-of-life care showcased comprehensive palliative support and bereavement guidance, contrasting varied national practices, underscoring the need for standardized protocols and enhanced training nationwide CONCLUSION Nursing care’s pivotal role in optimizing outcomes and quality of life for pediatric pontine glioma patients and families was emphasized. The study’s implications extend to healthcare policy, education, and practice, stressing collaborative efforts to improve standards and patient outcomes.

Mitigating child exposure to traffic-related air pollution on the school commute: Views of parents and teachers in England

Children are particularly vulnerable to the adverse health effects of traffic-related air pollution (TRAP) due to their developing physiologies. A survey was distributed to schools in England for completion by parents and teachers. The survey examined perceptions of TRAP on the school commute and assessed views on potential interventions for reducing exposure. 76.7% of parents and 75.8% of teachers were concerned about TRAP at their school. The most common cause for concern was school proximity to a busy road (44.2% parents and 42.5% teachers).Active travel was the most common measure already undertaken. The biggest obstacles to reducing school TRAP were driving convenience, school proximity to busy roads, and lack of parental support. Parents and teachers considered local authorities most responsible for improving school TRAP. Active travel was a popular and desirable intervention for reducing potential child exposure, and parental education on this and related topics were also desirable.

Parents’ Perception of In-Person Classes, Parental Support, and Academic Performance of Learners: Basis for a Sustainable Parental Support Program

Parents’ Perception of In-Person Classes, Parental Support, and Academic Performance of Learners: Basis for a Sustainable Parental Support Program

Analisis Upaya Guru dalam Meningkatkan Kemampuan Literasi dan Numerasi Peserta Didik di SD Negeri Gemah

Literacy and numeracy education in Indonesia requires substantial attention from primary education through to higher education to support global economic progress. Although the 2013 Curriculum is designed to enhance literacy culture, Indonesia still faces significant challenges, including low literacy rates and a lack of understanding of the issue in various regions. This study seeks to investigate and examine the role of teachers in enhancing literacy and numeracy skills at SD Negeri Gemah, focusing on the teaching strategies employed and the challenges encountered. Employing a qualitative approach and case study design, this research includes detailed interviews, participant observations, and document analysis, involving six classroom teachers as participants. The study's findings reveal that educators at Gemah State Elementary School employ a range of literacy and numeracy teaching strategies, including shared reading, group discussions, digital media, and both Problem-Based Learning (PBL) and Project-Based Learning (PJBL) methods to improve numeracy skills.. The main challenges faced include the transition from kindergarten to elementary school, difficulties in reading and arithmetic, lack of student interest, and differences in students' abilities. Proposed solutions include collaboration with teachers of other subjects, the use of diverse learning media, parental support, and providing additional learning opportunities outside of classroom hours. The study concludes that diverse teaching approaches and comprehensive support are essential in improving students' literacy and numeracy skills. By implementing an integrated solution, it is hoped that SD Negeri Gemah can overcome existing challenges and better prepare students for higher education.