School Performance Of Children Research Articles

A Comparative Study to Assess the Accommodation and Vergence Relationship of Myopia in Indian Adolescent.

Accommodation and Vergence disorder are diverse visual anomalies which can interfere with a child's school performance and impair one's ability to function efficiently. Its association with refractive error and its intervention were studied less in Indian myopia children; hence, there is a need for research in such setting. One hundred and fifty Indian adolescents aged 10 to 17 years were divided into three refractive error groups (high, moderate, and low myopia). Baseline vision examination and a comprehensive binocular vision assessment were performed on all eligible adolescents. Vision therapy was provided to participants whose parents gave consent on behalf of the children. Chi-square analysis was utilized to look at the association between the groups of refractive errors. To compare the mean constants of the experimental and control groups, a two-way RM ANOVA was performed. The most common dysfunction found in low myopia (75.3%), and moderate myopia (54%) was convergence insufficiency. High myopes (62.8%) were found to have combined convergence and accommodative insufficiency followed by accommodative dysfunction (14%) and basic exophoria (6%). In moderate myopia, a significant relationship was found between this dysfunction and refractive error. The experimental group in the overall sample showed statistically significant improvement after vision therapy (P<0.001), in comparison to the control group. Refractive error is linked to accommodative and convergence insufficiency. Thus, vergence and accommodative impairment must be tested for all myopic children, and vision therapy should be advised along with spectacle prescription for efficient binocular vision.

IMPACT OF PHYSICAL ACTIVITY ON THE ACADEMIC PERFORMANCE OF SCHOOL-GOING ADOLESCENTS: SPORT AND SCHOOL PERFORMANCE

According to various national and international reports, the Moroccan education system still suffers from recurrent dysfunctions reflected in low student achievement. Indeed, different factors influence the scores of students including the rate of physical inactivity. The objective of this study is to evaluate the relationship between physical activity, sedentary behaviours and school outcomes.689 students enrolled at Moroccan secondary schools, aged between 14 and 25, were randomly recruited from each grade. For each student, the overall average for the first semester was calculated and classified into three levels: high, medium and low.The school performance of girls is significantly higher (p&lt; 0.05) than that of boys while boys are significantly more active (p&lt;0.05) than girls. Physically active students have high er overall school mark averages than inactive students. Indeed, significant positive associations between the level of physical activity and school performance (r=0.176; p&lt;0.001) and with physical education and sports performance were noted. In conclusion, the practice of physical activity should be encour- aged among Moroccan students.It has beneficial effects on health in general and especially on the school performance of children and adolescents.

A Sensory Integration Intervention in the School Setting to Support Performance and Participation: A Multiple-Baseline Study.

There is a paucity of research that explores the effectiveness of sensory integration interventions in the school setting. To test the effectiveness of a sensory integration intervention paired with teacher consultation, aligned with the principles of Ayres Sensory Integration® and the Sensory Therapies and Research Frame of Reference, to improve functional regulation and active participation in school for students with sensory integration and processing differences. Concurrent, multiple-baseline, single-subject design. Public elementary school in the United States. Students (N = 3; ages 5-8 yr) whose sensory integration and processing differences were affecting their school occupational performance and were not remediated by integrated support. For 15 wk, each student had one-to-one sensory integration intervention 2×/wk for 30 min and a consultation between the occupational therapist and teacher weekly for 10 min. The dependent variables, functional regulation and active participation, were measured weekly. The Short Child Occupational Profile and Behavior Assessment System for Children, Third Edition, were given before and after intervention. Goal Attainment Scaling and semistructured interviews with the teachers and participants were completed after intervention. All 3 students showed meaningful improvement in functional regulation and active participation in the classroom during the intervention period as demonstrated by a 2-SD band method or celeration line analysis. All additional measures noted positive change. Findings suggest that sensory integration intervention with consultation in the education setting can improve school performance and participation for children with sensory integration and processing challenges. What This Article Adds: This study offers an evidence-based model of service delivery for the school setting that is effective in improving the functional regulation and active participation of students whose sensory integration and processing challenges interfere with occupational engagement and are not mitigated by embedded supports.

Literature review on the family environment in school performance

This article deals with the systematic review of the literature on the family environment in school performance, which seeks to respond to the interference of the family environment in school performance in primary school children. Scientific papers from 2018 to 2022 were analyzed. The study sample consisted oftwenty indexed papers. This review is based on the Prisma methodology. Empirical and theoretical contributions to the family environment were reviewed. As the main results, it was observed that the correct intervention of the family environment produces good school performance in children of primary education.When speaking of correct, it refers to providing the tools and strategies for the integral development of the boy or girl. This includes adequate communication, appropriate rules, well-established limits, and generally, the forms of interaction between each member and the demonstration of affection.

School Meals Program and Its Impact Towards Student’s Cognitive Achievement

Nutrition food is one of the factors influencing student academic development. By providing a good nutrition for children in school is one of the way to increase economy development in Indonesia. School meals program has important role in order to improve children participation and children performance in school. Some previous research founds that nutrition food ables to increase children cognitive. However, those have not taken into account the direct impact of school meals program on children cognitive. Therefore, this study aims to analyze the direct impact of school meals program toward children cognitive. The data was taken from Indonesia Family Life Survei (IFLS) wave 5. This study is conducting Propensity Score Matching method to knowing the impact of school meal program on children cognitive. The result shows that school meal program has impact to increase children cognitive score on mathematic. It shows that these program has impact on children score by 0.2 point higher than children in school without school meal program.

Atopic dermatitis and school performance in children and young adults

Atopic dermatitis and school performance in children and young adults

Bacteria commonly associated with central nervous system catheter infections elicit distinct CSF proteome signatures.

Cerebrospinal fluid (CSF) shunt infection is a common and devastating complication of the treatment of hydrocephalus. Timely and accurate diagnosis is essential as these infections can lead to long-term neurologic consequences including seizures, decreased intelligence quotient (IQ) and impaired school performance in children. Currently the diagnosis of shunt infection relies on bacterial culture; however, culture is not always accurate since these infections are frequently caused by bacteria capable of forming biofilms, such as Staphylococcus epidermidis, Cutibacterium acnes, and Pseudomonas aeruginosa resulting in few planktonic bacteria detectable in the CSF. Therefore, there is a critical need to identify a new rapid, and accurate method for diagnosis of CSF shunt infection with broad bacterial species coverage to improve the long-term outcomes of children suffering from these infections. To investigate potential biomarkers that would discriminate S. epidermidis, C. acnes and P. aeruginosa central nervous system (CNS) catheter infection we leveraged our previously published rat model of CNS catheter infection to perform serial CSF sampling to characterize the CSF proteome during these infections compared to sterile catheter placement. P. aeruginosa infection demonstrated a far greater number of differentially expressed proteins when compared to S. epidermidis and C. acnes infection and sterile catheters, and these changes persisted throughout the 56-day time course. S. epidermidis demonstrated an intermediate number of differentially expressed proteins, primarily at early time points that dissipated over the course of infection. C. acnes induced the least amount of change in the CSF proteome when compared to the other pathogens. Despite the differences in the CSF proteome with each organism compared to sterile injury, several proteins were common across all bacterial species, especially at day 5 post-infection, which are candidate diagnostic biomarkers.

The Influence of Language Background on Dichotic Listening in Primary School Children

Purpose:Dichotic speech tests are commonly used in audiological assessments of children with suspected listening difficulties, which may have a range of origins. In Sweden, today, one in four primary schoolchildren has a foreign background, which means that a large proportion of children will be assessed through the medium of a language that they speak at school, but it is not the language they regularly speak at home. This study examines dichotic listening ability among children attending primary schools in two cities in southern Sweden with a high proportion of recent immigrants.Method:In this study, 82 Swedish second and third graders aged 7–9 years with varying Swedish language exposure performed a dichotic listening task, under free recall and directed conditions. They also performed backward digit span as a measure of working memory and crosslinguistic nonword repetition, which is central for language learning.Results:We found no effect of Swedish language exposure on dichotic listening performance. Right ear was not significantly better than the left ear in either free or directed recall indicating no right ear advantage. Dichotic listening performance was significantly better in free recall compared with directed recall. Dichotic listening was related to working memory capacity. After controlling for working memory capacity, nonword repetition showed a significant positive association with dichotic listening under free recall but not directed recall.Conclusions:Test language exposure and knowledge do not seem to influence primary school children's performance on a dichotic digit task. Performance was related to working memory capacity and the complex skill of perceiving, coding, and producing novel words in a nonword repetition task. In clinical practice, both tests of working memory capacity and crosslinguistic nonword repetition may inform the interpretation of dichotic listening results in children with diverse language backgrounds.

School and language performance in children born with low birth weight

ObjectivesTo identify the impact of birth weight on the development of metalinguistic skills and performance in reading, writing, and arithmetic in students aged 6 to 10 years, enrolled from the 1st to the 4th grade of Elementary School in public schools of the metropolitan region of São Paulo. MethodsThe concurrent cohort included 315 students. Birth weight was the exposure variable, and the outcomes were performance in receptive and expressive language, oral metalinguistic skills, and performance in writing, arithmetic, and reading. The tools employed were the Test of Language Competence (TLC) and the School Performance Test (SPT). Students were grouped into quartiles by birth weight for data analysis (P1: < 2170 g, P2: from 2171 g to 2450 g, P3: from 2451 g to 3150 g, and P4: > 3150 g). ResultsThe authors observed a tendency for the lower performance of the two groups with lower birth weights in listening comprehension and oral expression. The lower-weight group tended to perform poorly compared to the other groups vis-à-vis reading. In the global result of the SPT, worse performance was observed in the students in the first quartile compared to the others (p = 0.019). The multivariate analysis revealed no association between birth weight and results in the tests applied after adjusting for maternal schooling. ConclusionsBirth weight can interfere with oral and written language development. However, the determination of these processes occurs in the face of complex interaction that includes sociodemographic factors, especially family support and maternal schooling.

Longitudinal Assessment of Educational Risk for K-12 Students withCysticFibrosis.

To assess the use of services provided by a cystic fibrosis (CF) center school specialist and evaluate relationships among student educational risk scores, family concerns for school engagement and performance, and disease severity. This was a retrospective review of medical records for 126 children with CF in grades K-12 who were screened for educational risk or used school intervention services during the 2017- 020 school years. Regression analyses were performed to identify and quantify predictors of educational risk, family concern for school performance and ability to advocate, and use of school specialist services. Most children with CF (62%-82%) were at moderate-to-high educational risk. Sixteen or more school absences, family concerns for their child's school performance or inability to advocate for their school needs, child mental health visits, and greater frequency of hospitalization predicted greater educational risk scores and more encounters with the school specialist. Better lung function and lower grade level were associated with lower educational risk. Number of encounters with the School Specialist remained high across three pre-coronavirus disease 2019 school years. Our experience illustrates a need to identify educational risk and support school experiences of children and youth with CF as a component of the care model. Tailored support, based on identification of risk predictors, has potential to improve educational outcomes.

Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes

Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes.

Does the Use of Exergames Have a Positive Influence on Executive Functions and Academic Performance of School-Age Children with Specific Learning Disorder? A Literature Review

This research consists of an integrative literature review whose objective was to verify the effectiveness of neurorehabilitative and neuropsychopedagogical interventions using exergames to enhance the functioning of Higher Brain Functions, called Executive Functions, and to improve school performance in children with Specific Learning Disorders (SLDs), at school age, between 4 and 11 years old. The APA PsycNet, Nature, Springer, ScienceDirect, Pubmed, NIH, Researchgate, Scielo, Pepsic databases were consulted. Of the 154 articles initially selected, 6 were analyzed after passing the inclusion criteria, all of which were in English. All selected articles were published from 2000 onwards, being quantitative experimental studies. In all studies, the console used was Microsoft’s Kinect Xbox or Nintendo Wii. Although the results cannot be generalized, the findings seem to point to the effectiveness of exergames as a neurorehabilitative and neuropsychopedagogical intervention and to an improvement in school performance in the case of Dyslexia and Dyscalculia, which are types of SLD. It was found that the production of knowledge on this subject is still incipient, with a lack of experimental research with a statistically representative sample size and a control group that remains inactive.

Effects of physical active breaks on vigilance performance in schoolchildren of 10-11 years

Purpose.The main aim of this research analyses acute PE based on AB and how it might have an exponential affect during the school day.Methods.A total of 46 healthy schoolchildren (age = 10.75 ± 0.65 years) participated in this study, receiving a traditional lesson of 25 min during the assigned class followed by 10 min of a free-reading task (Control Condition) or 10 min of physical activity based on motor games (Active-Break Condition). Immediately following the assigned 10-min. intervention, the participants performed the Psychomotor Vigilance Task (PVT) then finally returned to perform the traditional lesson for the remaining 15 min. Significant differences were found in the PVT.Results.Our results show the main effect of the Active-Break Condition group responding faster (365 ms) than the students in the Control Condition group (379 ms), &lt;i&gt;F&lt;/i&gt;&lt;sub&gt;(1.45)&lt;/sub&gt; = 24.18, &lt;i&gt;p&lt;/i&gt; = 0.001, η&lt;sup&gt;2&lt;/sup&gt; = 0.34. The present study demonstrated that a student’s vigilance performance changes after of AB of 10 min (compared to the Control Condition) and that AB improves the efficiency of vigilance in schoolchildren of 10–11 years.Conclusions.Although limited, our results could help researchers and teachers more accurately apply AB to more properly improve their students’ vigilance. More studies with EEG analysis and neuroimaging are necessary to understand the effects of AB in young students.

School performance and psychiatric comorbidity in childhood absence epilepsy: A Danish cohort study.

The aim was to determine school performance and psychiatric comorbidity in children with childhood absence epilepsy (CAE). We reviewed the medical records in children with ICD-10 codes for idiopathic generalized epilepsy before 18 years of age, and pediatric neurologists confirmed the International League Against Epilepsy criteria for CAE were met. Control groups were the general pediatric population or children with non-neurological chronic disease. Outcomes were from nationwide and population-based registers on school performance and psychiatric comorbidity. We compared the mean grade point average using linear regression and estimated hazard ratios (HR) using Cox regression for the other outcomes. Analyses were adjusted for the child's sex, and year of birth, and parental highest education, receipt of cash benefits or early disability pension. We included 114 children with CAE with a median age at onset of 5.9 years (interquartile range=4.5-7.3 years). Compared with both population controls and non-neurological chronically ill children, children with CAE had increased hazard of special needs education (HR=2.7, 95% confidence interval (CI)=1.8-4.1, p<0.0001), lower grade point average at 9th grade by 1.7 grade points (95% CI=-2.5 to -1.0, p<0.001), increased ADHD medicine use (HR=4.4, 95% CI=2.7-7.2, p<0.001), increased sleep medicine use (HR 2.7, 95% CI=1.7-4.3, p<0.001), and increased psychiatry visits (HR=2.1; 95% CI=1.1-4.0; p=0.03). In conclusion, children with CAE have increased psychiatric comorbidity and a considerable proportion of these children receive special needs education in primary/secondary school, albeit insufficient to normalize their considerably lower grade point average in the 9th grade.

Child leisure and public space occupation, mental health support tools amid the COVID-19 pandemic and possibilities for the city of São Paulo

Social distancing was considered the main strategy found to contain the spread of the Sars-Cov-2 virus around the world in 2020 and 2021. Much has been discussed regarding how this strategy directly impacted the routines, school performance and mental health of children. In this context, the purpose of this paper is to look at how public spaces offering temporary recreational uses in the city of São Paulo can contribute to the sociability of a generation of children which endured the quarantines prompted by the pandemic, as well as in any future periods in which social distancing may occur. The methodology consists of documental and programmatic analysis of a case study as per UN-HABITAT’s guidance regarding a COVID-19 urban response system. The “Paulista Aberta” program has been selected and reviewed, seeing as it saw the authorization of use of Paulista Avenue, one of São Paulo’s main avenues, as a temporary leisure space, even amid the easing of restriction measures. The relevant contribution of transitory leisure spaces to children’s routines was verified, in line with the existing adoption of temporary leisure uses of the spaces involved in the day-to-day of São Paulo’s population. Those results led us to conclude that temporary public spaces such as Paulista Avenue proved to be a child leisure facilitation tool as social distancing measures eased, seeing as such spaces amount to previously established temporary leisure hubs in the face of the spread of the Sars-Cov-2 virus.

How parental internet use impacted parenting practices and children’s behavior during the Covid-19 pandemic

Our survey aimed to investigate how online parental behavior affects their parenting practices and how such practices may affect their family relations, their children’s social competencies, school achievements, and self–esteem. We examined a sample of 357 Greek-speaking parents (77.3% mothers and 22.7% fathers). We applied Young's (1998) Internet Addiction Questionnaire, the Alabama Parenting Questionnaire (APQ), and Kontopoulou's (2008) questionnaire to assess children's school performance and social competencies, their self-esteem, and family relationships. Our findings indicated that almost half of the participants are moderately addicted to the internet. Parental pathological internet use affects parental style and consequently impacts family relations and children's behavior. Gaining knowledge from the research data helps design and implement intervention programs to prevent and raise public awareness through psychoeducational information programs towards preventing internet addiction. Keywords: compulsive behavior, covid-19, internet addiction, online risks, parenting practices, pathological internet use.

Do subsidies on seed and fertilizer lead to child labour? Evidence from Malawi

SummaryMotivationSub‐Saharan African governments have subsidized farm inputs—fertilizer and seed especially—to increase food production by small‐scale farmers to improve food security. A potential drawback of such schemes is that they may encourage farmers to put their children to work in the fields, harming their education.PurposeDid the Malawi Farm Input Subsidy Programme that began in 2005/2006 increase child labour on the holdings of beneficiary smallholders?Methods and approachThe article analyses data from the Malawi Integrated Household Panel Survey to examine the effect of seed and fertilizer subsidies on child labour. The study employs a correlated‐random‐effects‐control function regression, using district coupon allocation as an instrumental variable for coupons received by households.FindingsThere was statistically significant evidence that the Farm Input Subsidy Programme (FISP) increased child labour. The effect, however, was relatively small. At the sample mean, it was estimated that the programme led to a 12 percentage point increase in the likelihood that children would work on the farm and that the children would work an additional 72 minutes a week on the fields. The FISP, however, did not affect the enrolment of children in school.Effects varied socially: children in male‐headed, uneducated, and smallholder households were the most affected.Policy implicationsAlthough the observed effects are not large, they are unwelcome. Two policy corrections could eliminate them. One, the award of subsidy coupons could be made conditional on children's school performance. Two, given that the effects barely applied in households where parents had been to school, agricultural training should stress the importance of children attending school and not working in the fields.

Childhood School Performance in Adults Diagnosed with Attention-Deficit/Hyperactivity Disorder

Objective: Children with ADHD often tend to underperform in school. This partial study aimed to find out if the school experience of adults with higher ADHD symptomatology differs from those with lower and no ADHD symptomatology. Method: Based on the results of ASRS questionnaires, the respondents were divided into three groups (low, medium, and high) according to the manifested ADHD symptomatology. We explored their school experiences by looking at their grades for behavior at school, notes regarding their attendance, school expulsion, and other school experiences. Results: Children with higher ADHD symptomatology were significantly more likely to be expelled, receive notes for bad behavior, disturbing or forgetting as well as receive reprimands from teachers. Conclusion: Our results show that children with increased ADHD symptomatology experience more difficulties with school behavior, they are frequently reprimanded, and they do receive more negative feedback regarding their attendance and tardiness from teachers.

Indoor coal ash and school and social competency among children aged 6-14 years.

A child's ability to succeed in social interactions and in a school setting are important for their development and growth. Exposure to environmental pollutants has been associated with poorer school performance and fewer social interaction in children. Fly ash, a waste product generated when burning coal for energy, is comprised of small glass spheres with neurotoxic heavy metal(loid)s found to be risk factors for learning and social problems in school. The purpose of this novel study was to assess the association of fly ash in children's homes with school and social competency. We recruited children aged 6-14 years old from communities located within 10 miles of two coal-burning power plants. In homes of the participants, fly ash was collected on polycarbonate filters using personal modular impactors. We measured school competency and social competency using the validated Child Behavioral Checklist. Using Tobit and linear regression we investigated the relationship of indoor fly ash with school and social competency. Forty-three percent of children in the study had fly ash in their homes. In covariate-adjusted Tobit models, children with fly ash in their homes scored on average 2.63 (95% CI: -4.98, -0.28) points lower on the school competency scale than peers without ash in their homes. We did not observe that fly ash in homes was related with lower social competency. Results from this study suggest that children with fly ash in their homes had poorer performance in the school setting, compared to peers without fly ash in their homes. In the US, coal-fired power plants are being closed, however health concerns about pollution from coal ash storage facilities remains. Findings from this study can provide impetus for creating of public health policy and to highlight the need future research on children's exposure to fly ash. Children's growth and development are impacted by their social interactions and ability to perform in school settings. Environmental pollutants may impact these essential elements of development. Millions of children are exposed to fly ash which is a waste product generated from burning coal. Fly ash, an environmental health threat throughout the world, is comprised of small glass spheres with trace concentrations of neurotoxic metal(loid)s. Findings from this research show that children with fly ash in their homes are significantly more likely to have poorer school performance than children without fly ash in their homes.

The association between atopic dermatitis, cognitive function and school performance in children and young adults.

Children with atopic dermatitis (AD) may have disturbed sleep, affected self-esteem and decreased quality of life, likely interfering with performance in school. To examine the association between hospital-managed paediatric AD, school performance and cognitive function. In this cross-sectional study we linked data from the Danish national registers and identified three populations between 2001 and 2019. Population 1 comprised children with graduation grades registered from lower secondary school, population 2 comprised adolescents with registration of an upper secondary graduation mean, and population 3 comprised male conscripts with registration of an IQ test score. AD was defined as a hospital diagnostic code (inpatient or outpatient) prior to the exam or conscription date, and was stratified according to severity, activity and atopic comorbidity. Outcomes included graduation mean from lower and upper secondary school, special educational assistance in primary and lower secondary school, and IQ at conscription. In total, 770 611 (12 137 with AD), 394 193 (6261 with AD) and 366 182 (4539 with AD) children and adolescents were included in populations 1 (lower secondary graduation), 2 (upper secondary graduation) and 3 (conscription), respectively. In lower secondary school, children with severe AD had significantly lower overall, written and oral graduation grade means compared with children with mild AD: respectively, difference -0.29 [95% confidence interval (CI) -0.45 to -0.13, P < 0.001], difference -0.26 (95% CI -0.42 to -0.10, P = 0.0016) and difference -0.30 (95% CI -0.49 to -0.11, P = 0.0018). In upper secondary school, adolescents with AD performed similarly to their peers without AD. Young men with AD scored significantly lower IQ test means at conscription examination than male conscripts without AD: difference -0.60 (95% CI -0.87 to -0.32, P < 0.001). AD, in particular when severe, is associated with lower school performance in childhood and IQ in young men, which can interfere with academic achievements in life. Optimization of treatment of children with AD and specific educational support to children with severe AD could be needed.