Primary School Children Research Articles

The Impact of Triclosan-Containing Toothpaste on the Overall and Cariogenic Salivary Microbiota Among Primary School Children

Objectives: Triclosan-diphenyl ether derivate is an agent, which belongs to the Non-Ionic antimicrobial agents group. This study aims to estimate the salivary levels of Streptococcus mutans and Lactobacillus species in the saliva before and after teeth brushing with a dentifrice containing triclosan/copolymer and to compare the number of whole salivary flora by saliva analysis before and after teeth brushing. Methods: To accomplish our objective, we used a Colgate Total Plus Whitening®, Colgate-Palmolive dentifrice. The group consisted of 24 healthy schoolchildren aged 9 – 13 of both sexes. The counts of Streptococcus mutans and Lactobacillus species were determined with commercial CRT bacteria strips produced by Ivoclar-Vivadent, Liechtenstein. The total count of the saliva microbial was determined by standard microbiological methods. Results: A significant reduction in salivary MS and LB levels was observed in all samples as well as a decrease in the total count of aerobe and anaerobe bacteria and yeast. Conclusion: The effectiveness of Colgate Total Plus Whitening® toothpaste in reducing salivary aerobes is statistically significant, but its impact on reducing salivary anaerobic microbes is statistically negligible. The bacteria Streptococcus mutans experiences a decrease that is greater than tenfold, while the bacterium Lactobacillus species experiences a reduction of around tenfold.

Physical Activity Levels During Physical Education Classes and Their Impact on Physical Fitness in 10-Year-Old School Children: A Comparative Study

Background/Objectives: The aim of this research was to determine the differences in physical fitness according to the level of physical activity (PA) during physical education classes in 10-year-old school children. Methods: The research included 315 primary school children (age 10 ± 1.3 years), divided into three groups by level of PA: low, moderate and high. A Eurofit test battery was used to evaluate the physical fitness of children. Physical activity (volume (number of steps) and intensity) was measured using a Coach Gear pedometer and a Suunto Memory Belt heart rate monitor. Results: Presented results indicate that there are significant differences between groups of children of both genders in relation to the level of PA. Group of boys with low PA showed lower values in sit and reach (p = 0.01), standing long jump (p = 0.02), bent arm hang (p = 0.04) and polygon backwards (p = 0.01) compared to the remaining two groups. Girls with low physical activity showed significant differences in sit and reach (p = 0.01) and bent arm hang (p = 0.01) compared to the other two groups, while in hand tapping, the high PA group showed better results compared to the other two groups (p = 0.03). Conclusions: The results reported in this research support the significant effects of PA level on physical fitness in school children. Less active children generally showed poorer physical fitness in both genders.

Investigating the Prevalence of Malnutrition and Its Relationship with the Educational Status of Elementary School Students in Zahedan, Iran

Background: Malnutrition and improper nutrition may lead to physical and mental growth disorder and cognitive function. This study aims to determine the prevalence of malnutrition and its relationship with educational status among primary school children in Zahedan, Iran. Methods: During a cross-sectional study with a multi-stage random sampling method of 780 boy and girl students, first, second, and third grades of elementary school were included to study. Demographic and anthropometric of students were collected based on the sample size. Malnutrition was assessed according to World Health Organization indicators for the relevant age group. This assessment was based on body mass index (BMI) for age, height for age, and weight for age. Results: The prevalence of malnutrition was severe wasting, wasting, overweight, and obesity which were 0.8, 4.6, 6.4, and 5%, and severe underweight and underweight which were 0.9 and 4.7%, respectively. Severe stunting and stunting were observed in 0.3 and 2.8%, respectively. A statistically significant relationship was found between BMI for age, height for age and weight for age and educational status (P<0.05). Moreover, the educational status of students showed a statistically significant relationship with first and second-grade gender, birth rank, and Parent’s job and education (P<0.0001). Conclusion: Different forms of malnutrition among the students can negatively affect their performance, especially their educational status. Therefore, proper nutrition and increasing nutritional knowledge of primary school children and parents may help to prevent the problem.

Factors associated with hygiene practices among primary school children in southern Ethiopia

BackgroundEight years into the Sustainable Development Goal period, Ethiopia is not on track to achieve good hygiene practices among school children. Ensuring good hygiene practices among primary school children to prevent the spread of communicable diseases remains a challenge in most primary schools in Ethiopia. Therefore, the aim of this study was to identify factors associated with hygiene practices among primary school children in southern Ethiopia.MethodsA school-based cross-sectional study was conducted from June 3 to July 28, 2022, in five primary schools. The simple random sampling technique was used to select the school. Subsequently, 640 students were selected from the proportionally allocated sample size. Pretested semi-structured interviewer-administered questionnaires and observational checklists were utilized to collect data. The data was then entered into EpiData version 4.6 and analyzed using SPSS version 25. Variables with a p ≤ 0.25 at bivariate analysis were used to develop a multivariable logistic model to identify factors associated with hygiene practices. P < 0.05 with a 95% confidence interval was considered statistically significant.ResultsThe magnitude of overall good hygiene practices was 29.2% (95% CI: 25.81–32.59). Urban residence (AOR = 3.4, 95% CI 2.1–5.55), knowledge of handwashing (AOR = 4.5, 95% CI 2.8–7.36), being a member of a hygiene and sanitation club (AOR = 3.7, 95% CI 2.4–6.86), and experience of visiting a model school (AOR = 3.1, 95% CI 2.1–5.55) were found to be significantly associated with hygiene practices.ConclusionThe overall level of good hygiene practices in Kedida district was low. Therefore, it is essential to enhance health education on handwashing, establish sanitation and hygiene clubs, and conduct visits to district model elementary schools.

Neck Circumference as A Screening Tool for Obesity in Pre- and Primary School Children in Puducherry India – A Cross-Sectional Study

Introduction: Obesity has become the 21st Century’s greatest challenge and threat. Around 50% of the obese children become obese adolescents, of which 80% become obese adults. Methodology: Cross-sectional analytical study was done on 930 pre- and primary school children. Neck circumference, weight, height, waist and hip circumference was recorded. Overweight/obese identified according to WHO standards. Age-specific percentile charts for boys and girls were drawn with data from the apparently normal children in the study population. Results: The Neck Circumference measurements ranged from 23.64(±1.16) to 28.49(±2.87) in boys and 23.59(±1.63) to 27.6(±2.67) in girls. ROC analysis derived cut-offs for overweight and obesity in each age group/gender were found to have high sensitivity (80-100%) and specificity (60-95.9%). Using the reference percentile data/curves, and the cut –offs obtained by ROC analysis, a neck circumference above the 75th percentile for age and gender can be regarded as overweight and above the 90th percentile as obese in both boys and girls. Conclusion: The study concludes that the Neck circumference is a valid and effective screening tool for overweight/obesity in pre and primary school children.

Persian version of the McHale co‐parenting scale: The evaluation of the psychometric properties

AbstractValidation of the MacHale Co‐parenting Scale (1997) was examined in a sample of 192 Persian‐speaking parents who had children in primary school. Translation of this scale was performed using the forward–backward method. To assess reliability, internal consistency was used after translating the items into Persian. Face validity, content validity and structural validity were also applied to ensure tool validity. The results indicated that Ballit's sphericity test yielded a value of 1153.138 at a significance level of p < .05. Using varimax rotation, three factors (Family Integrity, Consistency and Conflict) were identified with eigenvalues greater than 1 and factor loadings higher than 0.5. The total factors explained 58.18 per cent of the variance in the data. Additionally, the Cronbach's alpha coefficient for the entire questionnaire was 0.84. The Persian version of the co‐parenting questionnaire has satisfactory psychometric properties with acceptable reliability and validity for measuring joint parenting among Iranian parents in terms of family integrity, consistency and conflict dimensions.

Adding a Piece to the Puzzle: Children’s Exposure to Idioms

Idioms are figurative multiword expressions that need to be learned as part of the native phrasal vocabulary. While it has been shown that non-figurative multiword expressions are acquired with language exposure, the learning process for idioms may be different because the figurative meaning adds complexity to the learning task. Idiom vocabulary overall develops relatively late, but it is unknown to what extent children are exposed to idioms, and what kinds of idioms they encounter. Here, we investigated children’s idiom exposure and its effect on the development of idiom vocabulary in three studies: we explore the frequency of a well-tested set of Dutch idioms in a corpus of child literature, test idiom familiarity in a controlled setting in primary school children, and compare those findings to a set of online familiarity ratings. We find that children’s idiom exposure differs from adult idiom exposure, when comparing idiom frequencies based on children’s books and a corpus with resources for adults. Idiom decomposability and idiom frequencies from the children’s books, but not frequencies from the adult corpus, influenced the familiarity ratings of older children, suggesting that language exposure and idiom characteristics, such as decomposability, both play a role in idiom acquisition.

Exploring the effects of a 12-Week functional training program on fundamental motor skills for primary school children aged 6–7

BackgroundFundamental motor skills (FMS) are the foundation of children’s movement. Professional guidance and customised training methods are essential to effectively acquiring and mastering fundamental motor skills. Recently, functional training has gained widespread popularity and is associated with numerous benefits. Therefore, this study aims to evaluate the effect of functional training on fundamental motor skills in children aged 6–7. MethodsThis study was conducted at a primary school. One hundred children were randomly selected from 382 who met the criteria and allocated to a functional training or regular physical education group, with 25 boys and 25 girls in each group. The research program lasted 12 weeks, with two weekly sessions, each lasting 40 min. The assessment of fundamental motor skills utilises the Test of Gross Motor Development and Pediatric Balance Scale. The pre-test and post-test data were analysed using generalised estimating equations. ResultsThe data analysis showed statistically significant differences between and within groups. There was a significant interaction effect of time and group on the gross motor quotient (x2 = 51.603, p = 0.001), locomotor subtest standard scores (x2 = 22.259, p = 0.001), object control subtest standard scores (x2 = 29.283, p = 0.001), and PBS balance scores (x2 = 24.881, p = 0.001). Furthermore, the main effect of time was significant for the four variables. However, the main effects of the group varied. Significant effects of the group were observed for the gross motor quotient (x2 = 8.662, p = 0.003) and object control subtest standard scores (x2 = 7.471, p = 0.006), but not for locomotor subtest standard scores (x2 = 2.558, p = 0.110) or PBS balance scores (x2 = 1.188, p = 0.276). Discussion and ConclusionsFunctional training can positively impact the development of fundamental motor skills in children aged 6–7, demonstrating greater effectiveness than regular physical education courses. These findings provide evidence that incorporating functional training into early childhood physical education can be an effective intervention for enhancing the development of fundamental motor skills.

REVIEW OF THE BOOK "A MODEL FOR DIAGNOSIS AND PREVENTION OF AGGRESSIVENESS IN THE BEHAVIOR OF ELEMENTARY SCHOOL-AGE STUDENTS

The review presents the monograph of Chief. Associate Professor Simona Nikolova, PhD "Model for diagnosis and prevention of aggressiveness in the behavior of primary school students", which is distinguished by relevance, given the dynamic and often extreme situation in the educational environment. The topic focuses on the need to prevent aggressiveness in the behavior of children of primary school age, as a form of overcoming negative manifestations in their behavior. The proposed model methodologically offers an idea for the work of the school psychologist with students of primary school age with the aim of developing cognitive and emotional skills for communicating with peers, developing empathic abilities and opportunities to evaluate others' behavior. The proposed program offers, in terms of content, the immediate work of the psychologist with the children in a real school environment.

Health Risk Assessment of Ambient Air Benzene Among Primary School Children in Urban and Rural Areas in Johor, Malaysia

Introduction: It is a fact that children are vulnerable, and are at risk from benzene, a volatile, carcinogenic organic compound. The aim of our study is to determine the levels of ambient air benzene and examine the non-carcinogenic and carcinogenic risks involved Methods: A cross-sectional study was conducted in two urban and two rural primary schools in Johor, Malaysia. Benzene concentrations were measured using BUCK Libra L-4 pumps and analyzed in the gas chromatography-mass spectrometry (GC-MS). Data were collected from 334 10-12 year old children, to calculate the exposure levels based on their body weights and heights. The hazard quotient (HQ) served to evaluate the non-carcinogenic risks, whereas the lifetime cancer risk (LCR) was determined with the aid of the United States Environmental Protection Agency (USEPA). Results and Discussion: Benzene concentrations were higher in rural than urban areas, surpassing the European Union (EU) standard of 5 μg/m³. It was also established that the highest average levels recorded were 6.89 ± 6.68 μg/m³. The HQ values, nonetheless, had indicated no immediate non-carcinogenic risk, while LCR estimates were found to be within a tolerable range across all sites. Findings showed that although the immediate risk from benzene exposure is low, long-term exposure still poses a significant cancer risk to children; even low levels of chronic exposure can heighten the likelihood of children to develop cancers. Conclusion: This study has produced a revelation that there are elevated benzene levels in rural areas in Johor. Despite the low, immediate non-carcinogenic risks, further investigation on the potential for long-term cancer risks is warranted. These risks can be addressed by conducting stricter air quality monitoring, enhancing vehicle emission standards, and introducing educational programs that can raise awareness about benzene exposure.

Preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory: Methodological and tech-nological aspects

Introduction. The article deals with the problem of preparing future teachers for delivering historical education and the formation of historical memory in primary schoolchildren. The purpose of the article is to clarify methodological and technological aspects of preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory. Materials and Methods. The study follows the value-semantic approach. The research methods employed include the survey, the unfinished sentence method, statistical methods and content analysis. Results. The authors summarized the existing theoretical research on this problem, identified the level of future teachers’ awareness about the history of our country, justified the need to apply a value-semantic approach to the process of preparing students for delivering historical education in primary school with the main focus on the formation of historical memory, and proposed ways of preparing students for delivering historical education. Conclusions. The authors conclude that the preparation of future teachers for historical education with the main focus on the formation of historical memory among students should be carried out on the basis of a value-semantic approach. The basis of readiness for the implementation of this process is high level of teachers’ awareness about the history of our country, as well as their understanding and practical application of the mechanism of historical education in conjunction with the formation of historical memory.

The relationship between the level of preschoolers’ cognitive development and the success of their adjustment to primary school

Introduction. The article studies the problem of children’s adaptation to systematic learning at primary school, which is significant in a rapidly changing world, determining both the conditions of the educational environment and the requirements for the level of preschoolers’ preparation. The purpose of this study is to evaluate the influence of the level of preschoolers’ cognitive development on their adaptation to systematic learning at primary school. Materials and Methods. The methodology of the study is based on a systematic approach that allows the authors to reveal psychophysiological characteristics of the subject, the complex of which provides the most complete picture of the child’s development. The following methods were used: theoretical analysis, synthesis; diagnostic methods, allowing to assess the level of cognitive development and academic performance of the examined children; methods of mathematical statistics for processing empirical data. Results. Through theoretical analysis and generalization of research data, it is shown that the majority of children have developed basic cognitive functions by the older preschool age. However, carrying out a comprehensive diagnosis of the preschoolers’ functional development in preparatory groups, the authors identified low levels of voluntary regulation, visual-spatial perception and visual-motor coordination in a third of the examined preschoolers. Based on the data analysis of these children’ academic performance at primary school, the authors identified influence of the level of the above mentioned cognitive functions in preschool age on academic performance at primary school. Longitudinal analysis showed a gradual increase in academic performance in this group of students by the third year at primary school. Conclusions. Based on the results obtained, the authors showed that the level of cognitive functions development, as well as social and communication skills, significantly influences the successful adaptation of first-year primary schoolchildren and subsequent academic performance at primary school. In conclusion, the authors point out that it is necessary to conduct a comprehensive assessment of cognitive development in older preschool age in order to identify individual characteristics and predict possible risks of maladjustment at school.

The effects of hybrid physical activity program on various motor skills in primary school children

Background and Study Aim. Physical activity in children is fundamental to the development of motor skills. Despite its importance, physical activity programs do not fully address the needs of this age group. This study examined the effects of a hybrid physical activity program on specific motor skills in primary school children. Material and Methods. A quantitative single-group pretest-posttest model was used in this study. The research group included 34 voluntary students, with 19 boys and 15 girls, all in the 3rd and 4th grades of primary school. Participants followed a hybrid physical activity program developed by the researcher. The program lasted for 8 weeks, with sessions conducted 3 days a week face-to-face and 4 days a week at home. Home sessions involved parental support through the Moodle system, using educational videos or visual games. Each session lasted one hour and was supervised by an expert trainer. Motor competence data were collected using the second version of the "Test of Gross Motor Development-2" (TGMD-2), known for its reliability and validity. The data were analyzed using the SPSS 26.0 statistical package, with a significance level set at p<0.05. Results. The study's findings showed significant differences in some sub-skills and total raw scores of the locomotor and object control tests between boys and girls (p < 0.05). Significant differences were also found between the 8- and 9-year-old groups in sub-skills and total raw scores (p < 0.05). Additionally, a significant difference was observed in certain sub-skills and total raw score assessments between the 3rd and 4th grades (p < 0.05). Conclusions. The hybrid physical activity program proved to be an effective approach for enhancing motor skills in primary school children. The findings highlight the importance of tailored physical activity programs that consider individual characteristics such as age, gender, and grade level. Implementing such programs in both school and home settings can promote more comprehensive motor development in children.

Error Climate and Gender as Factors Influencing Error Reactions in Primary School Children

Errors can support learning processes when students react to errors on an affectivemotivational adaptive and action-adaptive level. Empirical findings indicate that these adaptive reactions to errors are influenced, among others, by the error climate in the classroom as an overarching factor of different dimensions. There is further evidence that there are gender differences in student reactions to errors and that these are differently associated with the dimensions of the error climate. Less is known about the interaction between these variables and whether there are gender-specific differences in adaptive reactions to errors, specifically in primary schools. The aim of the study was to replicate findings on the relevance of error climate as an overarching factor and its dimensions for adaptive reactions to errors in primary school children. The study also investigated gender differences in student perceptions of the error climate, which may explain gender differences in students' adaptive reactions to errors. The sample encompassed third and fourth graders (N=675). Analyses at both the individual and class levels replicated findings from the secondary level for the primary level and revealed further gender-specific differences in student learning from errors that were associated with gender differences in primary school children’s perception of the error climate.

Mediators of the association between physical activity and executive functions in primary school children

ABSTRACT There is growing interest in identifying the mechanisms underpinning the effects of physical activity on executive functions (e.g. inhibitory control, cognitive flexibility) in children. Our study examined cardiorespiratory fitness, muscular fitness, and motor competence as potential mediators of this relationship. The study used baseline data from the Learning to Lead (L2L) cluster randomised controlled trial. In total, 675 children (7–11 years, 49.5% girls) completed measures of moderate-to-vigorous physical activity (MVPA), cardiorespiratory fitness, muscular fitness, motor competence, and executive functions. Structural equation modelling was used to examine the potential mediating roles of cardiorespiratory fitness, muscular fitness, and motor competence in the cross-sectional association between MVPA and executive functions. Cardiorespiratory fitness (β = 0.06, SE = 0.021, p = 0.004) partially mediated the association between MVPA and cognitive flexibility. Muscular fitness was a significant mediator of the association between MVPA and both inhibitory control (β = 0.03, SE = 0.014, p = 0.027) and cognitive flexibility (β = 0.06, SE = 0.021, p = 0.005). No significant mediated effects were found for motor competence. Our findings suggest cardiorespiratory and muscular fitness (but not motor competence) mediate the association between physical activity and executive functions in children.

The impact of the COVID-19 pandemic on physical activity among primary school children in Ireland

Abstract Background The containment measures implemented during COVID-19 to curb the virus’s spread disrupted family life globally and profoundly impacted children’s daily behaviours. A decrease in children’s physical activity during COVID-19 is one such health behaviour change that was observed in many European countries. This study aimed to understand the pandemic’s impact on primary school children’s physical activity in Ireland which is important given the epidemic of childhood obesity and chronic diseases in the long term. Methods All Childhood Obesity Surveillance Initiative (COSI) participating countries (n = 45) could voluntarily implement the COVID study as part of their COSI Round 6 (R6) data collection or separately. The parents of First and Second-class primary school children (n = 2,784) who consented to participate in COSI-Ireland R6 were invited to complete the family survey which included the standardised COVID study. The COVID module assessed children’s lifestyles and health behaviours before and during the pandemic through 12 questions. Consenting parents supplied their email or postal address and completed the survey in hardcopy or electronically using LimeSurvey. Descriptive statistics were then calculated on the cleaned pseudonymised dataset (n = 1,060) using IBM SPSS Statistics 27. Results The time spent playing actively outside school hours remained the same for some children on both weekdays and weekends (24.2% and 37.1%, respectively). An increase rather than a decrease in the time spent in active play was also observed among almost twice as many children across Ireland on both weekdays (47.3% and 24.2% respectively), and weekends (40.10% and 21.80% respectively). Conclusions The positive findings show that the public health messaging from the Irish Government which emphasized the importance of staying active during COVID-19 may have been effective. Further research to assess children’s physical activity during COVID-19 is warranted to inform future pandemics. Key messages • In Ireland, unlike in many European countries, a substantial number of primary school children increased their time spent playing actively during the COVID-19 pandemic. • A unique trend in Irish children’s physical activity levels compared to their European counterparts.

The impact of a rural school-based oral health intervention among primary schoolchildren in Armenia

Abstract Objectives Oral health (OH) interventions are shown to be effective in improving children’s OH status and behavior. This study evaluated the effectiveness of a school-based OH intervention combined with OH educational activities on rural schoolchildren’s OH status and behavior in a rural setting in Armenia. Methods The study population were primary schoolchildren of Mrgashat village, Armavir province, Armenia, and their parents. The intervention included sealant application to eligible permanent molars of children and fluoridization of their teeth twice a year over a two-year period. Educational activities included a training session for children and their parents, and distribution of educational materials among them. Baseline (BL) and follow-up (FU) assessments were conducted before and after the intervention (in 2022 and 2024) to evaluate its impact. Both assessments included clinical examination of children’s OH status by calculating their DMFT/dmft index, and telephone survey among parents on OH knowledge and behavior. The changes in DMFT/dmft index and OH knowledge and behavior scores were measured using paired t-test. Results Overall, 94 children and their parents participated in both BL and FU assessments. There was no significant change in the parental OH knowledge score: 77.4% (SD 14.0) at the BL and 78.7% (SD 13.2) at the FU. Yet, children’s OH behavior score increased significantly: from 44.9% (SD 18.2) at the BL to 60.0% (SD 15.4) at the FU (p < 0.001). Children’s DMFT/dmft index also improved significantly: from 7.31 at the BL to 5.09 at the FU assessment (p < 0.001). Conclusions The study demonstrated the effectiveness of the OH intervention in improving children’s OH status and behavior. Therefore, we recommend expansion of the intervention with inclusion of more rural sites in Armenia, and targeting primary schoolchildren, considering the importance of timely preventive interventions and early development of healthy habits for better OH later in life. Key messages • Oral health interventions among primary schoolchildren covering awareness raising and carries prevention activities result in positive changes in children’s oral health habits and teeth health. • Expansion of this type of interventions with inclusion of new rural sites and conduction of further assessments to explore the long-term effects of such interventions are recommended.

Prevalence of Tooth Decay and Related Factors Among Primary School Children

Abstract Introduction Tooth decay is considered the fourth most important public health problem in the world. According to the latest studies, the prevalence of this disease is also important in school children. The interest of this work is to study the prevalence of dental caries and its influencing factors in primary school children in the city of Sousse (Tunisia) and to formulate recommendations for the prevention of this phenomenon. Methods It is a cross-sectional study conducted among pupils enrolled from 1st and 3rd grade of 3 primary schools in the city of Sousse in April 2022 through a questionnaire filled out by the pupils. Results A total of 376 participated in the study. Among them, 52,4% were male. The mean age was 7.4 ± 1.2 years. The prevalence of dental caries in our population was 43.9%. Many factors were associated with dental caries including pupils from public schools (p = 0.000), poor oral hygiene: [lack of tooth brushing (p = 0.000), tooth brushing only 1 time per day (p = 0.000), eating in the evening after brushing the teeth (p = 0.000), lack of changing the toothbrush (p = 0.000)] and unhealthy eating habits (p ≤ 0.05). Consequently, dental caries was significantly higher among children with overweight body mass index (BMI) (90.9%; p = 0.016). Conclusions The organization of awareness and information days in schools, the integration of an education program on preventive measures against this phenomenon and the generalization of screening campaigns to detect this disease are necessary measures that should be carried out according to a well determined strategy. Key messages • Dental caries prevalence among primary school children in Sousse is significant, highlighting the urgent need for preventive measures. • Factors such as poor oral hygiene, unhealthy eating habits, and attending public schools contribute to the prevalence of dental caries.

Facilitators and barriers to improving beverage consumption among primary school children in Belgium

Abstract Background School is seen as a relevant setting to intervene in children’s health behaviour, including their beverage consumption. A randomized controlled trial (DRINK) has been implemented to compare nutrition and sustainability-based interventions to reduce sugary beverages and to increase tap water consumptions among primary school children in French-speaking Belgium. The aim of this qualitative study was to describe the context before the intervention implementation and to identify the facilitators and barriers to implementing the project. Methods In 2021, the 48 schools included in the trial responded to a semi-structured interview prior to the intervention, and 30 were interviewed one year later. School characteristics (including socioeconomic index, SEI) and contextual components were summarised. The qualitative corpus was analysed using thematic content methods to identify emerging themes, then classified into obstacles and facilitators. Results Of the 48 schools, 70.8% were Walloon, 76.6% had a medium or high SEI, and 41.7% included less than 90 pupils. The majority had already implemented nutrition and sustainable development initiatives before the trial. While taps were available in classrooms and reusable bottles were used, the initiatives could be extended, e.g. to increasing the number of water points. The main facilitators were the interest to receive additional support by the schools already involved in other projects, and the flexibility of the intervention. The main barriers were related to lack of access to tap water; insufficient support for the implementation of the intervention; and poor availability of school staff to get involved in such a project. Conclusions Alongside the main trial findings, understanding the facilitators and barriers will enable the intervention to be further adapted and extended. Considering the school context and perceptions is essential to ensure effective and durable school health initiatives. Key messages • Largely involved in promoting nutrition and sustainability, the schools were keen to receive support to continue. • Strengthening access to water, communication and support for schools are essential.

Co-designed Health Literacy Activities for Children in Primary Schools

Abstract Early exposure to health literacy (HL) and fostering children’s HL development for health promotion purposes is believed to positively influence their ability to lead healthier lives during adulthood (WHO, 2021). Our qualitative study on children’s perspectives on health and HL showed that children perceive health in a broader context emphasizing aspects of everyday life. When engaging with health information, they often encounter irrelevant information and struggle to discern its trustworthiness (van Boxtel et al., in preparation). In this study, we aim to co-design HL activities with children in primary school for the context of health promotion. Children, aged 9-12 years, formed co-design teams and participated in six 1-hour sessions. Initially, they discussed what HL is and selected the most relevant HL skills to address. Through activities like body mapping, they explored ways to learn these skills. Subsequent sessions involved brainstorming ideas for the designing, and prototyping activities. A larger group of children tested these prototypes, followed by evaluations and improvements by the design team. Preliminary results indicate that children prefer designing HL activities that resonate with their everyday experiences. However, they often relied on familiar ideas unless aided to think creatively, therefore we used AI tools for ideation. The final designs, such as life-sized board game about healthy food, show potential to learn HL in schools. Results of the learning outcomes from these activities are pending and will be presented at the conference. Co-designing with children leads to meaningful HL activities that encourage active engagement with health information. This study inspired us to build a toolbox for learning HL skills for children aged 9-12-years-old in primary schools or childcare settings. We also aim to co-design other identified HL skills and competencies from our Delphi study (Van Boxtel et al., in preparation). Key messages • HL activities co-designed by children reflect daily life relevance, fostering deeper engagement and learning. • Using co-design, we enable children to actively engage with health information and learn specific HL skills.