Primary School Research Articles

Empirically exploring the association of health literacy with schoolchildren’s health behaviours

Abstract Background Health literacy (HL) is a modifiable factor contributing to the promotion and maintenance of health and well-being throughout an individual’s life. Identified as a priority in Wales, UK in 2010, progress has since stalled despite health and education as national policy priorities and international policy growth. There is a gap in understanding of children in Wales’ HL needs, particularly below adolescent age ( < =11 years). Methods This study aimed to scope a measure of children’s HL to be integrated into the existing HAPPEN Cohort Study survey, which collects self-reported health behaviours of children aged 8-11. A review identified the Health Literacy of School-Aged Children (HLSAC) tool which conceptualises health literacy as a learning outcome. A convenience sample of n = 15 primary schools were recruited in April 2023 through HAPPEN and n = 669 school children n = 669 completed the online survey between May-June 2023. Results Preliminary data using sum HLSAC scores show a proportion of children with low (20.5%), moderate (52.8%) and high HL (26.8%). Independent samples t-tests comparing mean HLSAC scores with binary self-reported health behaviours show higher HL scores for weekly behaviours (p < 0.05); feeling less tired (0-4 days: 15.1+-4.1, > =5 days 14.5+-3.4), can concentrate (0-4 days: 14.3+-3.6, > =5 days: 15.5+-4.0) and consume less fizzy drinks (0-4 days: 15.0+-3.9, > =5 days: 14.0+-3.8). Further, for can ride a bike (no: 14.3+-4.0, yes: 15.0+-3.9), can swim 25m (no: 14.6+-3.7, yes: 15.1+-4.0), someone active in the household (no: 14.3+-3.8, yes: 15.2+-4.0) and higher health well-being (<7/10: 13.9+-3.5, > =7/10: 15.3+-3.9). This preliminary data will be strengthened with further analyses including regression. Conclusions Associations appear between various important health behaviours spanning physical activity, nutrition, cognition and wellbeing. Capturing children’s HL and health behaviour needs enables targeted health promotion and education activities.

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.

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.

Health disparities continue to report in DEIS schools: Irish COSI Round 6 study

Abstract Background Previous reports have identified clear differences in the prevalence of overweight and obesity among children living with disadvantaged compared to those living in advantaged circumstances. Childhood obesity is influenced by factors in the home environment, including lifestyle behaviours and socio-economic status. The Childhood Obesity Surveillance Initiative (COSI) family survey provides insights into these factors, particularly in children that attend disadvantaged (DEIS) and non-disadvantaged (non-DEIS) schools. Aim This study aims to compare various demographic and socioeconomic factors within the home environment of primary school children across DEIS and non-DEIS schools in Ireland, elucidating the differences in their performance with implications for health policy. Methods Parents of 1st and 2nd class children (mean age 7) from 121 sentinel schools invited to participate in the family survey, returned it by post or online using Lime Survey. Ethical approval was secured for COSI R6, with consent from families. Data on demographics, diet, transportation, activities, and clinical characteristics of children in Ireland were collected, anonymised and analysed in SPSS, comparing children from DEIS (n = 147) and non-DEIS (n = 1014) schools. Results Around 88% of respondents of returned surveys included in the study (n = 1161) were mothers. Significant disparity in families with diabetes diagnosis or treatment observed between DEIS and non-DEIS schools (10.6% vs. 5.4%, p = 0.016). Breastfeeding rates were higher in non-DEIS schools (57.0% vs. 46.9%, p = 0.015). Children consuming at least 3 portions of fruits and vegetables daily were also higher in non-DEIS schools (58.9% vs. 46.0%, p < 0.001). More children in non-DEIS schools engaged in physical activities outside of school hours (93.7% vs. 74.5%, p < 0.001). Conclusions The findings underscore the significant socioeconomic disparities between families whose children attend DEIS and non-DEIS schools in Ireland. Key messages • Irish COSI R6 reveals disparities in health-related factors between disadvantaged and advantaged schools. • Targeted interventions and policies are necessary to address factors influencing child health.

Parental Engagement in Early Childhood Education: The Case of Debre Tabor Schools, Ethiopia

ABSTRACTParental engagement (PE) in early childhood education refers to the different ways parents get involved to help children's learning. Drawing on Ecological Systems and Social Capital as theoretical frameworks, this research explored parents' engagement experiences in early childhood education in primary schools in Debre Tabor Town, Ethiopia. A qualitative approach with a case study design was employed in this study. Through purposive sampling, 12 key informants, such as parents, school principals and teachers, were chosen from five primary schools for in‐depth interviews. Thematic analysis was used to analyse data from interviews focusing on four dimensions of PE: communication, learning at home, collaborative partnership and creating a nurturing environment. Results showed that parents excelled in creating a nurturing home environment to support their children's education. However, the study revealed low engagement from parents in communication, collaborative partnership and learning at home activities. It highlighted that parents' engagement in working with others to help the education of their children was not motivating. Lastly, the study also identified the reasons behind parents' low engagement in early childhood education, many of which are associated with parent‐related, and school‐related. Generally, the research indicated parents had limited engagement in their child's pre‐school education.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes

ABSTRACT International research has illustrated that learning support staff (LSS) play a crucial role in the instruction of children with special educational needs and/or disabilities (SEND): they support the children’s classwork while teachers manage the whole-class instruction. However, fewer research studies have explored LSS’s role in the children’s socioemotional learning, although this support is highly important for pupils’ regulation of negative emotions, effective participation in whole-class conversations, and academic learning. The current research explores LSS socioemotional practices in a relatively unexamined country (Italy), providing LSS with a high level of training. Thirty-one primary-school-LSS members completed a questionnaire and interview. The LSS reported infrequently supporting the socioemotional learning of children with (and without) SEND despite their difficulties. Also, they appeared to overly control the children’s peer interactions and emotions, minimising their self-management. The participants associated their infrequent socioemotional instruction with their limited socioemotional training and preparedness, and insufficient persuasion by the national curriculum to promote socioemotional education. Findings are largely interpreted using a new ‘multidimensional, scaffolding framework’ linking LSS socioemotional practices and related children’s learning. Findings also suggest that the framework could usefully guide LSS training.

Assessing the Role of Homework in Enhance Students Performance in Private Primary School in Arusha City

The purpose of this study was to investigate the role of homework in enhancing students’ academic performance in Arusha city. The specific objectives were to investigate the extent of homework given to students and its contribution to their academic performance in private primary schools. The study adopted a cross-sectional design and a quantitative approach, collecting data from 48 respondents, including 30 students and 18 teachers, using questionnaires. The tools were validated by experts and pilot tested to ensure reliability. Data were analyzed using descriptive statistics with SPSS, and results were presented in tables and figures. Ethical considerations were observed, and all sources were cited in the Harvard style. The findings indicate that most teachers assign homework daily and students agreed that homework improves their time management and understanding of topics. However, opinions vary on the difficulty of homework tasks. The study concluded that homework is a crucial tool for reinforcing learning and developing essential skills. It was recommended that the government ensure homework aligns with curriculum goals, teachers regularly assess homework tasks and parents provide a supportive environment for homework completion.

Preparedness of Public Primary Schools in Tanzania for Educational Reform Implementation: A Case of Mbulu Town Council

This study was conducted to assess the preparedness of public primary schools in Mbulu Town Council, Tanzania for the implementation of educational reforms. The study employed a convergent design within a mixed-methods approach, utilizing questionnaires administered to teachers and interviews conducted with head teachers and ward education officers. Findings indicate that teachers are somewhat prepared for reform implementation, with engagement in self-directed learning and awareness of educational reforms. However, challenges such as inadequate teaching and learning resources were highlighted, including shortages of classrooms and books. Ward education officers, trained on the reforms, have been instrumental in disseminating knowledge to teachers. Overall, while there is moderate preparedness, addressing resource inadequacies and providing comprehensive training is essential for successful reform implementation in public primary schools. The study recommends consistent provision of resources and comprehensive training programs to enhance readiness and ensure uniform implementation of reforms.

An Evaluation of Education Policy in England since 2010 and the Policy Consequences for Small Primary Schools

The fate of small primary schools (pupils aged five–eleven years old) in England is linked to education policy reforms. This paper presents an evaluation of selected education policy reforms in England since 2010 with suggested consequences for small primary schools. The research was undertaken using a qualitative research methodology that employed a document analysis method to create a Policy Document Analysis Frame (PDAF) for the policy evaluation. The implications of the policy reforms for small primary schools were examined through the conceptual lens of Educational Isolation. Educational Isolation identifies the limiting factors of place for a school’s access to the resources required for school improvement. Education policy reform is focused on school improvement. Small primary schools in England are typically located in rural neighbourhoods with sparse populations, resulting in an average of just over 100 pupils per school. The findings suggest that the contextual factors of place and size for small primary schools in England present disadvantages in relation to the selected national education policy reforms. The national funding formula, Multi Academy Trusts (groups of schools independently regulated but centrally funded by the state), and National Standards are the key policy reforms, driven by a neo-liberal ideology, that are suggested to have implications for the future of small schools. Recommendations are offered to the new 2024 Labour government that would support the re-instatement of small primary schools as an integral part of the education landscape in England.

Changes in health, lifestyle, and wellbeing of children with type 1 diabetes and their parents during the pandemic

ObjectiveThe COVID-19 pandemic restrictions have substantially affected people’s health and rapidly changed their daily routines. This is a prospective study that investigated the impact of the pandemic on primary school children with Type 1 diabetes and their parents during the first lockdown in Kuwait.MethodsA questionnaire battery related to mental health, well-being, and lifestyle was administered at baseline in Summer 2019 (face-to-face, at a diabetes outpatient clinic) and at follow-up during lockdown in Summer 2020 (via telephone, in adherence with COVID-19 restrictions). Data were collected for 70 dyads with children aged 9–12 years.ResultsSignificant differences were found in most scores for both children and parents. Their mental health worsened to a higher level of depression, anxiety, stress, and a poor level of wellbeing. The average scores on the follow-up tests fell within a clinical range on these measures. Significant differences in their lifestyle, compared to before the lockdown, included decreased levels of physical activity and lower healthy core nutritional intake.ConclusionsOur findings indicate that the COVID-19 lockdown has had a significant psychological and possibly physiological impact on children with Type 1 diabetes and their parents. We conclude that there is a need for mental health support services focusing on these groups. Although full lockdown restrictions will have stopped in the past year, post-pandemic stressors may be expected to continue to adversely affect this cohort.

Literature Review of Studies on the Effects of Short Tennis on Fundamental Movement Skills of Primary School Students

Literature Review of Studies on the Effects of Short Tennis on Fundamental Movement Skills of Primary School Students

A szlovákiai magyarság történetének reprezentációja a szlovákiai alapiskolai történelemtankönyvekben

Representation of the History of the Hungarian Minority in Slovakia in Slovak Primary School History Textbooks In the past two decades, Gyula Popély, Attila Simon, László Szarka, Árpád Popély, Gergely Sallai, József Gyönyör and Katalin Vadkerty have written numerous summaries on the history of Hungarians in Slovakia, but what is less known is what children learn about this period sitting in the classroom. What can Hungarian students in Slovakia learn about their history from the textbooks, so that they can develop and shape their image of Hungarianness and form an emotional attachment to their nation, which could greatly contribute to halting the assimilation process that is affecting Hungarians in Slovakia. Of course, in addition to the school, the values conveyed by the family and home environment, society and culture are also decisive (e.g. commemorating the anniversary of the Treaty of Trianon or the day of remembrance of the Hungarians expelled from southern Slovakia). Since the school is the main source of such impact, we chose to study how our own history is reflected in history textbooks, and so we based our research on history textbooks for primary schools in Slovakia. Unfortunately, however, we do not know what other important events and additions, apart from the information in the textbooks, are mentioned in the lessons by the teachers who teach history. To explore this further, a comprehensive questionnaire survey of history teachers in primary schools in Slovakia would be needed, so in our study we have made observations and drawn conclusions only on the basis of the history textbooks analysed.

Collaboration as foundational in the transition from preschool to primary school: a shared action research project between educational settings

ABSTRACT This paper presents a collaborative action research project developed from the experiences of teachers at a preschool and a primary school during, and in the aftermath, of the Covid-19 pandemic. By adopting a hermeneutic phenomenological approach, there is a considered awareness of the life-world of the children, their families, as well as the educators at both settings. Through reflexive engagement in the action research process, this paper identifies key messages to inform a child-centred pedagogy to support transitions as well as outlining some practical strategies for early years and primary school settings.

Sovietisation of Schools in 1940: ideological constraints from teachers, selebration of boshevik a coup d'état in in Schools of Šakiai County; (2)

This article contains archival factual material related to other primary schools in Šakiai County. It briefly assesses the situation of the teachers under the supervision of the so-called Šakiai County Committee and the local Bolsheviks (communists), Komsomol members and other collaborators, who had formed the structures of the county and district executive authorities. The superintendence manifested in the form of letters (often without even consulting the county inspection of elementary schools), various instructions (written or verbal) and the meetings organised for giving them, unexpected visits to the school during lessons, etc. In this article, the word ‘Bolsheviks’ is also used alongside the terms ‘Soviet(s)’ or ‘Communist(s)’, especially since the Republic of Lithuania was occupied by the Bolsheviks of the USSR in June 1940, and the Lithuanian Communists joined the All-Union Communist Party (Bolsheviks) or ACP(B) in 1940, where the ‘B’ in the parenthesis in the party’s name was intended to emphasize the Bolshevik character of the party that had taken over power in the former tsarist Russian Empire. The words ‘celebration’ and ‘celebratory’ and the constructions with these words are used in quotation marks because for the majority of society, for the parents of the pupils, and through them for the majority of the pupils, it was a celebration of the Bolshevik occupants and the local collaborators who served them. The article also uses the shorter construction of ‘October Revolution celebrations’ – ‘October celebrations’.

The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions

The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.

The Sense of Security and Comfort in Education—Development, Validation, and Interpretation of a New Questionnaire

The purpose of this study was to measure the sense of security and comfort (SSC) as a latent construct in compulsory education. Taking theoretical considerations into account, a questionnaire for primary and secondary schools was developed in several pre-studies and then empirically tested. The sample consisted of 1462 students from 17 schools and 87 classes (n = 1376) in Austria. For the validation, the structural equation modeling (SEM) approach was used to test the dimensional plausibility, the nomological plausibility, and the measurement invariance of the SSC, as well as to identify the central predictors of the SSC. The results indicate that the four-factor solution found is empirically valid and plausible against the background of the theoretical assumptions. Therefore, this study opens up the possibility of appropriately addressing this complex social emotion in the educational context in the future.

Analysis of Gender-bias in the Current State of American Education

Abstract: In today's society, educational equity has become the focus of global attention, and gender bias, as an important form of educational injustice, poses a significant obstacle to the growth of individuals and the ovall progress of society. This paper aims to explore the issue of gender bias in the current situation of American education, focusing on its manifestations, impact mechanisms, and potential improvement strategies. The study uses literature analysis, case study and data analysis to explore the gender bias in education in the United States. The subjects range from primary school to higher education, with data derived from government reports, academic research results, and social surveys. This study found that gender bias exists widespread in American education, not only in curriculum, textbook content, and teacher-student interaction but also profoundly affects students' learning motivation, self-perception and future career development. Therefore, eliminating gender bias and promoting educational equity are of great significance for the long-term development and prosperity of American society.

Kayanapussana Satipatthana and the Buddhist practices of Samadhi and Sati as foundational practices in the development of Thai musical skills

The Buddhist Vipassana technique of Kayanupassana Satipatthana is used to develop samadhi (concentration) and sati (awareness) in the practices of Thai classical music (dontri Thai) teachers working in a Thai primary school and the specialist music school in a Thai university. While previous studies have explored the use of mediation as a means of alleviating stress or spiritual progress, the techniques described here are adapted in this dontri Thai pedagogy to help musicians optimize learning and performing through the cultivation of concentration, awareness, and bodily control. Within this pedagogy, sharpened concentration leads to heightened awareness which allows greater insight into the students’ state of mind, musical sounds, and sensory feelings in their bodies. This enable performers to reproduce what is conceptualized as the “ideal” sound. Students commence musical training by practicing meditation while producing a single note, a short melody, or a technical skill. The task is repeated until the tripartite goal of mental and physical immersion and the production of the ideal sound is achieved. The four key components of the method are integrated within a holistic and iterative learning process in which the student progressively develops the ability to focus on all relevant elements in a single moment.

Sappho Scientific Evidence Platform on Gender: Narratives of Academics and Non-Academics about a Community Science Case

Modern society's digitization has led to the creation of online science platforms. Research shows that academic-oriented platforms boost active research teams, enhance scientific collaboration, and encourage manuscript reviews. However, there is limited research on platforms for citizen participation in science. This study examines the Sappho Scientific Evidence Platform, which aims to provide a science-based participatory tool with a focus on gender-related issues. Using a qualitative communicative approach, 10 users (6 primary school teachers, 2 researchers, and 2 university professors) were interviewed about their platform usage, impacts encountered, and the dialogues between citizens and scientists. The findings reveal that both academics and non-academics can contribute to science on Sappho. Participants reported improved scientific literacy, enhanced conversations about scientific evidence, and the use of this evidence in their personal and professional lives. The platform empowers users to critically engage with gender issues. These results highlight Sappho's positive impact and its potential as a valuable tool for promoting scientific evidence among its users.