School-based Programs Research Articles

Evaluation of school-based mental health literacy program in high school students: a scoping review protocol

Evaluation of school-based mental health literacy program in high school students: a scoping review protocol

DISASTER-SAFE-SCHOOL BASED PROGRAM FOR THE PSYCHOLOGICAL PREPAREDNESS OF ELEMENTARY SCHOOL STUDENTS

Background: Earthquake and tsunami are high risk disasters in the coastal areas of Java. The lack of psychological preparedness in coastal areas poses a threat to risk groups, especially school-aged children. Prevention efforts that can be carried out are through disaster-safe school-based programs through disaster management educational vehicles Objectives: The aim of this research was to analyze the influence of disaster-safe school-based programs on psychological preparedness in facing earthquake and tsunami disasters in school-aged children Methods: . The method used was a pre-experimental design. The sampling technique used purposive sampling with a sample size of 54 respondents. The sample was school age children who lived on the coast of Malang Regency. The measuring tool used the Psychological Preparedness for Disaster Threat Scale (PPDTS) questionnaire. The statistical test used was the paired t-test Results: The results showed that there were differences in psychological preparedness before and after school-aged children were given a school-based program that was safe from earthquake and tsunami disasters (0.000). Conclusion: The conclusion is that there is an influence/impact of disaster-safe school-based programs on the psychological preparedness of school-aged children in facing earthquakes and tsunamis.

The Prevalence of Complicated Grief Among Children Who Have Lost Loved Ones in Selected Public Primary Schools in Nairobi County, Kenya

The inability of children to comprehend and process death due to factors like chronological age, attachment of the child to the deceased, nature of death, and family support, might lead to delayed or prolonged grief and consequently complicated grief (CG). Complicated grief in a child’s life can affect his/her social and cognitive functioning manifesting in antisocial behaviours. This study aimed to determine the prevalence of complicated grief among children who had lost loved ones in selected public primary schools in Nairobi County. This study was guided by Piaget’s Cognitive Development Theory. Multistage sampling, purposive sampling, inclusion, and exclusion criteria were used to select 259 pupils aged 10-13 years who had lost a loved one in the last year. Purposive sampling was also used to select 22 class teachers of the bereaved pupils who participated in the study. The study employed a convergent mixed-method design. Data was collected through self-administered questionnaires (SDQ, ICG, and STAB) and interviews. Quantitative data was analyzed through descriptive and inferential statistics using SPSS Version 25.0. The findings indicated that the prevalence of complicated grief was 26.1%. The study concluded that complicated grief was prevalent among children who had lost a loved one. Therefore, the study recommends that the Ministry of Education introduce a school-based counseling program incorporating grief intervention techniques in public primary schools. During grief, a child’s world changes unexpectedly from conversant, predictable, and safe, to chaotic and dreadful. Parents and caregivers are also implored to brace up and talk about death to children, and involve them during funeral preparations.

Refugee youth’s perspective on the role that food insecurity plays in a healthy community: a photovoice project

PurposeFood insecurity is a major public health concern, especially for refugee families. Despite the growing population of refugee families in the USA and the harmful effects on youth’s health and well-being, there are limited qualitative studies exploring food insecurity among US refugee adolescents. The use of community-based participatory research and photovoice can highlight the strength of gathering and sharing underrepresented and disadvantaged group experiences. The purpose of this study was to understand adolescent refugee's food insecurity perspectives and experiences, with a nutrition and food access focus. Three main themes and nine subthemes emerged around the role that food security plays in a healthy, thriving community. The main themes included food must be more accessible in school; importance of food access in one’s community; and food access and creating a vibrant community. Implications regarding how to apply these results with community and school-based food programs are discussed.Design/methodology/approachThis study followed a phenomenological research approach to understand the experiences of refugee youth and what constitutes healthy food access in a community. Data analysis was conducted using Braun and Clarke’s (2006) thematic analysis to ensure that data saturation was met (Guest et al., 2006).FindingsThe thematic analysis of the photovoice methodological approach revealed three main themes and nine subthemes around the role that food security plays in a healthy and thriving community. These themes are as follows: food must be more accessible in school; importance of food access in one’s community; and food access and creating a vibrant community.Research limitations/implicationsFunding resources limited the duration of meeting in which we could meet and discuss the photo’s students were taking. Second, consistent with phenomenological studies, the sample size was small. However, common sample size for studies using a phenomenological approach ranged from 5 to 25 (Creswell et al., 2007), which is in alignment with this study. Next, while participants did receive training in the SHOWeD method, the photography training was limited to only one hour. Despite the limited training, participants felt they had sufficient knowledge and skills to take the necessary pictures.Practical implicationsThis study provides important policy implications for school-based food programs, such as food pantries and free or reduced school meals, and how it plays an important role in refugee youth’s well-being and education. Based on feedback from the study participants, many school-based food programs were considered not available or easily accessible, and that youth and their families were often unaware of programs available to them. This study revealed the important role schools can play in ensuring food security among refugee youth and their families as well as for refugee youth to reach their full potential equitably.Originality/valueThis study used a creative research approach that integrates photovoice as a means to elevate the voices of a marginalized populations. This approach has been identified as one of the most culturally appropriate method when working with refugee children and youth (Pieloch et al., 2016). Second, the study included having multiple meetings, that recruited from previously established partnerships. This form of community building and activism elevates participants voices (Catalani and Minkler, 2009). Finally, this study used a cycle of photography and discussion and held a final public photo exhibition for both the participant’s community and its influential leaders (Catalani and Minkler, 2009; Evans-Agnew and Rosemberg, 2016). The results of this study have important policy implications for schools and communities.

Youth participation in substance use prevention: A national profile, 2011–2019

PurposePrevention efforts are critical to avoid the negative consequences of substance use in adolescents. This study aimed to examine national trends and sociodemographic differences in adolescents' participation in school-based substance use prevention (SUP) education, community-based SUP programs, as well as family conversations about substance use. MethodsPublicly available data for adolescents aged 12–17 from the annual cross-sectional surveys of the National Survey on Drug Use and Health 2011–2019 were analyzed. ResultsAcross the survey years, up to 74.9%, 12.2%, and 58.1% of adolescents reported having participated in school-based SUP education, community-based SUP programs, and family conversations about the danger of substance use in the past-year, respectively. From 2011 to 2019, statistically significant decreases were observed in adolescents' participation in school-based SUP education (OR = 0.97, 95% CI: 0.96, 0.98, p < 0.001) and community-based SUP programs (OR = 0.98, 95% CI: 0.97, 0.99, p < 0.001). Meanwhile, no significant changes were observed in adolescents' participation in family conversations about the dangers of substance use. Overall, lower levels of participation in school-based and community-based SUP programs were found in adolescents aged 16–17. Adolescents living in rural areas showed lower levels of participation in school-based SUP programs and family conversations about SUP. Racial/ethnic minority adolescents overall were less likely to participate in conversations with parents about SUP than Whites. ConclusionsFurther development and implementation of developmentally appropriate, gender-specific, culturally sensitive, and contextually informed SUP programs at school, community, and family levels are needed.

The mental and behavioral health crisis in youth: Strategic solutions post COVID-19 pandemic: An American Academy of Nursing consensus paper

The COVID-19 pandemic wrought significant negative impacts on youth well-being, particularly among Black, Hispanic, American Indian, Alaska Native, and LGBTQ+ (Lesbian, gay, bisexual, transgender, queer or questioning) youth. The pandemic disrupted connections to family, school, and community, which are essential supports for youth mental health. Lessons learned from the pandemic suggest the role of stress and windows of opportunity to build resiliency. Drawing from a policy dialog on the youth mental health crisis conducted by 4 American Academy of Nursing Expert Panels, we present approaches to the current increase in youth mental health problems. Included is emerging literature on building youth resilience, particularly via re-establishing school and community connections. The role of families, schools, and community support is emphasized, particularly by creating a healing school environment and the pivotal role of school nurses. Recommendations include increased support for families, engaging the school nurse role, and developing school-based innovative programs to build connections and youth wellness.

Implementing a school-based mentoring program at a secondary resource school in Takeo province, Cambodia

Mentors encourage mentees' personal and professional development by sharing their expertise and experience. Mentoring is the act of sharing life and training experiences with teachers (mentees) in improving their classroom practices and teaching professions. The tasks require mentors to effectively implant positive views in mentees. The current study utilized a qualitative case study design to examine the existing mentorship program and its impact on the teaching and learning processes at a secondary resource school. Interviews at Samdach Ouv, a high school, provided the data. The study presents findings that aim to investigate the requirements and methodologies employed by mentors in mentoring novice teachers, ascertain the responsibilities of mentors in the mentoring programs at a secondary resource school, and determine the advantages of such mentoring programs. The findings also suggested that school-based social colleagues have a keen interest in mentoring programs that foster both academic achievement and positive social conduct among teenagers. As these programs are new, members may see specific benefits. As a result, the outcomes of mentorship programs play a vital role in establishing an educational setting that is both nurturing and cooperative. The benefits extend to mentees, mentors, and the entire school community. Ultimately, the author suggests that the most effective processes, thoroughly examine methodologies, and evaluate the study’s findings. Future studies should employ other designs and more participants at the same school or other schools.

Impact of a model-based paralympic sports project in physical education on primary school pupils’ attitudes, self-efficacy, and intentions toward inclusion of peers with physical disabilities

ABSTRACT Purpose Decreased involvement in physical education (PE) among children with disabilities can result from negative attitudes toward peers with impairment. School-based paralympic sports programs may improve students’ views about people with disabilities. The present study aimed to determine whether a model-based paralympic sports project in PE would have a favourable impact on primary school students’ attitudes, self-efficacy, and intentions toward including peers with physical disabilities in PE, ultimately improving their prosocial behaviour, while considering their previous experience with disability, according to the theory of planned behaviour. Methods Participants included 105 fifth-grade pupils of a primary school (mean age 11.0 ± 0.2 yrs) who were randomly assigned to a control (33 boys, 29 girls) or an experimental (25 boys, 18 girls) group. The intervention consisted of 8 PE lessons developed during 8 consecutive weeks: it incorporated sport-based youth development principles and affective learning into PE according to the Teaching Personal and Social Responsibility model (TPSR). The educational intervention focused on paralympic boccia and sitting volley (adapted to pupils’ skill level), comprised information, multimedia material, and the simulation of physical impairments, and used active learning strategies. Pre and post intervention, participants responded to a questionnaire investigating sociodemographic information, their attitudes, self-efficacy, and intention toward inclusion of peers with physical disability in PE, and their prosocial behaviour. A RM-MANOVA was conducted to investigate group × time, and group × familiarity × time interaction effects, on all the variables. A path analysis was conducted to test antecedents of intention and of prosocial behaviour. Results Results revealed a group × time effect (p < .001) with intervention group reporting significant improvements in all the measures. The intervention efficacy was enhanced by a significant effect of familiarity with disability (group × familiarity × time), with experimental group pupils familiar with interacting with a peer with disability reporting greater improvements in all the investigated variables (p < .001). Conclusions The integration of the TPSR model within a Paralympic sports program in PE showed positive effects on pupils’ psychological dimensions, contributing to the field of inclusive education. These findings could support primary school PE teachers in implementing TPSR-based paralympic sports projects in PE. Further, paralympic sports could assist in educating students to develop and perform appropriate behaviours towards their peers with disability, to facilitate their mutual development and learning.

Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes

PurposeThis paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools.Design/methodology/approachThis qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis.FindingsOpportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology.Practical implicationsThe study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences.Originality/valueThe opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.

A school-based intervention programme to prevent anxiety and depression among Chinese children during the COVID-19 pandemic

BackgroundChild and adolescent mental health is a major public health concern worldwide. The development of children’s social and emotional skills helps to improve mental health and wellbeing, and prevent anxiety and depression. The school-based social emotional learning (SEL) programmes have proved effective in a number of countries. But in Mainland China, there has been no empirical research of the effectiveness on children’s mental health. The study conducted a SEL programme in China during the COVID-19 pandemic and aimed to determine whether: (1) a SEL programme can reduce anxiety and depression, (2) the intervention effect is influenced by sociodemographic characteristics, (3) the programme effects change children’s emotion management and communication.MethodsParticipants were 230 children aged 8–12 years in the intervention school and 325 in the control school in two poor villages in central China. The study was a quasi-experimental trial, comprising 16 weekly 90-minute sessions. It used a mixed-methods design, with a quantitative survey administered at baseline, post-intervention, and 5-month follow-up, and qualitative interviews. Linear mixed effects regression modeling was used to analyse the intervention effectiveness, linear models were conducted to examine the moderation effect of sociodemographic variables, and the inductive thematic analysis approach was used for interview data.ResultsThe intervention had no significant effect on anxiety or depression, except that intervention school children who lived with neither parent (left behind children) reported lower depression scores than control school at post-intervention and 5-month follow-up. Qualitative interviews showed after intervention children were more able to control tempers and better communicated their thoughts and feelings, improving their relationships with family and friends.ConclusionsThe programme was cheap, easy to implement, and warmly welcomed by children, schools and caregivers, suggesting it was feasible and potentially sustainable. More research is needed on the adaptation of the SEL programme in the Chinese context.

Nutritional Status of School-Based Feeding Program Beneficiaries and Their Academic Achievement: A Mixed Methods Study

Nutritional Status of School-Based Feeding Program Beneficiaries and Their Academic Achievement: A Mixed Methods Study

Changes in Muscle Mass and Strength in Adolescents Following High-Intensity Functional Training with Bodyweight Resistance Exercises in Physical Education Lessons.

(1) Background: The growing prevalence of obesity, diabetes, hypertension, and declining physical fitness among children and adolescents due to sedentary lifestyles has increased attention toward preventive intervention to tackle this issue. This study investigated the age-related effects of high-intensity functional training (HIFT), based on bodyweight resistance exercises conducted during physical education lessons, on muscle mass and strength improvement. (2) Methods: Adolescent males (n = 116) were allocated to four HIFT experimental groups (EGs) and four standard physical education program control groups (CGs) according to age (15, 16, 17, and 18 years [y]). The changes in muscle mass (absolute and relative to height [SMI]), hand-grip strength (HGS), sit-ups (SUs), and standing broad jump (SBJ) were analyzed using two-way analysis of variance (ANOVA) with Bonferroni tests. (3) Results: HIFT significantly increased muscle mass and scores in all strength tests (p < 0.01), while chronological age was significant for HGS (p < 0.01). Interactions between HIFT and chronological age categories were observed for HGS (p = 0.01) and SBJ (p < 0.03). Detailed post hoc tests revealed improvement in muscle mass across all chronological age categories for both approaches (p < 0.05). The 18y-EG group improved HGS over their control peers (p < 0.01), the EG groups significantly improved their SU results (p < 0.01), and SBJ improved in the 15y-EG and 18y-EG groups compared to their control (p < 0.01). (4) Conclusions: This research highlights the effectiveness of a school-based HIFT program in promoting muscle mass gains and enhancing muscle strength among adolescents. The findings offer valuable insights for implementing bodyweight exercises during physical education classes.

Knowledge and Attitudes About HIV/AIDS Among Adolescent Students in 15-19 Years Age Group Based on the Adolescent Education Programme: A Cross-Sectional Study Conducted in Kamrup (Metro), Assam.

There has been a rising trend in human immunodeficiency virus (HIV) cases globally as well as regionally. To combat the rising cases, it is very crucial to understand the perception of knowledge and attitude among the adolescent age group, as they constitute a majority of the population in India. The adolescent age group is quite vulnerable; hence, special attention has to be given to this particular age group to prevent them from acquiring high-risk behaviours. The Government of India initiated the Adolescent Education Programme to help adolescents cultivate a positive attitude and learn life skills to live a better and dignified life. Educational institutions have a significant role in imparting effective sex education to adolescents. This programme focuses on making the students aware of the dangers, stigma, and discrimination associated with HIV/acquired immunodeficiency syndrome (AIDS) as well as modes of transmission of HIV/AIDS, helping them to acquire the necessary life skills to enable them to avoid risky situations and to develop healthy and responsible behaviour. The study aims to assess the knowledge and attitude about HIV/AIDS among adolescent students aged 15-19 years and help them achieve a healthy attitude and responsible behaviour towards HIV/AIDS. A cross-sectional study was conducted in the educational institutions of Kamrup (Metro), Assam, catering to the adolescent age group of 15-19 years for two months, beginning on March 15, 2024, and ending on May 15, 2024. Simple random sampling was done to select seven schools, and students were selected via systematic random sampling. The knowledge and attitude about HIV were assessed using a self-designed questionnaire that was pilot-tested; Cronbach's alpha was used to check the internal consistency of the questionnaire; and content validation was done by a group of four experts on the subject matter. The survey questionnaire was administered to the participants in their classrooms after obtaining prior permission from the school authorities. Fisher's exact test and Chi-square tests were done to test the associations, taking a p-value <0.05 as statistically significant. A binary logistic regression model was put up to show the influence of certain socio-demographic variables on knowledge and attitude about HIV/AIDS, taking a p-value <0.05 as statistically significant. A two-factor analysis of variance with measurement repetition was also performed. The majority, 165 (52.5%) of the participants, had good knowledge and attitudes regarding HIV/AIDS. The socio-demographic variables such as age, institution, grade, and religion were significantly associated with knowledge and attitude about HIV/AIDS (p-value <0.05). Regarding sources of knowledge about HIV/AIDS, the majority, 178 (56.7%) of the participants, mentioned it being taught in school or college as a part of the curriculum. It is critical to address the current lack of information and unfavourable attitudes regarding HIV/AIDS among adolescents through school-based health programmes. This should be accomplished through proactive campaigns by educators, community leaders, non-governmental organizations (NGOs), and other groups in partnership with the government.

Mental Health Promotion in Children and Adolescents

Mental illnesses among children and adolescents are on the rise and are becoming one of the prime causes of disability across the globe. Untreated or unaddressed mental health issues can extend to adulthood. They can have severe long-term physical, social and economic adverse effects, including low employment rate, lesser wages if employed, interpersonal difficulties and more legal and criminal contacts. However, the focus on preventative and promotive mental health measures has gotten rather less emphasis than the sickness side, including treatment and research on mental illnesses. Resilience and positive well-being are protective against developing mental illnesses and improving courses for those who have developed such issues. Resilience can be enhanced by adopting a healthy lifestyle, music, and other art forms as a recreational activity, limiting screen use and having good social support. Various school-based programs are being developed and tested, targeting positive mental well-being and resilience in children and adolescents. A few of them discussed in this review are life skill education, PAX good behavior games, source of strength, Zippy’s Friends, You Can Do It!, and mindfulness-based stress reduction (MBSR). The responsive advocacy for life and learning in youth (RALLY). Despite these, more investments should be directed towards the prevention of illness and promotion of mental well-being than mere treatment and rehabilitation a ARTICLE INFO fter an illness.

School-Based Anti-Bullying Program on Reducing Violence among High School Students in Indonesia: A Quasi-Experimental study

Background and Objectives Bullying is a form of aggression that has detrimental effects on the physical, emotional, and psychological well-being of youths. The study sought to investigate the impact of school-based anti-bullying initiatives on mitigating violence among high school students in Indonesia. Patient and Methods This study employed a quasi-experimental design, including a pretest and post-test, with a non-equivalent control group. This study included a total of 160 high school students. Results The findings indicated that school-based anti-bullying interventions had a substantial impact on the attitudes and behaviors of the experimental group, who received the program, in comparison to the control group, who received the standard care provided by the school. Nevertheless, there was no notable disparity in students’ understanding of anti-bullying between the experimental group and the control group both before and during the implementation of the school-based anti-bullying program. Conclusion Ultimately, school-based anti-bullying initiatives have proven to be efficacious and have the potential to be widely deployed as a means of curbing violence within educational environments. Additional research is required to carry out randomized control trials in order to ascertain the efficacy of the program in different educational institutions.

Body Safety Training Program for Children with Disabilities; A Case Study of Department of Special Education Punjab Pakistan

The current study aimed to implement and evaluate the effectiveness of a sexual abuse prevention training program to increase personal body safety skills in children having intellectual, hearing, visual or physical disability. A quasi-experimental design with Within-subject was used in which participants were compared on pre-test and post-test. A sample of 40 participants (n=20 boys, n=20 girls), age range 06-19, attended 8-week training were taken purposively. Personal Body Safety Training Program was used as school-based program which delivered the child sexual abuse prevention knowledge and self-protection school-based What If’ Situations Test used as pre and post result measure. The ‘What If’ Situations Test (WIST-III-R) contains six scales designed to assess children’s abilities to recognize, resist, and report inappropriate touching. Paired sample t test, independent t test and ANOVA were used for statistical analysis. The Results showed that by attending such programs, children with disabilities could increase their knowledge of personal safety skills and apply this knowledge in their day-to-day lives. Results showed significant differences between pre and post scores of participants after undergoing the Personal Body Safety Training Program. Moreover, a significant difference was found between participants disability wise in pretest and posttest scores but there was no significant difference observed between boys and girls. The study inculcated that the training contributed positively to the children’s sense of personal space and reporting skills.

Optimized Nutritional Intakes of Fishers’ Children in Coastal Communities in Mabini, Davao de Oro, Philippines

In the Philippines, the fishers’ children are one of the groups with the highest prevalence of malnutrition. Mabini in Davao De Oro is among the municipalities affected by the high incidence of nutrition inadequacies. The study assessed the dietary intakes of fishers’ school-aged children during three seasons: Northeast Monsoon (NEM), summer, and Southwest Monsoon (SWM). A stratified random sampling was used to obtain the 112 fishing household data, and the three-day diet recall approach was utilized in gathering nutrition information of 178 fishers’ children during the 2017–2018 period. From the Kruskal Wallis test followed by Dunn’s post-hoc test, results showed that the total catch per week, income per week, and the average selling price of fish during the three seasons were significantly different with catch and income levels higher during the NEM followed by SWM and summer. Moreover, the results from the linear programming show that the average nutrient intakes of the children were found to be inadequate compared to the recommended energy and nutrient intakes. This result is more noticeable during the summer season when there are low catch and income levels. The results from the optimal diet plan suggest that the recommended nutrient intakes can be attained by increasing the consumption of locally available fish resources and decreasing the consumption of processed foods. Finally, local interventions such as food fortification, school-based feeding programs, and diet supplementation can increase the nutrient adequacy of children in coastal communities.

Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice

Mindfulness practices in schools have emerged as an educational effort that aims to promote the development of the competency and mental well-being of students. Specifically, mindfulness-based social–emotional learning (MBSEL) programs are an educational strategy that focuses on the improvement of social–emotional competence by cultivating awareness of the present moment through mindfulness activities. This study intended to investigate the benefits and limitations of the implementation of school-based mindfulness practice in a developing nation with a culturally diverse and multi-religious population. Using an interpretive phenomenological method, the researchers interviewed eight mindfulness practitioners experienced in teaching or overseeing MBSEL programs in schools. The findings demonstrated how a western-based mindfulness program can be matched with the fundamental concepts of eastern mindfulness practices, as influenced by the Eastern Trinity philosophy. Furthermore, the study emphasized the difficulties that emerged from misconceptions about the concepts of mindfulness practice and the position of school-based mindfulness programs within the scope of school counseling, which impeded the successful implementation of the practitioners of the MBSEL model. These initial findings elucidated the nuances of implementing MBSEL initiatives within the context of a developing country marked by a rich tradition of mindfulness practice and accessible resources for advancing mindfulness studies.

Effectiveness of video-based and traditional intervention in school on anxiety among primary school children

Despite widespread remote psychological interventions during the COVID-19 pandemic, the difference between the effectiveness of remote digital and face-to-face methods in school-based intervention programs remains unclear. This study examined the difference between the effectiveness of video and face-to-face based problem-solving training on primary (elementary) school students’ anxiety and cognitive bias. Participants included 125 Grades 5 and 6 students. One group was assigned the video-based intervention, and another group was assigned the face-to-face intervention. The face-to-face group experienced a reduction in levels of anxiety, whereas the video group did not. The main effect of time suggested a reduction in cognitive bias across both groups. Although both groups understood the intervention content, the face-to-face group may have experienced more immediate anxiety-reducing effects.

Modeling the cost-effectiveness of school-based supervised toothbrushing program in reducing the dental caries burden in India.

Supervised toothbrushing (STB) significantly reduces the incidence and progression of dental caries. School years present a favorable age for introducing such healthy habits for a lifetime. To estimate the cost-effectiveness of implementing a STB program in India in preventing dental caries incidence. An operational framework of a national STB program was devised. A mathematical model was then developed to evaluate this program's clinical effectiveness and economic impact in the Indian scenario. This study considered a hypothetical cohort of the Indian population aged from 6 to 75 years. Two groups were compared: no intervention and STB in government schools. The health outcomes assessed were a number of tooth caries incidences averted and quality-adjusted life years gained. The STB program in the government schools of India would prevent at least one tooth from developing caries in an individual's lifetime. Considering the current treatment-seeking behavior, the STB program saves INR 153 (US$ 1.95) per carious tooth incidence averted and INR 22 202 (US$ 283) per QALY gained. In India, the school-based STB program is expected to be a cost-effective strategy for reducing the dental caries burden and its associated treatment costs.