School Child Research Articles

Decline in Student Enrollment, Parental Willingness to Consider Catholic Schools, and Sources of Comparative Advantage in the United States

Enrollment in Catholic schools has been declining in the United States for half a century due among others to a lack of affordability resulting from legal barriers to access public funding, a potential weakening of the perception of excellence associated with the schools, and a trend towards secularization magnified by the sexual abuse crisis in the Church. What could Catholic schools do to stem the decline in enrollment? There are no easy answers, and there is also no single perspective on how to improve Catholic schools and make them more attractive to a larger number of parents. To suggest some answers, this article (i) reviews the literature on factors that contributed to the decline in enrollment, (ii) suggests that many parents who have not enrolled their (youngest) child in a Catholic school might be willing to do so; and (iii) argues that three relatively untapped sources of comparative advantage could improve students’ lived experience in Catholic schools.

Menelusuri Jejak Marginalisasi Anak Disleksia dalam Pendidikan Islam

Dyslexic children are part of children who have learning difficulties.In their lives, these children tend to get different treatments. This treatment is ultimately detrimentalto the sufferer. Nevertheles the information of this treatment is not a very short process, but for a long time. This study aims to explain the process of forming marginalization of children with dyslexia. This study begins with observation of dyslexic children who are often underestimated in the academic field. Based on this case, the author tried to explain the results of this study of the child’s environment and relate it to the relevant theory. It aims to make it clearer how the marginalization process was formed. This children do not have physical abnormalities, so they are believed to be able to attend public schools. This reason is what puts the child in public school. After attending school for a while, the development of reading and writing was fairly slow. This condition is exacerbated when the teacher does not understand the type of learning difficulties, so labeling “stupid” is not a new thing to say. Even when carrying out daily tests, almost all of their values are not in accordance with specified standards. Punishment is often obtained. This lack of support is what causes children’s achievement to decline. Inferior is one of the effects ofthis. The willingness to communicate with his friends was reduced. Hecontinued, peers were less enthusiastic in getting along with these children. The opportunity to do things like other students will decrease and feel marginalized.
 Keywords: Dyslexia; learning difficulties; pedagogic; Islam.

The moderating effect of COVID-19 stress on school racial climate and parent and child mental well-being

The deleterious and racially disparate health outcomes of COVID-19 have been on full display since the pandemic began in the United States; however, less exploration has been dedicated to understanding short- and long-term mental health outcomes for U.S. parents and their children as a result of COVID’s impact on schooling. This cross-sectional study examined U.S. parents perspectives on COVID-19 stress as a moderating influence on the relationship between perceptions of school racial climate (i.e., intergroup interactions and campus racial socialization) and parent and child mental health outcomes. Participants were recruited from Prolific’s online survey platform and included a sample of 397 U.S. parents (52% female, average age 40, 74% White) with a child between the ages of 6 and 17, enrolled in a K-12 public school setting during the 2020–2021 academic year. The results revealed that COVID-19 stress moderated the relationship between parents’ perceptions of campus racial socialization and parent mental well-being. Parents who reported either low, moderate, or high levels of COVID-19 stress had improved mental health when racial socialization in their child’s school was high. This impact was greater for parents with high levels of COVID-19 stress than with low levels of COVID-19 stress. However, parents’ perceptions of COVID-19 stress did not moderate the relationship between school racial climate factors and child behavioral and emotional problems. Findings have important implications which are discussed.

Dampak Bullying terhadap Psikologis Remaja di Kecamatan Rangkasbitung

Bullying can be referred to as an act of violence where in this day and age there are many acts of bullying against school children, both elementary, junior high and even high school / vocational school. By knowing deviant behavior or morals that are not good in themselves, including teenagers, it can make teachers or parents think that they have failed in educating the individual's behavior, because bullying can be caused by the behavior of someone who thinks he has power among others so that he will be arbitrary to weak individuals. However, the forms of bullying are different, not only physically but also verbally, where the words that are uttered as if they think they are just a joke can actually bring down the spirit of someone they are ridiculing. So that the impact of bullying felt by these students is very diverse due to one factor and another, especially in Rangkasbitung District itself which has diversity in each individual school child. This research method uses a qualitative descriptive method by collecting data through the interview and observation process. The results of this study are (1) the forms of bullying, (2) the factors that cause bullying, (3) the psychological impact of adolescents due to bullying and, (4) how to prevent and overcome bullying.

Difference Between Maternal Perception and Body Weight of Their Preschool and School Child Cross-Sectional Study in the Northeast of Mexico

Objectives1) To examine differences between maternal perception of her child body weight (MPCW) and the child’ nutritional status, 2) To verify if the underestimation is more frequent in mothers of preschool children are overweight-obesity.MethodsParticipated 1845 dyads (mother - preschool and school child) from 5 Northeastern States of Mexico. The mothers answered the question, I feel my child is…(MPCW by words) and selected a sketch that represented their child's body weight (MPCW by image). Child's weight and height were measured. For the analysis, MPCW by words and by image was classified as adequate, underestimated and overestimated, and the Chi-square test was applied.ResultsMost mothers of preschool children (n = 479, 61.3%) and schoolchildren (n = 628, 59.1) are housewives and living with partner. Maternal age mean was 30.74 (SD = 6.43) and 35.58 (SD = 6.31) for mothers of preschool and school children, respectively. Overweight-obesity were found in 22.1% (n = 173) and 34.3% (n = 365) in preschoolers and schoolchildren, respectively (X2 = 33.905, gl = 2, p < .001). Underestimation of MPCW by words in children were overweight-obesity was 86.1% (n = 149) preschoolers (X2 = 797.950, gl = 4, p < .001) and schoolchildren 60.3% (n = 220) (X2 = 675.783, df = 4, p < .001) by image was 97.7%, n = 169 (X2 = 298.086, gl = 4, p < .001) preschool children and 87.1% (n = 318, X2 = 509,779, df = 4, p < .001) schoolchildren.ConclusionsPredominance of the underestimation of the child's weight was found, particularly in mothers of children are overweight-obesity, and even more notable in mothers of preschool children. It is recommended to design and deliver interventions to promote accurate MPCW, and to know current and future consequences of childhood obesity.Funding SourcesThe Kellogg's Institute of Nutrition and Health.

Impact of Child Nutrition Programs Offered in Schools on Daily Nutrition and Dietary Quality

ObjectivesThe average Healthy Eating Index-2015 (HEI) score for children 2–17 years of age is 53.9 out of 100. HEI scores for dietary quality directly and positively impact children’s health, academic performance, and their futures. Because school Child Nutrition Programs (CNPs) impact a large proportion of US children, it is important to evaluate these programs to determine the nutrition they are providing to children, as well as their impact on dietary quality. Thus, the purpose of this study is to determine the overall nutrition provided by the four CNPs that can be implemented consistently and collectively each school day [School Breakfast Program (SBP), National School Lunch Program (NSLP), Fresh Fruit and Vegetable Program (FFVP), and the Afterschool Snack Program (ASSP)] and to determine the dietary quality score achieved collectively by serving each of these four CNPs. MethodsThis cross-sectional content analysis included four-week sample cycle menus for each of CNPs offered to elementary-aged children. Sample menus for breakfast (SBP) and lunch (NSLP) were actual cycle menus from the Cooking for Kids program. Sample menus for FFVP and ASSP were created by two researchers, who are CNP experts. Nutrient content was determined using nutrient analysis software. Dietary quality scores were determined using the HEI-2015. ResultsThe proportion of daily nutrient needs met by the combined menus ranged from 0.15% to 403.7%, with an average proportion of 124.0%. The menus exceeded child daily nutrient needs for 18 of the 30 nutrients and met at least 50% of needs for 8 nutrients. The combined menus had an average 29.4-point (54.5%) higher HEI score compared to the average HEI score of the 2–17 year-old US child’s diet (p = 0.002). Significant differences in HEI scores between the combined menus and the diet of the average US child included whole grains, dairy, added sugar, and total score favoring higher dietary quality in the combined menus (p < 0.05). ConclusionsThe results of the current study support why school districts should implement all four CNPs (SBP, NSLP, FFVP, ASSP) within their schools if possible, especially in low-income areas where children may not be provided with adequate nutrition outside of school, to provide children with the highest dietary quality meal patterns and to greatly contribute to children’s daily nutrient needs. Funding SourcesNone.

Placement disruption of children with disabilities in foster care

PurposeTo investigate and describe available data on children with disabilities in the United States foster care system and examine placement disruptions. DesignThis quantitative descriptive study was a secondary data analysis of the Adoption and Foster Care Analysis and Reporting System (AFCARS) and included 680,611 children. MethodsDescriptive and regression analyses were conducted. FindingsOf 680,611 children in the U.S. foster care system in 2017, 22% had a medical or disability diagnosis, requiring additional or specialized care. Children with disabilities in foster care (CDFC) had a mean of 4.0 disruptions—significantly higher than the mean 2.37 disruptions among those without a disability (p < .001, d = 0.51). CDFC spent an average of 915 days in foster care compared to 514 days for children without a disability (p < .001, d = 0.59). Predictive risk factors for disruptions were increased child age, race (American Indian or Black), and increased foster parent age. Protective factors against disruptions included married foster parents and a child being placed outside of the child's initial state of residence. ConclusionsCDFC have significantly more disruptions and longer stays in foster care. While risk and protective factors affect all foster children similarly, they have significantly greater effect on foster children with disabilities. Practice implicationsIncreased disruptions compound the vulnerability of CDFC as relationships and support systems are broken. Understanding the extent to which childhood disabilities play a role allows school nurses, healthcare providers, and child advocates to better design interventions to improve lifelong health outcomes.

Challenging Problems Of Preparing Children For Preschool In Preschool Institutions

This article analyzes important aspects of preparing a child for school. Features such as independence, organization and discipline in the personal behavior of a child of adult preschool age are important in the implementation of moral and voluntary preparation for school. It is the ability to follow the rules of behavior that are inherent in independence, to use the right routines in the new environment, and to be willing to help.

At Home and on the Brink: U.S. Parents' Mental Health during COVID-19.

Though the COVID-19 pandemic required significant changes and adaptations for most Americans, parents faced acute challenges as they had to navigate rapidly changing schooling and child care policies requiring their children to spend more time at home. This study examines the effects of COVID-19 school and workplace policies as well as environmental and economic characteristics on parental mental health, worry, hopelessness, and anxiety. Using data from four waves of the Socio-Economic Impacts of COVID-19 Survey and regression analysis, we explore associations between parents’ mental health, worry, hopelessness, and anxiety and school learning environment, child grade and learning disability, employment characteristics, and sociodemographic factors. We find that having a child attend a private school or school with above average instructional quality was associated with better mental health of parents. Hybrid schooling options offering both in-person and online learning was associated with poor parental mental health, as was working from home. Being female or experiencing job or income loss were associated with worse mental health while having older children, a bachelor’s degree, or high income were associated with better mental health. Results can help inform school and workplace family supports as well as opportunities to reduce mental health strains at home from various policy options.

Psychological intervention for school adaptation optimization at the beginning of studies

The present article is devoted to a review of experimental researches on psychological intervention strategies to optimize a child’s socio-psychosocial adaptation to school. The basic factors that infl uence school adaptation are noted: motivation, communication, building social relations with teachers and classmates. The approaches, structure and content of the psychologist’s work are presented. The basis of adaptation at the initial stage of education represents the good psychological readiness of the child for school. The present study highlights the fact that the level of child’s adaptation at school infl uences his involvement in the educational space, his educational success and school performance.

Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic

Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children.&#x0D; Keywords: early childhood education, parents’ perceptions, school readiness&#x0D;

Qualitative Consumption of Processed Foods with Allura Red Additive in Mexican Primary School Children

There is a high supply of industrialized food products that contain many additives, such as colorants. To verify the qualitative consumption of Allura Red in primary schoolchildren, the present cross-sectional quantitative work was established under a retrospective expo facto design. On a school child population (5 - 8 years) from the city of Ramos Arizpe, Coahuila, Mexico, selected in a probabilistic way, a questionnaire applied to qualitatively verify the consumption of said additive. Descriptive and frequency analyses applied to the data obtained, as well as the Mann-Whitney U test and Pearson's X2 test (p≤0.05). The child population evidenced a high consumption of processed products containing Allura Red additive, the intake of jellies and candies (p = 0.025 and p = 0.043, respectively) showed differences between girls and boys. There was a very frequent consumption of "red soft drinks”, dairy - yogurt, oatmeal - flour, and box cereals (61 and 54%, respectively). Likewise, a high association was found between the intake of dairy products - yogurt and cereals (p = 0.008), oats and flour for pancakes and cereal in the box (p = 0.010), as well as consumption of candies and jellies (p = 0.000). High qualitative consumption of processed foods with Allura Red additive was found; it's imperative to reduce the excessive consumption of these products by establishing comprehensive strategies.

Exploring primary school years interactions around child weight: A qualitative meta‐synthesis of school staff, parent, and child views and experiences

SummaryInteractions about children's weight and weight‐related behaviors occur from an early stage in school settings between various stakeholders and are often intended to facilitate weight‐related behavioral change in children and/or families. This meta‐synthesis (PROSPERO ‐ CRD42019133231) aimed to investigate stakeholder reported experiences and challenges of these encounters. Studies were eligible if they included school stakeholders (teaching or nonteaching staff, parents, caregivers, or children), explored communication topics related to child obesity (weight, diet or activity), were conducted within an early school setting (primary school stage or international equivalent), and used qualitative methods. Database searches conducted March–July 2019 (updated November 2020) identified 40 studies (2324 participants) from seven countries. Included studies were assessed for quality using the Critical Appraisal Skills Programme. Using inductive thematic analysis, we identified four core themes across this database: (1) “conversation characteristics and consequences,” (2) “missing components,” (3) “avoiding stigma,” and (4) “school responsibilities.” Overall, stakeholders recognized that schools are well‐positioned to provide positive influential messages about childhood obesity and reported that discussions on this topic do occur in early school settings but that stakeholders find them difficult, complex, and lack the necessary skills to deliver the nonjudgmental, consistent, and tailored support that they desire.

Youth Athletes' Parents' Perceptions and Knowledge of the Athletic Training Profession.

Parents have unique roles in advocating for their child's health and safety. Such advocacy can improve student-athletes' access to athletic trainers (ATs), yet few researchers have investigated the perceptions of student-athletes' parents regarding athletic training. To explore parents' perceptions of athletic training and evaluate their knowledge regarding the AT's role. Concurrent mixed-methods study. Web-based questionnaire. Parents affiliated with USA Football representing 36 states (n = 316: men = 53.5%, women = 46.1%; average age = 45.6 ± 6.2 years [age provided = 291]) were included. An online questionnaire was developed and distributed via Qualtrics. The questionnaire contained demographic questions, quantitative items assessing perceived value and knowledge of athletic training, and open-ended questions to provide opportunities for expansion. Descriptive statistics were calculated for the demographic data. Quantitative measures were presented as count and percentage responses. Open-ended responses were analyzed using the general inductive approach, and overall perceptions were supported with participant quotes. Of 10 763 parents, 390 completed the questionnaire (3.6% response rate, 74.8% completion rate). Of the 390, 316 had a child in high school. Approximately 67% (n = 213) of respondents considered an AT a trusted source of medical information and "extremely valuable" to student-athletes' health and safety. The questionnaire response injury prevention was frequently recognized (n = 307, 97.2%) as a skill ATs perform, followed by first aid/wound care (91.8%) and therapeutic interventions (82.3%). Parents highlighted the AT's role in immediate care and attributed peace of mind and feelings of comfort to having a health care professional readily available for their children. When asked directly and when discussing their effect on student-athlete health and safety, parents valued ATs. Though various qualifications of ATs were recognized, parents emphasized the importance of having someone immediately available to provide care if and when needed. Educational efforts should focus on ATs as the most qualified health care professionals to provide comprehensive medical care to student-athletes in both urgent and nonurgent situations.

Impact of Emotional Expression of Parents on their Children who have Specific Learning Disorders and the Role of Parental Educational Counseling Program

&#x0D; Background: Children are the world’s real treasures; they should be cherished, well raised and given the chance to develop properly. Some of them in different countries all over the world are suffering from different forms of specific learning disorders, which can be extremely frustrating the school child especially if associated with parental high emotional expression.&#x0D; Objectives: The purpose of the study is to identify the relation between emotional expressions (EE) of parents and anxiety rate in their children with specific learning disorders (SLDs), and its correlation with serum cortisol level of the children. The effect of parental educational counseling program (PECP) on anxiety rate of children and parental emotional expression was studied.&#x0D; Methods: The study was carried out on 140 children with SLD to evaluate their anxiety rate by using Taylor anxiety scale of children, and measuring serum cortisol level. Data were collected from parents by emotional expression scale (EES). Taylor anxiety scale and EES were repeated for children and parents after conducting sessions of PECP.&#x0D; Results: Results of Taylor anxiety scale showed that 60% of studied children were suffering from morbid anxiety. Results of EES showed that 80% of parents were practicing high emotional expression. Scores of children on Taylor anxiety scale demonstrated significant drop from 33.06±10.4 to 25.85±10.4 after applying the intervention (P &lt; 0.001). More than two thirds of parents became practicing low EE after receiving sessions of the interventional program PECP. Scores of parents on EES showed significant drop from 61.31±16.84 to 36.51±13.89 after PECP (P &lt; 0.001). A statistically significant positive correlation between scores of Taylor anxiety scale and EES before PECP was found (R = 0.533), and also after PECP (R = 0.309).&#x0D; Average level of serum cortisol of children with SLD was 8.973+1.784 mcg/dl, and it was significantly higher in boys than girls (P &lt; 0.05). Serum cortisol level of studied children was higher in children with morbid and severe anxiety (P &lt; 0.001). Cortisol levels of children were significantly higher in those whose parents were practicing high EE. Serum cortisol level of children revealed positive correlation with each of their scores on Taylor anxiety scale (R = 0.771) and scores of parents on EES (R = 0.468).&#x0D; Conclusion: Results of this study proved presence of direct relation between anxiety in school children with specific learning disorders and high emotional expressions of their parents. Results concluded effectiveness of PECP in management of children’s anxiety and parental emotional expression.&#x0D; Key words: Specific learning disorders, Emotional expression, Anxiety disorder, Serum cortisol level.

Exposure to the Life of a School Child Rather Than Age Determines Myopic Shifts in Refraction in School Children.

PurposeThe prevalence of myopia increases with both age and grade for children attending school. The current study aimed to distinguish the effects of aging and grade on myopia.MethodsGrade 1 students (706 at baseline in 2009, mean age 6.56 ± 0.29 years, range 6.00 to 6.99 years old, 55.5% boys) were followed up until 2012. Cycloplegic spherical equivalent (SE) was measured annually.ResultsThe sample in a grade was divided into three 4-month age blocks according to their birth month. Within each grade, there were no significant differences in SE between age blocks (all P > 0.05), despite an age range of one year. More myopic SE was observed in the youngest block of grade 2 compared to the oldest block of grade 1 (difference, −0.36 ± 0.08 D; P < 0.001), although age of the two blocks only differed by four months. Similarly, more myopic SE were found in the youngest block in grade 3 than the oldest block in grade 2 (differences, −0.50 ± 0.10 D; P < 0.001) and in the youngest block in grade 4 than the oldest block in grade 3 (differences, −0.82 ± 0.14 D; P < 0.001).ConclusionsExposure to schooling, rather than age, appears to be the major driver of refractive development, at least in the early years of schooling. Interventions during this period, involving reductions in educational pressure and increased time outdoors may have major effects on the subsequent development of myopia.

The Association between School Corporal Punishment and Child Developmental Outcomes: A Meta-Analytic Review.

School corporal punishment (SCP) is still widely used in many countries. Although primary studies have pointed toward detrimental effects of SCP, a quantitative review of these studies was not yet available. To gain better insight into effects of SCP, three meta-analyses were conducted on the association between SCP and children’s (1) externalizing behavior, (2) internalizing behavior, and (3) school performance. These meta-analyses synthesized 21 studies (120 effect sizes; N = 67,400), 14 studies (18 effect sizes; N = 39,917), and 20 studies (47 effect sizes; N = 977,367), respectively. Studies were synthesized using a three-level approach to meta-analysis. The results revealed that SCP is positively associated with externalizing behavior (r = 0.27, p < 0.001) and internalizing behavior of children (r = 0.16, p < 0.001), and negatively with children’s school performance (r = −0.11, p < 0.001). This review concludes that SCP is a risk factor for externalizing behavior, internalizing behavior, and reduced school performance of children. Other techniques than SCP should be used for class management, and we recommend psychoeducational programs for schools and the wider community in which corporal punishment is still used. These programs should convey the detrimental effects of SCP and alternative discipline techniques. More awareness of the detrimental effects of SCP is needed to make the school environment a safe place for all children across the world.

Developing individual lesson and transition plans

The article discusses the peculiarities of drawing up an individual curriculum and an individual transition plan for students with special educational needs. An Individual Learning Plan is a document designed for a student with special educational needs (SEN) that sets out the student's individual learning goals and ways to achieve them. It is important that the individual curriculum (ILP) is based on the national curriculum and takes into account its requirements as much as possible. ILP helps SEN students to be involved in the educational process according to their resources and skills. An individual curriculum can be of different formats, but in terms of content it includes: long-term goals; Short-term goals; Examples of strategies and resources that should be used to work on a child's needs.Early registration for children with special educational needs is designed to plan the transition process, a positive transition experience is one of the key factors in the future social, emotional and educational success of children. Parents of students with SEN should prepare the child for the transition from kindergarten to school, carry out several activities such as: saying goodbye to kindergarten, preparing the child for school, it is effective to go to school with the child and visit the environment, communicate with teachers and assistants, prepare for first class meeting and so on. The transition from study to employment (transition) is associated with a change in lifestyle. An individual transition plan reflects the consistent work process of a particular person and his or her support team with the goal of providing the individual with timely, supportive preparatory work and the services needed to make the transition flexible. There are three intermediate goals and phases in this path, namely, the phases of orientation, training and employment. An individual transition plan helps an adolescent improve his or her quality of life.The development and implementation of an individual curriculum and individual transition plan helps students with special educational needs in intellectual and personal development, promotes integration into society.

The Role of Humus NGO in Children Empowerment Streets in the East Bekasi Project Market Area

The number of street children is currently increasing, especially in the Bekasi area, many street children in search of economic needs, become buskers, beggars, scavengers, hawkers. The government has regulations on the fate of child laborers, but the government has not been able to handle the problem of street children. Therefore, it is necessary to have a synergy between the government and the community as well as NGOs in solving the problems of street children. Seeing the increasing problem of street children, for this reason, the participation of the community and NGOs is expected to reduce the number of street children through empowerment programs for street children, then what is the role of the HUMUS NGO in empowering street children in the Pasar Project area of ​​East Bekasi programs in the empowerment of street children, how street children respond to empowerment, and what are the supporting and inhibiting factors in the empowerment program. In empowering the HUMUS NGO, it runs educational programs, such as early childhood education (PAUD), tutoring, equivalence education packages A, B, and C, religious education, formal school scholarships, child and family counseling, and the arts. The results of this study indicate that the HUMUS NGO provides empowerment in the form of educational programs such as early childhood education (PAUD), tutoring, equivalence education packages A, B, and C, religious education, formal school scholarships, child and family counseling, and art. The response from street children is quite good in accepting the program and the response from parents and the community is quite good in supporting the existence of the HUMUS NGO in running the program. There are also supporting factors, such as the motivation of street children to learn, the existence of educators to teach, adequate facilities, and support from the surrounding community. As for the inhibiting factors in carrying out each activity program, such as funding or finance, the mental attitude of street children who are accustomed to being on the road so it is difficult to manage, social workers who come in and out, and the traditions of the local community who are poor.

The Impact of Emotional Expressions of Parents on their Children with Specific Learning Disorders: The Role of Parental Educational Counseling Program

BACKGROUND: Children are the world’s real treasures; they should be cherished, well raised, and given the chance to develop properly. Some of them in different countries worldwide are suffering from various forms of specific learning disorders (SLDs), which can be extremely frustrating the school child, especially if associated with parental high emotional expression (EE). OBJECTIVES: The purpose of the study is to identify the relation between parents’ EEs and anxiety rate in their children with SLDs and its correlation with serum cortisol level of the children. The effect of parental educational counseling program (PECP) on the anxiety rate of children and parental EE was studied. METHODS: The study was carried out on 140 children with SLD to evaluate their anxiety rate using Taylor anxiety scale of children, and measuring serum cortisol level. Data were collected from parents by EE scale (EES). Taylor anxiety scale and EES were repeated for children and parents after conducting sessions of PECP. RESULTS: Results of Taylor anxiety scale showed that 60% of studied children were suffering from morbid anxiety. Results of EES showed that 80% of parents were practicing high EE. Scores of children on Taylor anxiety scale demonstrated a significant drop from 33.06 ± 10.4 to 25.85 ± 10.4 after applying the intervention (p &lt; 0.001). More than two-thirds of parents became practicing low EE after receiving sessions of the interventional program PECP. Scores of parents on EES showed a significant drop from 61.31 ± 16.84 to 36.51 ± 13.89 after PECP (p &lt; 0.001). A statistically significant positive correlation between scores of Taylor anxiety scale and EES before PECP was found (r = 0.533) and after PECP (r = 0.309). Average level of serum cortisol of children with SLD was 8.973 ± 1.784 mcg/dl, and it was significantly higher in boys than girls (p &lt; 0.05). Serum cortisol level of studied children was higher in children with morbid and severe anxiety (p &lt; 0.001). Cortisol levels of children were significantly higher in those whose parents were practicing high EE. Serum cortisol level of children revealed a positive correlation with each of their scores on Taylor anxiety scale (r = 0.771) and scores of parents on EES (r = 0.468). CONCLUSION: Results of this study proved the presence of direct relation between anxiety in school children with SLDs and high EEs of their parents. Results concluded the effectiveness of PECP in the management of children’s anxiety and parental EE.