School Boys Research Articles

Exploring the Effects of School’s Environment on the Ethical Socialization of Students at Secondary School Level in Punjab

The present study aimed to exploring the effect of school environment on the ethical socialization of students at secondary school level in Punjab was the purpose of present research. It was descriptive research. Observational survey deign was adopted to collect the data from the respondents. Data were collected from randomly selected 132 secondary schools (Boys & Girls) were randomly selected from the Lahore division about schools’ environment. The researcher administered self-developed questionnaire to gathered information about school environment and students’ ethical socialization was measured by observing students’ activities by filling self-developed observational check list within the class, corridor, playground, and even on canteen randomly selected 10 (5 boys and 5 girls) secondary schools’ students who were enrolled in grade 10. The quantitative data were arranged and coded and entered into computer for analysis. SPSS software was used to analyze the data by applying inferential and descriptive statistics. The results reveal that schools’ environment strongly affected students’ ethical socialization. Moreover, it was also found that there was few government secondary schools in which indicators of schools’ physical environment were presented and classroom climate was the effective indicator of school physical environment. In most of the secondary schools of rural areas physical environment partially existed while in most of the secondary schools physical environment fully existed. Further, the secondary schools in which physical environment not at all existed, most of their students’ ethical socialization was inappropriate, the secondary schools in which physical environment partially and/or quite a better existed, most of their students’ ethical socialization was slightly appropriate, and the secondary schools in which physical environment fully existed, most of their students’ ethical socialization was appropriate. On the bases of research finding, it is recommended that education department may provide facilities to the school heads to increase physical indicators in the schools which help the teachers and students for their ethical socialization in schools.

The extent of practicing quality standards of educational activities in Arabic language lessons

The present study aims at exploring the extent to which the quality standards of educational activities in Arabic language syllabi is practiced. For this goal, the research adopted the descriptive approach. For the objective of the study, the researcher resorted to the mixed method; quantitative and qualitative data collection and analysis. The mixed data collection methods comprised list of quality standards for educational activities, observation card, and semi-structured interviews. The research sample included 28 Arabic language teachers in government schools for boys in Abha city and 4 language teacher supervisors and 4 School Accreditation Evaluation Specialist. The respondents of the sample were distributed as follows: 10 teachers from the upper grades of primary school, 10 Arabic language teachers from intermediate school and 8 teachers from secondary school. The study tools include a list of quality standards of educational activities and a classroom observation card. An observation card was designed to reveal the extent of practicing the quality standards of educational activities in Arabic language courses. Regarding the list of quality standards, the research identified 25 quality standards for educational activities in Arabic language syllabi. Ultimately, the study concluded that the degree of practicing the quality standards of educational activities ranged from 2.28 to 1.18, which means that the degree of practicing them is between average and low. Moreover, the extent of practicing the quality standards of educational activities in Arabic language syllabi as a whole was 1.59, which means that they are practiced at a weak level. Accordingly, the researcher suggested some recommendations and future studies.

Prevalence and risk factors of vitamin D deficiency among Afghan primary school children

Vitamin D deficiency is common in many societies and causes rickets and non-skeletal disorders in children. There are no published data on vitamin D deficiency in Afghanistan. We, therefore, investigated the prevalence and associated factors of vitamin D deficiency in Afghan school children in Kandahar City, Afghanistan. This cross-sectional analytical study was conducted from September 2022 to April 2023 in 510 primary school students aged 6–15 years from six randomly selected schools. Data were analyzed by using descriptive statistics, Chi-square test, and multivariate logistic regression. Of the 510 enrolled children, 54.3% were boys and 91.8% were poor. The mean serum 25(OH)D concentration was 9.3 ng/mL. Vitamin D deficiency (< 20 ng/mL) was detected in 436/510 (85.5%) children that was severe in 267/510 (52.4%). By logistic regression analysis, independent factors for vitamin D deficiency were: (i) older age group 11–15 vs. 6 − 10 years, adjusted odds ratio (AOR) 2.8 (95% confidence interval 1.2–6.2), (ii) poverty AOR 2.0 (1.0–4.3), (iii) not doing outdoor physical activity AOR 4.8 (2.8–8.1), and (iv) daily sunlight exposure < 60 min AOR 2.2 (1.3–3.7). Although Kandahar is very sunny throughout the year, vitamin D deficiency is highly prevalent among school boys and girls, placing them at great risk of vitamin D-deficient rickets. More work is needed to define the country-wide prevalence of vitamin D deficiency to inform robust strategies of vitamin D supplementation, the provision of vitamin D-fortified food to the school children in Kandahar City and health education programs that can be conducted with the help of international organizations.

An exploration of intersectionality and school belonging in the permanent exclusion of Black Caribbean boys in schools in England: Implications for Educational Psychologists

AimsDisproportionately high exclusion rates of Black Caribbean Boys (BCBs) in England are considered from a school belonging perspective, particularly as mediated through teacher relations. The vulnerabilities of this group are considered, with intersectionality suggested as a critical concept.Method/RationaleBCBs are permanently excluded from schools in England at a rate three times higher than the general population. Permanent exclusion has been linked to a range of negative personal and socio-economic consequences, highlighting the need to address this disparity. School belonging mediates negative peer and parental influences and may be linked to school exclusion for some groups. Literature is reviewed considering belonging, linking belonginess threats to both pro-social and anti-social behaviour. The multi-dimensional nature of school belonging is noted. School belonging literature is reviewed, establishing the vital importance of teacher relationships. Evidence regarding BCB’s relationships with their teachers, often characterised by low expectations, differential treatment and racial bias, is considered.FindingsIt is argued that these negative relational influences constitute belonginess threats for BCBs. It is hypothesised that these, along with increased belongingness sensitivity amongst some BCBs, can drive increased anti-social behaviour, in some cases leading to school exclusion.LimitationsThis is a theoretical paper and further empirical research is needed into what constitutes school belonging for BCBs, whose lives are often impacted by various intersecting inequalities.ConclusionsInitiatives aiming to increase school belonging amongst BCBs, by improving their relationships with teachers, are suggested as a way of decreasing exclusions. A role for Educational Psychologists in supporting schools with evidence-based approaches to enhancing school belonging for this group is suggested.

The privilege to play: race, gender, & SES advantages in boys’ high school athletic opportunities

ABSTRACT In this study, with an exploratory sequential mixed-methods design, we considered the components and implications of a habitus that (re)produces racial/ethnic, social class, and gender differences in US interscholastic sport participation. We drew from independently collected qualitative (N = 19 men and 47 total college athletes) and quantitative (N = 4,097 high school boys) data and noted and investigated dynamic links between individual choices; family, community, and school contexts; and power structures that inform interscholastic athletics. Findings positioned sports as offering valuable institutionalized cultural capital but being rife with reproductive struggles. Schools serve as fields that co-construct unequal athletic opportunity structures by nurturing and rewarding a cultivated athletic habitus associated with masculinity, whiteness, and affluent dispositions. These processes situate athletic advantages and successes as purely meritorious but restrict who is most likely to receive the individual and social benefits of high school sports participation.

Consequence of Orange Theory Fitness Training on Selected Health Related Physical Fitness Variables among Obese

Abstract The main task of the study was to find out Consequence of orange theory fitness training on Selected Health Related Physical Fitness Variables among Obese. To achieve the task of the study Forty class-I obese school boys were selected from various schools in Tuticorin were selected as subjects and their age ranged from 12-15 years only. The selected subjects were divided into two equal groups namely experimental group (20) and control group (20). The experimental group participated in orange theory fitness training. Pre and post-test method were followed. The experimental training was adopted for eight weeks on three days a week and control group was not exposed to experimental treatment. The selected variables namely flexibility, cardio respiratory endurance and muscular endurance. The above selected variables were tested through Flexibility (sit and reach in centimetre), Cardio Vascular Endurance (1.6 mile run in five minutes), and Muscular Endurance (bent knee sit-ups). The collected data were statistically analyses using dependent 't' test. The level of confidence was fixed at 0.05 for all cases. The result of the study showed that there was a significant improvement in flexibility, cardio respiratory endurance and muscular endurance among class -I obese school boys due to orange theory fitness training.

The relationship between perceived school stress and satisfaction with life among Norwegian school-based adolescents and the moderating role of perceived teacher care: a cross-sectional study

BackgroundPerceived stress from schoolwork and perceived teacher care are shown to influence adolescents’ life satisfaction. However, there is a need to further explore how levels of perceived school stress affect life satisfaction of Norwegian adolescents across gender and school levels using nationwide data, and whether this association is moderated by perceived teacher care. Hence, this paper sought to: (1) describe perceived school stress, perceived teacher care and satisfaction with life in Norwegian adolescents stratified by gender and school level, (2) examine the association between perceived school stress and satisfaction with life by testing perceived teacher care as a possible moderator and (3) explore the association between perceived teacher care and adolescents’ satisfaction with life.MethodsWe utilized cross-sectional data from the Norwegian Ungdata Survey from 2021, encompassing adolescents from lower and upper secondary school. Two-thirds of all Norwegian adolescents participated in the Ungdata Survey from 2021. All data is anonymous. The study variables are presented according to lower and upper secondary school as well as gender. Linear regressions were conducted and adjusted for socioeconomic status (SES) by using SPSS.ResultsIn total, 139,841 adolescents were included. Girls exhibited higher perceived school stress, lower perceived teacher care, and lower life satisfaction than boys in both lower and secondary school (all p < 0.01). Strong inverse associations on satisfaction with life were found in both genders in lower and upper secondary school among those who reported very frequent perceived school stress, with perceived teacher care moderating the relationship (B= -0.67; 95% CI [-0.70 to -0.65], P < 0.01]). Moreover, robust associations were unveiled between high and low levels of perceived teacher care and life satisfaction across gender and school level.ConclusionsHigher perceived school stress was strongly inversely associated with life satisfaction in Norwegian adolescents, in both girls and boys, and in both lower and secondary school. Teacher care was identified as a moderator and seems to play a crucial part in the everyday life of Norwegian adolescents. These implications extend to teacher education, practice, and policy, which should be aware of the pivotal role of perceived teacher care on Norwegian school-based adolescents‘ life satisfaction.

La formación inicial del profesorado de primaria en educación para la ciudadanía. Estudio de casos en Latinoamérica

This article identifies, analyzes and interprets what happens with citizenship education in the initial training of generalist teachers, in university programs in Latin America. The methodological strategy is the documentary analysis of the citizenship education curriculum in three academic programs in Chile, Argentina and Colombia, which train primary school teachers and who agree to participate voluntarily in the study. The results identify that the purposes and objectives of the programs for the initial training of generalist teachers focus on global citizenship. In the study plans, the contents planned for teaching the area are few and focused on theoretical concepts related to national citizenship, which do not favor the development of critical thinking or the political training of teachers, which are essential aspects to train students future teachers and transformative intellectuals (Giroux, 2006). The analysis concludes that general teachers are not being trained to educate primary school boys and girls as critical and democratic citizens. Academic programs have the challenge of proposing problematizing curricula, in which future teachers acquire the professional skills to analyze and understand the complexity and interdisciplinarity of social knowledge and, to guide the area of ​​citizenship in primary education in the construction of democratic culture and social justice.

How Boys Deflect Responsibility for Street Harassment: Class, Race, and Responses to Sexual Violence Awareness Programs

This paper shows how boys respond to harassment awareness training programs and analyzes how such audiences might fail to see street harassment as ‘their’ problem (therefore deflecting responsibility for sexual violence). It is based on ethnographic observations of street harassment awareness programs organized in France and interviews with their participants. Boys’ intersectional identities informed how they responded to this program. Boys of color in schools in underprivileged areas argued that racism towards racialized men, rather than the latter’s behavior, often led white women to report being sexually harassed. White boys in schools located in more affluent areas avoided feeling responsible for street harassment by associating violent acts with working-class men or men of colour. I argue that boys are more likely to deflect responsibility for sexual violence when a training program insufficiently relates the message to their personal experiences and lifeworld.

The Effect of Semantic Mapping Strategy on EFL Preparatory School Students' Higher Thinking Skills

Literary text usually begins with a writer’s need to convey his or her personal vision to reader. Even when a writer uses factual material, historical documents newspaper stories, personal experience his or her primary purpose is not just to convey information but to give a unique view of experience, one that has significance beyond the moment. Literature is the news that stays news. To convey his or her view of experience, invents characters, and creates dialogue. In order to solve this problem, the teacher should have creative activity, and semantic mapping strategy can be an alternative way as a learning and make students enjoy and easy to write. The present study aims at; 1) finding out whether there is any significant difference between students' achievement at the recognition level on one hand, and their achievement at the production level, on the other hand. 2) Finding out EFL preparatory school students' ability to identify figurative language, recognize and be aware of other cultures, and higher thinking skills. A sample of (60) students has been randomly selected from Iraqi EFL fourth year preparatory school students who study ‘Literature Focus’ at Al-Manahil school for boys in the city of Tikrit during the academic year 2023/2024. The sample represents (25.60%) percent of its original population and is divided into two equal groups, i.e. the experimental and control groups. Both groups have been equalized in their age, the parents’ educational attainments, and their scores in English language subjects in the previous year of the academic year (2022-2023). An achievement test of six question is constructed, validated, its reliability is obtained, it is items have been analysed and then applied to the two involved groups of the study. The results show that SMS is more effective than using the conventional method for organizing, clarifying, or simplifying complex information.

THE EFFECTIVENESS OF USING BLENDED LEARNING STRATEGY IN THE ACADEMIC ACHIEVEMENT BY SEVENTH-GRADE BASIC STUDENTS IN THE SUBJECT OF KURDISH LANGUAGE

The current study aims to identify the effectiveness of using the blended learning strategy in the academic achievement of seventh-grade students in the Kurdish language subject. The research sample consisted of (114) male and female students from the seventh grade in basic education schools for boys and girls in the city of Zakho for the academic year (2022-2023). It was chosen intentionally by stratified random method from the research community according to the gender variable, then the researcher divided the sample into four equal groups in several variables based on the factorial experimental design (2X2) in the variables of teaching method and gender. The two experimental groups studied the Kurdish language subject according to the blended learning strategy, while the two control groups studied the same subject traditionally. The researcher verified the validity of the content of the test and extracted its psychometric characteristics as well as its stability. After collecting data from the research sample and processing it statistically using the two-way factor analysis of variance test according to the variables of gender, teaching method, and the interaction between them, the results indicated: 1- There is a statistically significant difference at the level (0.05) between the averages of the Kurdish language achievement among the members of the research groups according to the gender variable in favor of females and the method in favor of the blended learning strategy. 2- There is no statistically significant difference at the level (0.05) between the averages of the members of the research groups in the achievement of the Kurdish language according to the interaction of the variables of gender and method. In light of the results, the researcher came out with several conclusions, including the possibility of applying the blended learning strategy in teaching the Kurdish language to students in basic education. The researcher also put forward some recommendations and proposals in the form of titles for future research.

Action Research on the Improvement of Junior High School Boys Pull-up Ability Based on Circuit Training-- Taking Dinghu Yishe as an Example

This study examines circuit training for improving pull-up abilities in middle school boys at Dinghu Yishe. It finds that while circuit training moderately enhances pull-up performance, effective, scientifically designed methods are essential for fully developing students abilities. Emphasis is on group-based, progressive training to optimize achievement and overall physical fitness.

Developmental Trajectories of Intrinsic and Extrinsic Goals From Early to Late Adolescence and the Association with Internalizing and Externalizing Problems.

Although numerous studies have explored the causes and consequences of intrinsic and extrinsic life goals, the developmental trend of life goals during adolescence has not been well understood. To address this research gap, this study explored the developmental changes of the pursuit of intrinsic and extrinsic goals during early, middle, and late adolescence, and examined the relation between life goals and internalizing/externalizing problems from a developmental perspective. A total of 4703 Chinese adolescents from primary (N = 1819, 47.8% girls, Mage T1 = 9.34, SDage T1 = 0.58), middle (N = 1525, 47.5% girls, Mage T1 = 12.47, SDage T1 = 0.59), and high school (N = 1646, 51.9% girls, Mage T1 = 15.45, SDage T1 = 0.65) participated in this two-year, three-wave longitudinal study. The results revealed that the pursuit of intrinsic goals increased among primary school students, but decreased among middle and high school students. Conversely, the pursuit of extrinsic goals exhibited a consistent increase among adolescents in primary, middle, and high school. Girls have higher initial levels of intrinsic goals than boys in primary school, and boys' intrinsic goals declined faster than girls' in middle school. Additionally, the initial level and developmental rate of intrinsic goals among three developmental stages were significantly associated with internalizing/externalizing problems, with lower initial level, slower growth rate, and faster decline rate being associated with more internalizing and externalizing problems. The significant association between the initial level and developmental rate of extrinsic goals and internalizing/externalizing problems were mainly observed among late adolescents, with higher initial level and growth rate being associated with more internalizing and externalizing problems. These findings delineate the differences in developmental trends between intrinsic and extrinsic goals, underscore the robust relation between intrinsic goals and internalizing/externalizing problems, and figure out the development-stage differences in the relation between extrinsic goals and internalizing/externalizing problems.

Menstruation Knowledge, Stigmatization and Support Perception of Adolescent Boys in a Rural Secondary School in Benue State, Nigeria

Purpose: To assess menstruation knowledge and stigmatization and support the perception of adolescent boys in a rural secondary school. Materials and Methods: A cross-sectional descriptive study of 121 secondary school boys drawn from all classes using a simple random sampling technique. An interviewer-administered questionnaire was used to collect data on socio-demographic characteristics, knowledge, and perception of menstruation. Findings: Most of the respondents, 55.4 % were aged between 15-18 years. Those in their fourth-year class (SS1) were more (40.5%). Some felt that menstruation was a disease (13.4%), contagious (24%), and unclean (29.8%). Those with correct knowledge of menarche were 97.5%. Those willing to obtain more knowledge on menstruation were 79.3%. More than half, 57% were unwilling to share food, items, and bedrooms with a menstruating female and 38.8 % believed that women should observe restrictions during their period. Those willing to offer support were 47.9% which was the highest and no support 1.7%. Teasing of girls in their period was reported by 20.6% of the respondents. Implications to Theory, Practice and Policy: There was good knowledge of menarche. However, misconceptions about menstruation and teasing were observed. This study contributes to theory by exploring boys' perceptions of menstruation and linking their misinformation to menstrual stigma. Practically, it emphasizes the need for educational programs, awareness campaigns, and peer support systems to reduce stigma and improve understanding. On a policy level, it advocates for menstrual education in school curricula, gender equality in health education, and policies addressing cultural misconceptions around adolescent reproductive health. More health education on menstruation needs to be given to secondary school boys.

Trends in Norwegian adolescents’ substance use between 2014 and 2022: socioeconomic and gender differences

BackgroundSubstance use is a global health concern and early onset among adolescents increases health risks. We explore national overall trends in prevalence and trends in socioeconomic inequalities in past year alcohol intoxication, cannabis use, and use of other illicit drugs among Norwegian adolescents (ages ∼ 15–19 years of age) between 2014 and 2022.MethodThe present study builds on data from a nationwide repeated cross-sectional survey collected in 2014–2016 (T1), 2017–2019 (T2), 2021 (T3) and 2022 (T4). In total 415,560 adolescents (50.3% girls) completed the questionnaire during the study period. Trends in socioeconomic inequalities were assessed using the Slope Index of Inequality (SII) and the Relative Index of Inequality (RII).ResultsWhile the prevalence of alcohol intoxication remained fairly stable, the prevalence of cannabis and other illicit drug use increased between 2014 and 2022 among upper secondary school boys (13.3–17.6%, and 2.0–5.2%, respectively) and girls (8.8–12.8%, and 1.1–2.7%, respectively). Similar trends were observed among 10th-grade adolescents. Boys were more likely than girls to use cannabis or other illicit drugs, but the gender gap in cannabis use narrowed during the study period. Among upper secondary girls, use of cannabis and other illicit drugs was higher among those from less affluent backgrounds, with absolute and relative inequalities in cannabis use increasing between 2014 and 2022. Small inequalities in cannabis use and decreasing relative inequalities in the use of other illicit drug were observed among upper secondary boys.ConclusionsThe increasing use of cannabis and other illicit drugs among Norwegian adolescents is concerning. Future studies should explore the underlying causes of this rise and explore the complex factors influencing adolescent substance use behaviours. A comprehensive understanding of these factors is essential for developing targeted and effective interventions.

A Study to Assess the Prevalance of Anemia and the Effectiveness of Weekly Iron and Folic Acid Supplementaton among the Adolescent Girls and Boys in the Schools in Bangalore

Anemia is defined as reduction in the volume of blood cells or in concentration of hemoglobin, below the lower limit of the normal range for the age and sex of the individual. Anemia in adolescents is very common now a days. Anemia is not a specific disease but a sign of an underlying diseases or disorders. To assess the prevalence of Anemia among adolescents. To evaluate the effectiveness of weekly Iron and Folic acid Supplementation among adolescent girls and boys in schools in Bangalore.To find out the significant association between the level of prevalence of Anemia and socio demographic variables. The research design for the study was quasi experimental design with pretest-posttest having non-equivalent control group. The study was conducted in Rajarajeshwari School in Bangalore. The subjects were selected by random number table. The data was collected through socio-demographic datasheet, clinical Proforma, checklist of anemia and intervention package. The data was analyzed through descriptive and inferential statistics. that there was a significant association between pre-test scores of experimental and control group with family monthly income and food habits whereas there was no significant association between pre-test scores of experimental and control group with mother’s education, fathers education, occupation of father and occupation of mother. Hence H3 was retained which stated that there is a significant association between the pre-test visual analogue score and the selected socio- demographic variables of both experimental and control group at p &lt; 0.05. The study conducted that the anaemis among adolescents was high and prevention is needed before any complication developed.

Social Acceptance Among Children with Learning Difficulties

This study explores social acceptance among children with general learning difficulties/children with special needs (CSN) using a qualitative approach involving structured interviews with 144 students and in-depth interviews with three teachers. The research highlights the social dynamics of CSN inclusion, emphasizing the importance of a supportive environment, positive teacher attitudes, and peer education programs in promoting social integration. Findings show that students, particularly females at the junior high level, generally hold positive attitudes towards CSN. At the same time, concerns over emotional behaviors like tantrums create interaction challenges, especially among elementary school boys. Teachers ensure equal participation for CSN through individualized support, inclusive activities, and peer support systems. This study's originality lies in its comprehensive exploration of peer attitudes across educational levels. It offers insights into gender differences, behavioral challenges, and the teacher's role in promoting inclusive education through adaptive teaching methods and social support.

Discrimination or a Competitive Climate? Why Women Cannot Translate Their Better High School Grades into University Grades

While girls have better grades than boys in high school, this does not translate into better performance of young women, as compared to young men, in university. Due to the high signalling value of university grades for subsequent income and employment outcomes, this has important consequences for gender inequalities at labour market entry. However, previous studies have not yet examined the potential barriers that might limit women’s ability to maintain their previous academic achievement at the university level. Drawing on the nation-wide Student Survey, this study addresses this shortcoming by investigating perceived discrimination against women and perceived competition among students as two potential correlates. Our findings first confirm that while girls have better grades in high school than boys, this has reversed at the university level. Further, high school grades are less strongly correlated with university grades for girls compared to boys. Our results highlight that young women perceive there to be more discrimination against women as well as higher levels of competition within their field of study, than do their male peers. The study further demonstrates that an increased level of perceived discrimination is strongly associated with lower university performance for young women, thereby plausibly hindering their ability to reach their full academic potential.

School Characteristics and Interscholastic Tournament Success

Interscholastic sports are part of the educational mission of the schools. However, parents, athletes, and others seem to emphasize winning, causing success (or, at least, the possibility of success) to be the target of state policies to promote competitive balance, following from an egalitarian approach to the theory of distributive justice. For example, most states have divided schools into separate class tournaments based on school enrollment. Many have also attempted to counteract perceived advantages held by private (non-boundary) schools by using multipliers to artificially increase private schools’ enrollment. Some states compensate for poorer schools’ perceived disadvantages by artificially decreasing enrollment for those schools with a high percentage of the student body eligible for the National School Lunch Program (NSLP). To enact effective policies, however, it is helpful to know what school characteristics are linked with winning. This project is a case study examining high school boys’ basketball in Indiana with a basic research question of what school characteristics influence tournament success. The literature and many current state policies propose that being private, larger, urban, wealthier, and from certain regions of the state might all improve tournament success. Each is examined for its effects on winning a state championship and on a more-expansive measure of success based on how far in the tournament a team progresses using data collected for all entrants in the Indiana boys’ basketball tournament over a 26-year period. The relative size of the student body seems to be the most consistently important factor in tournament success across classes. Being a private school or being an urban school are only factors in success for the classes of smaller schools. The region of the state is not shown to be significant to success. Of particular note, though there has been an increase in state policies targeting an imbalance caused by economic factors, there has not yet been an empirical finding of a link between these economic factors and success. This study does find limited evidence of such a link as schools with a lower percentage of students eligible for NSLP are more successful in the tournament. These results can help refine the knowledge of what does and does not affect tournament success and can guide policy changes aimed at improving competitive balance.

Differences in elementary-age children’s accelerometer - measured physical activity between school and summer: three-year findings from the What’s UP (Undermining Prevention) with summer observational cohort study

BackgroundAmong elementary-aged children (5-12yrs), summer vacation is associated with accelerated gains in Body Mass Index (BMI). A key behavioral driver of BMI gain is a lack of physical activity (PA). Previous studies indicate PA decreases during summer, compared to the school year but whether this difference is consistent among boys and girls, across age, and by income status remains unclear. This study examined differences in school and summer movement behaviors in a diverse cohort of children across three years.MethodsChildren (N = 1,203, age range 5–14 years, 48% girls) wore wrist-placed accelerometers for a 14-day wear-period during school (April/May) and summer (July) in 2021 to 2023, for a total of 6 timepoints. Mixed-effects models examined changes in school vs. summer movement behaviors (moderate-to-vigorous physical activity [MVPA], sedentary) for boys and girls, separately, and by age and household income groups (low, middle, and upper based on income-to-poverty ratio).ResultsChildren provided a total of 35,435 valid days of accelerometry. Overall, boys (+ 9.1 min/day, 95CI 8.1 to 10.2) and girls (+ 6.2 min/day, 95CI 5.4 to 7.0) accumulated more MVPA during school compared to summer. Boys accumulated less time sedentary (-9.9 min/day, 95CI -13.0 to -6.9) during school, while there was no difference in sedentary time (-2.7 min/day, 95CI -5.7 to 0.4) for girls. Different patterns emerged across ages and income groups. Accumulation of MVPA was consistently greater during school compared to summer across ages and income groups. Generally, the difference between school and summer widened with increasing age, except for girls from middle-income households. Accumulation of sedentary time was higher during school for younger children (5-9yrs), whereas for older children (10-14yrs), sedentary time was greater during summer for the middle- and upper-income groups. For boys from low-income households and girls from middle-income households, sedentary time was consistently greater during summer compared to school across ages.ConclusionsChildren are less active and more sedentary during summer compared to school, which may contribute to accelerated BMI gain. However, this differs by biological sex, age, and income. These findings highlight the complex factors influencing movement behaviors between school and summer.