School Performance Research Articles

Measuring and Contextualizing School Refusal in Pediatric Chronic Pain: Establishing the Psychometric Properties of the School Refusal Evaluation (SCREEN) Measure for Youth with Chronic Pain.

School refusal is a longstanding difficulty for youth with chronic pain. Yet, research is hindered by lack of adequate measurement tools to assess and describe the complex interpersonal and systems-level factors contributing to school refusal. This study investigates the utility of the School Refusal Evaluation (SCREEN) measure and its psychometric properties in a sample of youth with chronic pain. and Methods: Youth undergoing multidisciplinary evaluation at outpatient pain clinics completed self and parent-report questionnaires. Descriptive data examined school refusal. Internal consistency and construct validity were tested. Multiple regressions examined parent and child factors related to school refusal. 698 youth with chronic pain participated. Two-thirds reported symptoms suggesting at-risk or clinically significant symptoms of school refusal. Cronbach alpha scores were in the acceptable to good range on the SCREEN. Convergent validity for the Interpersonal Discomfort subscale of the SCREEN was established. Child fear of pain, stress, peer relationships, and parent protective behaviors significantly correlated with SCREEN total scores. Participants enrolled in fully in-person school during the study period reported significantly higher scores on the interpersonal discomfort scale than those enrolled in remote learning. Our results provide evidence that youth with chronic pain experience significant challenges with school functioning and offer some support for the reliability and validity of the SCREEN in a sample of youth with chronic pain, a population for which few appropriate measures of school functioning have been established. The SCREEN measure may aid in assessing school refusal, with good clinical potential to quantify risk and identify modifiable factors.

The disenchanted fairy godmother: comparing how and why evidence-based management and public service professionals influenced policy performance in public school and active labour market policy in Denmark

Background: The aspiration to use evidence to enhance the legitimacy and effectiveness of policies is widely shared but often falls short. A common explanation for failure is the presence of barriers to utilising evidence or the inadequacies of the evidence available to policy makers. Aims and objectives: The article examines how and why evidence-based policies sometimes fail to enhance policy performance, through a comparative analysis of evidence-based management in Danish public school and active labour market policies after 2000. The two cases are characterised by similar policy performance problems but vary in terms of evidence-based management styles and responses from public service professionals. Methods: The article relies on document analysis and expert interviews with civil servants and key stakeholders to explain how and why evidence-based policies fail to improve policy performance in the two cases. Findings: We find that evidence-based policy making did not resolve performance problems in either case, though for different reasons. In public school policy, conflict over the 2014 Public School Reform impacted negatively on its implementation despite efforts to incorporate evidence in its design. In active labour market policy, evidence-based policies were imposed on job centres and institutionalised in key performance indicators, but over time critique of processual requirements and indignified casework accumulated and contributed towards a political decision to reform job centres. Discussion and conclusion: We advocate for setting realistic expectations about the potential of evidence in resolving policy performance problems and caution against overstating the ‘dream’ of evidence-based policy making.

Timing of antenatal corticosteroid exposure and its association with childhood mental disorders in early- and full-term births: A population-based cohort study.

Our finding suggests a need for further investigation into the influence of GA at birth on these disorders and supports that the risk of childhood mental disorders in term infants varied among different ACS exposure timing. • While administration of antenatal corticosteroids (ACS) for preterm birth threats is widely acknowledged as both cost-effective and beneficial, recent studies have raised concerns about potential long-term adverse effects on neurodevelopment, particularly in term-born infants. • Previous studies have found that early-term birth is associated with lower intelligence, ADHD, and poorer school performance compared to full-term birth. • There is an interaction between the timing of ACS treatment and gestational age at birth with respect to the likelihood of neurodevelopmental outcomes in term-born infants. • Exposure to ACS before 34 weeks is associated with an increased risk of any childhood mental disorders, specifically ADHD and DD, among early-term births, whereas this association was not observed in infants who reached full-term gestation.

Fostering a productive educational environment: the roles of leadership, management practices, and teacher motivation

This study explores the relationships between Principal’s Leadership, School Management Practices, Teacher Motivation, and Teacher Performance. This study uses a quantitative methodology and takes the form of the questionnaires as the data collection instrument. The teacher served as the focus of this investigation, while the leadership and administration skills of junior high school principals served as the study’s target. This study employed using Smart Partial Least Squares (PLS) to analyze how these factors interact and influence educational outcomes. The research employed Smart PLS to model and evaluate the complex relationships between these variables, highlighting the significant roles of leadership and management in shaping teacher effectiveness and overall school performance. The findings reveal that Principal’s Leadership significantly enhances both Teacher Motivation and Teacher Performance, underscoring the critical role of effective leadership in inspiring and improving teacher performance. In contrast, School Management Practices were found to significantly impact Teacher Performance but did not significantly affect Teacher Motivation, suggesting that management practices alone may be insufficient to boost motivation levels among teachers. Teacher Motivation was identified as a key driver of Teacher Performance, emphasizing that motivated teachers are more likely to perform at higher levels. The study advocates for a comprehensive approach that integrates strong leadership, effective management practices, and targeted strategies to enhance teacher motivation and performance. The research provides valuable insights and guidance for educators and administrators aiming to foster a productive educational environment.

Prevalence of symptoms suggestive of sleep apnea among children and its impact on academic performance

BackgroundObstructive sleep apnea (OSA) is a common condition in pediatrics that requires prompt recognition and management to minimize its negative impact on their health and development. Data on the prevalence of OSA among school-age minors in Jordan is scarce. This study aims to estimate the prevalence of OSA in children and adolescents and identify factors that make them more likely to have OSA and its impact on academic achievement.MethodsThis school‐based cross‐sectional study was conducted from January to March 2023. A questionnaire including information on demographic variables, school performance, and a validated sleep-related breathing disorder (SRBD) scale for pediatrics was distributed to 1798 students in schools all over Amman. The prevalence of OSA (defined as SRBD score > 33%) was reported as a proportion along with its 95% confidence interval.ResultsOut of the 2000 questionnaires distributed, 1798 were analyzed. Among these, 1079 (60%) were from children aged 5 to 10 years, and 719 (40%) were from adolescents aged 11 to 18 years. The prevalence of high risk for OSA (HR-OSA) was higher among adolescents than in children (25.6% vs. 20.8%). Adolescents with unemployed fathers were more likely to be HR-OSA (33.70 vs 17.57%, p < 0.001). In contrast, paternal employment did not affect the prevalence of HR-OSA in children. Sleep talking, bruxism, and sweating during sleep were more common among children with positive SRBD. Nocturnal enuresis (NE) was associated with positive SRBD in children and adolescents. HR-OSA was associated with poor academic performance in both study groups.ConclusionHR-OSA is highly prevalent in Jordanian children and adolescents. HR-OSA can occur alongside other sleep disorders, and it significantly impairs the academic performance of affected individuals. This study found an association between high risk for OSA and other sleeping disorders (sleep talking, sleep bruxism, and sweat during sleeping) and nocturnal enuresis which needs to be confirmed in larger studies.

Cognitive behavior therapy for academic burnout, procrastination, self-handicapping behavior, and test anxiety among adolescents: a randomized control trial

ObjectiveAcademic stressors among adolescents, strongly associated with emotional disturbance, increase the chance of psychiatric problems, and their severity increases over time when emotional and educational issues remain unresolved. The present study is designed to investigate the impact of cognitive behavioural therapy (CBT) on procrastination, burnout, self-handicapping behaviour, test anxiety, and school functioning among adolescents facing academic problems.Materials and methodsA total of 200 adolescents were enrolled for eligibility assessment; 129 participants met the eligibility criteria, and they were allocated to the experimental and waitlist control conditions. After the baseline assessment, participants were involved in the treatment condition, and after 6–8 follow-up sessions, they were referred for the post-assessment. We used different assessment measures to assess the outcome, i.e. General Procrastination Scale (GPS), Maslach Burnout Inventory-Student Survey (MBI-SS), Self-handicapping Scale (SHS), Test Anxiety Inventory (TAI), and Living up to Parental Expectation Scale (LPES). Repeated measures ANOVA was used to analyze the results.ResultsThe current RCT findings suggest that CBT was found an effective treatment condition to address the emotional problems among adolescents. CBT significantly reduced the degree of procrastination {F (1, 63) = 25.01, p < .000, η2 = 0.29} academic burnout {F (1, 63) = 11.08, p < .000, η2 = 0.16}, test anxiety {F(1, 63) = 88.17, p < .000, η2 = 0.59}, and self-handicapping {F (3, 56) = 10.17, p < .000, η2 = 0.16} among adolescents. CBT also significantly helped the students to manage parental unrealistic expectations through providing relationship skills and training {F (3,56) = 546.46, p < .001, η2 = 0.89). Further analysis reveals that counseling sessions substantially improved students’ academic performance and students functioning at school in term of attendance and punctuality.ConclusionIt is concluded that CBT efficiently addressed emotional and academic problems (i.e. procrastination, burnout, test anxiety, and self-handicapping behavior), improved students’ functioning at school (i.e. attendance & and academic grades), and guided the students to manage unrealistic parental expectations.

Barriers and Facilitators to Motivation for Work and School in First Episode Psychosis: A Qualitative Exploration.

Decreased motivation has been found to be the strongest predictor of poor work or school functioning among individuals with psychosis. Since motivation decreases immediately following onset of psychosis, it may be an ideal potential target for intervention. The aim of this study was to explore the specific barriers and facilitators to motivation through experiences of those living with first episode psychosis. A total of 40 individuals recently diagnosed with psychosis and receiving treatment within a coordinated specialty care program completed a semi-structured qualitative interview. Audio recordings were transcribed and independently coded by three reviewers. Themes emerged regarding barriers to work and school motivation, such as challenging mental health symptoms, discouragement resulting from negative perceptions/experiences, mental health treatment/side effects, uncertainty about the future, pressure of expectations from others, financial and legal concerns, and fear of symptom recurrence. Similarly, participants described several motivational facilitators for work and school including the opinions of others, financial needs and desires, career aspirations, beneficial mental health treatment, positive attitudes about mental illness, desire for autonomy and desire for meaning in daily life. Better understanding of the factors that drive motivation for work and school among those with first episode psychosis may facilitate identification of ways to optimise existing treatments and/or develop more targeted approaches.

542 School performance in survivors of pediatric critical illness/injury

542 School performance in survivors of pediatric critical illness/injury

Exploration of Social Support and the Impact on School Performance for Students with Type 1 Diabetes

Exploration of Social Support and the Impact on School Performance for Students with Type 1 Diabetes

Chronic Graft-Versus-Host Disease Adversely Impacts School Performance in Children and Young Adults.

Chronic graft-versus-host disease (cGVHD) adversely impacts return to work for adult allogeneic hematopoietic stem cell transplant (HSCT) survivors, but no data exist on children with cGVHD transitioning back to school. We hypothesized that cGVHD adversely impacts broad aspects of school experience of children compared to their allogeneic-HSCT peers without cGVHD. We conducted a single center cross-sectional pilot study using a 42-item questionnaire, investigating academic performance and social-emotional aspects of schooling pre- and post-HSCT. Forty allogeneic-HSCT patients of school-age completed the questionnaire, and responses were compared between patients with and without cGVHD. Twenty patients had cGVHD while 20 age or gender matched allogeneic-HSCT patients without cGVHD were controls. Ten of the 20 cGVHD patients experienced academic delays, of whom 2 were unable to resume or commence school due to cGVHD. All controls resumed/commenced school post-HSCT. Patients with cGVHD were chronically absent, as 8 of the 18 cGVHD patients missed ≥4 days of school per month post-HSCT compared to 0/20 controls (P ≤ .001). Profound barriers to school participation specific to cGVHD were appreciated with an average of 3 concurrent barriers (range 1-7) ranging from physical appearance to clothing discomfort. Significant gaps in school services were identified as only 6 (33%) cGVHD had school accommodations post-HSCT. Academic challenges and emotional and psychosocial impacts are profound. Future studies evaluating the feasibility of standardizing early school-based interventions are required.

Association between behavioral problems and parental stress in children and adolescents with epilepsy.

The current study evaluated the association between behavioral problems in children and adolescents with epilepsy and parental stress. A prospective observational study of 314 consecutive parents of children and adolescents with epilepsy who attended the out-patient epilepsy clinic of a tertiary care hospital was done between June 2022 and September 2023. Self-reported Child Behaviour Check List (CBCL) was reported by parents; who also reported the parental stress scale (PSS). The data as per CBCL guidelines was evaluated in three groups of children and adolescents with epilepsy aged 1.5 to 5years; 6 to 10years and 11 to 18years. The associations between score on CBCL with reported score on PSS was evaluated. Among the 314 children and adolescents with epilepsy, 37(11.8%) were aged between 1.5 to 5years; while 108(34.4%) aged between six to 10years, the remaining 169(53.8%) aged between 11 to 18years. In children below 5years of age, internalizing factors like anxiety/depression, somatic symptoms were significantly higher. Importantly, the reported scores on PSS were lower in parents of adolescents than children with epilepsy. When evaluated for correlation of CBCL with PSS, internalizing characteristics like withdrawal were strongly associated with parental stress in children below the age of 5years. On the contrary, in children aged above five years, and in adolescents externalizing characteristics showed strong correlations with parental stress. Child's higher school performance had a negative correlation with PSS(R-Square: -0.499; p<0.001) and requirement for special school or child not attending school had positive correlation with PSS(R-square: 0.433;p<0.001). Behavioral problems in children and adolescents with epilepsy differ with age. Parental stress is associated with internalizing behavior in pre-school children whereas externalizing behavior dominated in children and adolescents. Poor performance of children at school and requirement for special school is associated with high parental stress.

Practice what you preach: the effects of mission alignment on organizational performance

PurposeAssociation to Advance Collegiate Schools of Business (AACSB) accreditation encourages business schools to exhibit alignment within their mission, strategies and outcomes to achieve success. The present study aims to explore the idea of mission alignment and how it may serve as an important moderator to the relationship between organizational resources and school performance as measured through business school rank.Design/methodology/approachOur study utilizes the AACSB International business school survey (BSQ) data to analyze the mission statements of accredited business schools and capture data on organizational resources. We also created an index of mission alignment to gauge congruency between the stated mission and strategic focus. Our performance measure was the U.S. News and World Report undergraduate business school programs ranking value.FindingsOur results show mission alignment on its own has little direct impact on organizational performance. However, when mission statement alignment and resource allocations are combined, they interact to influence organizational performance.Originality/valueOur research demonstrates that resource allocation decisions and mission alignment are two important attributes of an organization and that mission alignment has the potential to leverage an organization’s resources and capabilities to improve performance.

Self-Assessment of Psychological Traits and Performance of Elementary School Teachers

Teachers face significant stress due to the demanding nature of their work, often struggling to balance their professional duties with personal time which makes it crucial to acknowledge and address their psychological traits. This study aimed to determine the relationship between psychological needs and teachers’ performance in the different schools of South District, Division of Cagayan de Oro for SY 2023-2024. Specifically, it sought to determine the level of the psychological traits such as to autonomy, self-confidence, feeling of wholeness, psychological growth, self-actualization, and self-acceptance and the performance of teachers. It utilized a modified questionnaire. This study employed a descriptive correlational research design with documentary analysis using the total population sampling with a total of one hundred (100) respondents. Mean, Standard Deviation and Pearson Product Moment Correlation Coefficient were the statistical used. The study revealed that feeling of wholeness got the highest Mean while autonomy obtained the lowest Mean. The teachers had an outstanding performance. Psychological traits of the teachers and their performance are significantly associated. It is recommended that the teacher may sustain their work performance by continually updating and upskilling their skills on the latest innovations of teaching.

Influence of Academic Supervision, Work Motivation, and Collaborative Learning Practices on Teacher Performance in Junior High Schools in Berau Regency

Academic supervision, work motivation, and collaborative learning practices are key aspects influencing teacher performance. These three elements support the creation of a higher quality and more effective educational environment. This study aims to assess the impact of academic supervision, work motivation, and collaborative learning practices on teacher performance at public junior high schools in Berau Regency. Utilizing a quantitative approach with cluster random sampling, the research population consists of 20 accredited A public junior high schools totaling 507 teachers, while the sample includes 9 accredited A schools with 244 teachers. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression. The findings reveal that academic supervision significantly impacts teacher performance with a contribution of 35%. Additionally, work motivation has a smaller effect at 6.9%, while collaborative learning practices also contribute 35%. Collectively, these factors account for 35% of teacher performance, with the remaining influence attributed to unidentified factors. The study emphasizes the importance of synergy between academic supervision providing constructive feedback, relevant incentives to motivate teachers, and developing learning communities that support ongoing professional growth. School leaders should enhance academic supervision through targeted training, local governments should offer more effective performance-based rewards, and schools should facilitate sustainable learning community programs to foster continuous innovation in teaching and improve teacher performance consistently. This research is expected to serve as a reference for educational policy in Berau Regency and enhance the overall quality of education in Indonesia

간호대학생의 의사소통명확성과 간호실무준비도가 환자안전간호활동에 미치는 영향

Objectives This is a descriptive correlation study that identifies the relationship between communication clarity, nursing practice readiness, and patient safety nursing activities for nursing students, and to identify the factors af fecting patient safety nursing activities by step-by-step introduction of communication clarity and nursing prac tice readiness through hierarchical multiple regression analysis. This study attempted to present basic data that can contribute to the development of educational programs. Methods The data for this study were collected through a questionnaire from 227 nursing students in G city at one university from April 1 to April 30, 2024, and the data were analyzed using t-test, ANOVA, Pearson correlation coefficients, and hierarchical multiple regression analysis using SPSS/WIN 26.0 program. Results The relationship between patient safety nursing activities and communication clarity (r=.54, p&lt;.001), pa tient safety nursing activities and nursing practice readiness (r=.74, p&lt;.001), and communication clarity and nurs ing practice readiness (r=.46, p&lt;.001) among nursing students was found to be positively correlated. In the results of the hierarchical multiple regression analysis, the factors that significantly affect patient safety nursing activities were school performance (β = .07, p = .041), major satisfaction (β = .19, p&lt;.001), nursing practice readiness (β = .59, p&lt;.001), and communication clarity (β = .20, p&lt;.001), and the total explanatory power was 61.9% (F = 92.73, p&lt;.001). Conclusions The higher the nursing students’ communication clarity and nursing practice readiness, the more pa tient safety nursing activities increased. Nursing students’ school grades, major satisfaction, communication clarity, and nursing practice readiness were confirmed to be important variables affecting patient safety nursing activities. Therefore, this study is significant in that it provided basic data for the development of an educational program to improve nursing students’ patient safety nursing activities.

Politics of school evaluation during quality assurance policy implementation in selected secondary schools in Dodoma, Tanzania

Purpose This study aims to examine the nature and extent of political dynamics (power struggles and contestations) among internal and external school stakeholders in the school evaluation processes and their influence on the objectivity and consistency of evaluations. Design/methodology/approach This study used a purposive sampling method to examine seven secondary schools in Dodoma Region, which were key in piloting the School Quality Assurance (SQA) policy implementation in 2018. The selected schools were government boarding institutions with long histories, managed by School Management Teams and Governing Boards that influenced school decision-making. These schools had regular SQA visits and produced School Self-Evaluation and Whole-School Evaluation reports, which served as the primary data sources. Data were analysed using a method that involved sorting, coding, identifying patterns and applying theory to interpret the findings. The analysis focused on discrepancies and power dynamics in school evaluations, particularly how internal and external evaluators’ roles were represented in the reports. Ethical considerations were ensured through confidentiality, pseudonymizing participants and obtaining clearance from relevant authorities. This study’s reliability and trustworthiness were enhanced through consistent data collection protocols, a transparent coding framework and triangulation of sources. This research offers insights into the politics of SQA policy implementation, highlighting tensions and power dynamics in school evaluations and revealing gaps between policy and practice. Findings This study identifies the SQA policy discourses that were tools and sites of power struggles and contestations among internal and external evaluators in all six quality domains. These political dynamics impacted the objectivity and consistency of evaluation outcomes due to subjectivity among evaluators. Internal evaluation had a positive image by offering higher quality indicators than external evaluation in most case study schools. Research limitations/implications Policy documents provide a high-level overview, often missing the nuanced realities of school implementation. While updated periodically, they may not reflect current practices or challenges. These documents typically present an idealized vision of education, which might not align with actual outcomes. Analysing them alone can overlook the perspectives of teachers, students, parents and other stakeholders directly impacted by the policies. Informal practices and adaptations in response to policy directives may not be documented, and the interpretation of such documents can vary widely, leading to subjective analysis. In addition, policy documents lack empirical data on the effectiveness and impact of the policies. Practical implications This study highlights the need for clear and consistent evaluation criteria to reduce discrepancies between internal and external evaluators. It also underscores the importance of training and support for school-based evaluators to ensure reliable assessments. Moreover, this study calls for addressing political dynamics influencing evaluation objectivity, ensuring that evaluations genuinely reflect school performance. Finally, the findings advocate for involving all stakeholders in the evaluation process to enhance transparency and accountability. Social implications This study has important social implications. It reveals how political dynamics can affect the fairness and transparency of school evaluations, potentially impacting stakeholders’ trust in the education system. This study highlights the need for equitable and unbiased evaluation practices to ensure that all schools are fairly assessed and supported. This can lead to better educational outcomes, as schools receive appropriate feedback and resources. Moreover, involving community members in the evaluation process can foster greater accountability and community engagement in educational development. Originality/value This study provides original value by addressing the intersection of political dynamics and educational evaluation. It uniquely examines how power struggles and political influences affect the objectivity and consistency of quality assurance practices. By highlighting discrepancies between internal and external evaluators, this study offers fresh insights into the challenges of implementing educational policies. This research contributes to the broader discourse on educational reform by advocating for more transparent and equitable evaluation processes, thereby enhancing policy effectiveness and educational outcomes.

Initial Results of the Québec Resilience Project (QRP): a Longitudinal and Representative Population-Based Study of Children's Development Prior to and During the COVID-19 Pandemic (2017-2022).

The COVID-19 pandemic instigated changes in almost all aspects of youth's life. While numerous studies have been implemented to understand how these changes are related to youth's development, few concerned large representative samples. This study introduces the methodology and initial results of the Quebec (Canada) Resilience Project (QRP), a representative longitudinal study. The QRP encompassed three phases: (a) 2017 census survey assessing school readiness in kindergarteners before the pandemic (n = 83,335, aged 6years); (b) 2021 questionnaire study assessing family functioning during COVID-19-related lockdowns (n = 4524, aged 10years); and (c) 2022 questionnaire survey assessing children's school performance and mental health post-lockdowns (n = 8217, aged 11years). In total, 3871 children were assessed either by parents or teachers in the three phases. We explored factors associated with children school performance (maths, reading, and writing) and mental health (emotional, withdrawal, hyperactivity/impulsivity/inattention, and conduct problems symptoms). Population weights were estimated from census data to maintain the representativeness of the population. School readiness vulnerability in kindergarten and parental anxiety and depression during lockdowns were associated with both children's lower school performances and higher levels of all mental health symptoms post-lockdown. Loss in family income and parental difficulties in maintaining work-life balance during lockdowns were associated with children's lower school performance and higher levels of some mental health symptoms (emotional and hyperactivity/impulsivity/inattention) post-lockdown. The results underscore that pandemic-related disruptions were negatively associated with children's school performance, emphasizing the need for interventions in the school environment. Associations between pandemic-related disruptions and children mental health were less consistent yet emphasize the importance of parental mental health.

Listening to the voices of adolescents with inflammatory bowel disease after returning to school: a qualitative study

BackgroundThe prevalence of inflammatory bowel disease (IBD) among Chinese adolescents has continued to increase in recent years. Adolescents with IBD interrupted their schooling due to the diagnosis and treatment of...

Exploring the Impact of Zoning Education and Teacher Performance on Student Success in Kendari's Senior High Schools

Purpose of the Study: This research investigates the interplay between the educational zoning system, teacher performance, and student academic achievement in high schools. Given the increasing implementation of zoning policies in Indonesia’s education system, understanding their direct and combined effects on teacher performance and student outcomes is critical for shaping equitable and adequate education policies. Methodology: The study focuses on six high schools in Kendari City, employing a quantitative approach to analyze the relationships between zoning policies, teacher performance, and student achievement. Data were collected through surveys and analyzed using statistical tests, including multiple regression analysis, with a significance threshold of α = 0.05. Main Findings: The results indicate that the educational zoning system positively and significantly impacts student academic outcomes, with a significance value and a contribution of 10.00%. Similarly, teacher performance significantly influences student achievement, with a significance value and a contribution of 10.00%. However, the zoning system does not directly affect teacher performance, as indicated by a non-significant, contributing only 3.4%. When combined, the zoning system and teacher performance significantly influence student achievement (ρ = 0.001), underscoring the complementary nature of policy and teacher effectiveness in improving academic performance. Novelty/Originality of the Study: This study provides new insights into the nuanced relationship between zoning policies and education quality, emphasizing the critical role of teacher performance in mediating policy outcomes and highlighting the importance of integrating zoning reforms with teacher development programs to maximize their collective impact on student achievement.

Medium term health and quality of life outcomes in a cohort of children with MIS-C in Cape Town, South Africa

BackgroundMultisystem inflammatory syndrome in children (MIS-C) is a disease that occurs after exposure to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Its short-term effects have been documented but little data exist on the longer term effects of MIS-C on the health and quality of life (QOL) of patients. The objective of this study was to assess the long-term effects of MIS-C on the QOL of children.MethodsThis study was a descriptive prospective study. We included 24 participants with previous MIS-C and 20 children with juvenile idiopathic arthritis (JIA) as a positive comparator group. All children were examined and completed a paediatric quality of life (PedsQL) generic inventory score. This score was used to evaluate the School Functioning, Social, Emotional, and Physical QOL domains.ResultsAll participants with previous MIS-C made a full recovery, with no medical complaints, and normal physical examinations after a median of 705 days post acute diagnosis. The PedsQL inventory revealed that 16.7% of the children with previous MIS-C showed a deficit in the physical domain compared to 60% of the children with JIA (p &amp;lt; 0.001). 12.5% of the children with previous MIS-C had a deficit in their psychosocial domain which included emotional, social, and educational scores, compared to 40% of the children with JIA (p = 0.035).ConclusionsIn a cohort of 24 South African children with previous MIS-C, no medical complications were reported. A small proportion felt a prolonged effect on their QOL even after making a full recovery, although this was not as severe as children with JIA, a known chronic disease that affects QOL. This highlights the need to continue to follow up these patients and offer more comprehensive long-term care.