Well-being Of Schoolchildren Research Articles

Strength-based approach for building resilience in school children: The case of Gaza

This paper seeks to develop a “Strength-based proactive approach for building resilience in school children” under political crisis to be used by counsellors within Gaza schools to advance social and emotional learning programmes that enhance students' resilience and wellbeing. A mixed- methodological approach was used to collect and analyse data. The qualitative methods included data collection using literature review, (12) interviews with school principals and psychologists and (12) focus groups with parents, counsellors and teachers. The quantitative method included data collection using (619) students’ self-administered questionnaires. The study population consisted of all students of basic education grades in Gaza city. The study sample was random and consisted of (619) students. Statistical analysis was used to analyse the questionnaire and the content analysis was used to analyse qualitative data. Findings obtained in this study reflected that both qualitative and quantitative methods highlighted similar strength factors that support building resilience among school children in Gaza. They define children’s ability to adapt and succeed despite the difficult conditions surrounding them, child positive thinking, providing care, creating a supportive school environment, incorporating resilience topics in curriculum, engaging children in resiliency workshops, building strong relationships between school and family, joining peer groups, and building good relationship with neighbours and relatives. In conclusion, this study comes as the first effort to develop CSBPA model for counsellors in Gaza city and other cities experiencing similar political instability to apply effective approaches for fostering academic learning, resilience and wellbeing of school children.

School Environments and Elementary School Children's Well-Being in Northwestern Mexico.

School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015): Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated.

Effects of school-based physical activity and multi-micronutrient supplementation intervention on growth, health and well-being of schoolchildren in three African countries: the KaziAfya cluster randomised controlled trial protocol with a 2\u2009\xd7\u20092 factorial design

BackgroundIn low- and middle-income countries, infectious diseases remain a key public health issue. Additionally, non-communicable diseases are a rapidly growing public health problem that impose a considerable burden on population health. One way to address this dual disease burden, is to incorporate (lifestyle) health promotion measures within the education sector. In the planned study, we will (i) assess and compare physical activity, physical fitness, micronutrient status, body composition, infections with soil-transmitted helminths, Schistosoma mansoni, malaria, inflammatory and cardiovascular health risk markers, cognitive function, health-related quality of life, and sleep in schoolchildren in Côte d’Ivoire, South Africa and Tanzania. We will (ii) determine the bi- and multivariate associations between these variables and (iii) examine the effects of a school-based health intervention that consists of physical activity, multi-micronutrient supplementation, or both.MethodsAssuming that no interaction occurs between the two interventions (physical activity and multi-micronutrient supplementation), the study is designed as a cluster-randomised, placebo-controlled trial with a 2 × 2 factorial design. Data will be obtained at three time points: at baseline and at 9 months and 21 months after the baseline assessment. In each country, 1320 primary schoolchildren from grades 1–4 will be recruited. In each school, classes will be randomly assigned to one of four interventions: (i) physical activity; (ii) multi-micronutrient supplementation; (iii) physical activity plus multi-micronutrient supplementation; and (iv) no intervention, which will serve as the control. A placebo product will be given to all children who do not receive multi-micronutrient supplementation. After obtaining written informed consent from the parents/guardians, the children will be subjected to anthropometric, clinical, parasitological and physiological assessments. Additionally, fitness tests will be performed, and children will be invited to wear an accelerometer device for 7 days to objectively assess their physical activity. Children infected with S. mansoni and soil-transmitted helminths will receive deworming drugs according to national policies. Health and nutrition education will be provided to the whole study population independently of the study arm allocation.DiscussionThe study builds on the experience and lessons of a previous study conducted in South Africa. It involves three African countries with different social-ecological contexts to investigate whether results are generalisable across the continent.Trial registrationThe study was registered on August 9, 2018, with ISRCTN. https://doi.org/10.1186/ISRCTN29534081.

Новый образовательный дискурс: благополучие школьников

The article traces the logical sequence of the emergence of the constructs “quality of life” and “well-being” in the public discourse. It is shown that gradually since the end of the 60s of the XX century, the socio-economic and public sphere is turning to invest in education and health, indicators of well-being are being developed. Within the framework of the economy of well-being, it is shown that contributions to the quality of life enhance economic development. The analysis of the wide-scale PISA project shows an increasing body of data on the well-being of schoolchildren. It is shown that over the course of six successive waves of the PISA project, research interest has expanded from recording academic achievements in different countries to indicators of the quality of the educational environment and then to discussing the well-being of schoolchildren. Initially, the characteristics of the school environment were analyzed as factors that contribute to improving academic achievement. Since 2015, well-being has been studied as such, recognizing the importance of a student's well-being and experiences outside of their relationship to achievement. The well-being of schoolchildren is described as a set of its components such as cognitive, psychological, social, physical, and material. The article states that this turn indicates a significant change in the “education” construct itself: it is now considered not only as a preparation for the future life through the achievement of educational results by the student, but also as a part of the life cycle, valuable in itself.

The “We Act”-Study: Design of a Multicomponent Intervention to Promote Healthy Diet, Physical Activity, and Well-being in School Children

Strategies to improve health behaviour and well-being of children are needed. A multicomponent intervention “We Act – together for health” was developed with the aim to improve the dietary habits, physical activity, well-being and social capital among school children aged 10-12 years by increasing their health competences and promoting a healthy school environment. This paper describes the theoretical frame for the project, the development of the We Act intervention and the design and methods used in the efficacy study. We Act builds upon the health promoting school approach and the IVAC model. The intervention included three components: 1) An educational component compromising: a) Lunch meal habits integrated into science and Danish (“IEAT”), and physical activity integrated into maths (“IMOVE”); b) Vision workshop integrated primarily in Danish, and; c) Action and Change process at class and school level. 2) A school component including a workshop to develop teachers’ competencies, and 3) A parental component: including homepage, an APP, a Facebook-group and a handout produced by their child. A quasi-experimental study with 4 intervention schools and 4 matched control schools was conducted. In total 656 school children participated. The intervention was carried out in between the baseline and follow up measurements and a process evaluation was carried out to study implementation fidelity. Dietary intake during the school day was measured using a digital photographic method, pedometers registered physical activity, and an electronic questionnaire was used to assess well-being and social capital among the pupils. We Act will provide new knowledge on the implementation and effectiveness of a multicomponent school based intervention targeting school children, teachers, school management and parents to promote dietary habits, physical activity, and well-being among school children. An important part of the evaluation will be to sum up the various intervention components to inform stakeholders and health planning administrators.

Associations Between Daytime Sleepiness, Psychological Symptoms, Headache, and Abdominal Pain in Schoolchildren.

Daytime sleepiness and different symptoms are common problems affecting health and well-being of schoolchildren. This population-based cohort study included 568 children who were followed from ages 10 to 15 years. Daytime sleepiness, headache, abdominal pain, and psychological symptoms (depression, irritability or bad temper, nervousness, anxiety, and dejection) were assessed by self-administered questionnaires. The prevalence of frequent daytime sleepiness was 13% at the ages of 10 and 12 years and increased significantly up to 24% at the age of 15 (p < .0001). Daytime sleepiness as well as psychological symptoms were positively associated with headache and abdominal pain from ages 10 to 15 years. Headache in girls at the ages of 10 predicted the occurrence of headache at the age of 15. School nurses and other professionals need to understand the importance of a holistic evaluation of sleep and different symptoms in children. There is also a need for interventions targeting several co-occurring symptoms.

Retracted article: Ryzhkova I.V., Petoshina S.I., Tegaleva T.D. Psychosocial wellbeing of schoolchildren in the Barents Euro-Arctic region (a case study within the international scientific and research project “Arctic children in the internet: empowering school e-health model in the Barents region”). Integratsiya obrazovaniya = Integration of Education. 2014; 3(76):99-107. DOI: 10.15507/Inted.076.018.201403.099

Retracted article: Ryzhkova I.V., Petoshina S.I., Tegaleva T.D. Psychosocial wellbeing of schoolchildren in the Barents Euro-Arctic region (a case study within the international scientific and research project “Arctic children in the internet: empowering school e-health model in the Barents region”). Integratsiya obrazovaniya = Integration of Education. 2014; 3(76):99-107. DOI: 10.15507/Inted.076.018.201403.099

Physical activity, body composition, and well-being of school children and youths with visual impairments in Germany

The study compares levels of physical activity, body composition values, and emotional well-being of school-age children and youths with visual impairments ( n = 115) in specialized schools with those of sighted children ( n = 118) in mainstream schools. The methodology included pedometers, bioelectrical impedance analysis, and the WHO-Five Well-being Index. In all relevant parameters, students with visual impairments achieved results comparable to those of sighted students, and the degree of visual impairment did not correlate significantly with the parameters. The results confirm the positive effects and the importance of physical activity for students with visual impairments. High levels of physical activity are possible which provide health-related benefits for children and youths with visual impairments.

Oral health-related quality of life in 6- to 12-year-old schoolchildren in Spain.

There is a lack of large epidemiological studies researching the major factors of the oral well-being in schoolchildren. To quantify the impact of the different clinical conditions related to caries and periodontal and dento-facial anomalies on the quality of life captured by the Child-OIDP. A standardized epidemiological study was conducted on 2041 Spanish schoolchildren, aged 6-12 years, to assess caries and periodontal and dento-facial disease. Data on oral health-related quality of life were collected using the Child-OIDP. Bivariate and multivariate analyses were performed to evaluate the modulating factors in the perceived oral well-being. The prevalence of impact in this sample was 45.7%, mostly for eating (24.3%) but also for smiling (16.2%); however, 72.5% of the subjects had at least one type of normative needs, mainly for periodontal treatment (52.3%), followed by caries (32.3%) and orthodontic treatments (20.6%). The main predictors of the impact on quality of life were perceived dental treatment needs, caries, and periodontal diseases. Also, some demographic (age and gender) and behavioural factors (consumption of sweets) modulated the impact on several domains. Moreover, subjects who rated their general health as good or very good reported a significantly better oral well-being than their counterparts. Pain and aesthetic-related domains (i.e., problems when eating or smiling) are the major components of the oral health-related quality of life perceived by Spanish schoolchildren. Perceived treatment needs as well as dental and periodontal status were the strongest predictors of oral well-being.

Are trainee teachers being adequately prepared to promote the health and well-being of school children? A survey of current practice

Teachers are a key part of the wider public health workforce in England. We conducted a survey to find out how they are trained for this role during their initial teacher education (ITE). Between 2011 and 2012, we sent an online questionnaire to 220 ITE course managers and conducted semi-structured interviews with a purposive sample of 19 course managers to explore issues in more depth. The response rate to the questionnaire was 34% (n = 74). Although most of the course managers felt inclusion of health and well-being training in ITE was important, provision across courses was variable. Topics which are public health priorities [e.g. sex and relationships education (SRE) and drugs, alcohol and tobacco] were covered by fewer courses than other topics (e.g. child protection, emotional health and anti-bullying). Perceived barriers to training included lack of time and a belief that health and well-being were low priorities in educational policy. Not all of tomorrow's teachers are being adequately prepared for their role in helping to address public health priorities. Educational policy does not appear to be supporting the priorities of public health policy, and this is a key barrier to health promotion training in ITE. Keywords children, educational settings, health promotion.

Beneficial outcome from EEG-neurofeedback on creative music performance, attention and well-being in school children

We earlier reported benefits for creativity in rehearsed music performance from alpha/theta (A/T) neurofeedback in conservatoire studies (Egner & Gruzelier, 2003) which were not found with SMR, Beta1, mental skills, aerobics or Alexander training, or in standby controls. Here the focus was the impact on novice music performance. A/T and SMR training were compared in 11-year old school children along with non-intervention controls with outcome measures not only of rehearsed music performance but also of creative improvisation, as well as sustained attention and phenomenology. Evidence of effective learning in the school setting was obtained for A/T and SMR/beta2 ratios. Preferential benefits from A/T for rehearsed music performance were replicated in children for technique and communication ratings. Benefits extended to creativity and communication ratings for creative improvisation which were shared with SMR training, disclosing an influence of SMR on unrehearsed music performance at a novice level with its greater cognitive demands. In a first application of A/T for improving sustained attention (TOVA), it was found to be more successful than SMR training, with a notable reduction in commission errors in the children, 15/33 of whom had attention indices in the ADHD range. Phenomenological reports were in favour of neurofeedback and well-being benefits. Implementing neurofeedback in the daily school setting proved feasible and holds pedagogic promise.

Socio-Economic Manifestations of Hidden Hunger in Schoolchildren in Sub-Saharanafrica

Hidden hunger or micronutrient deficiency continues to bedevil developing economies in Sub-Saharan Africa. Cumulatively, efforts to alleviate micronutrient deficiency have not been as great as those directed towards protein-energy malnutrition and altogether less on the important age group, the school age children. There is lack of clear understanding of the relationships between hidden hunger and the more obvious socioeconomic conditions. Good education is regarded as the window of opportunity to break the vicious cycle of poverty. Poverty eradication programmes have often been contextually delinked from nutrition interventions and education provision and as a result, nutrition interventions have focused much less on the school child.For all intentions, nutritional interventions targeted at pregnancy, infancy and early childhood, as is the status quo, are all proactive approaches intended to produce better outcomes in the long term. Perhaps it is important to have a holistic approach that includes school children in nutritional interventions in sub-Saharan Africa. This study therefore sought to uncover the problem of hidden hunger among school children and illuminate on the linkages between this problem, educational achievement and the socioeconomic conditions prevailing in Sub-Saharan Africa. This was done by reviewing published literature accessed through the internet. Almost all studies exploring micronutrient malnutrition among school children show that it is a big problem in Sub-Saharan Africa which has received little attention. Deficiencies of Iron, Zinc and vitamin A, nutrients which affect immensely the health and well-being of school children, are commonplace in Sub-Saharan Africa, and individual nutrient deficiencies often interact to disrupt educational progress of the children and dampen their future socioeconomic prospects. This could partly be explained by high levels of school dropouts and inadequate foundational skills attained by children upon completion of primary school. It is therefore recommended that Sub-Saharan African countries strengthen schoolchild micronutrient nutrition efforts in conjunction with education provision and poverty alleviation.

Health-Related Quality of Life Is Low in Secondary School Children in Fiji

The health and wellbeing of children in lower-income countries is the focus of much international effort, yet there has been very little direct measurement of this. Objective. The current objective was to study the health-related quality of life (HRQoL) in a general population of secondary school children in Fiji, a low middle-income country in the Pacific. Methods. Self-reported HRQoL was measured by the Pediatric Quality of Life Inventory 4.0 in 8947 school children (aged 12–18 years) from 18 secondary schools on Viti Levu, the main island of Fiji. HRQoL in Fiji was compared to that of school-aged children in 13 high- and upper middle-income countries. Results. The school children in Fiji had lower HRQoL than the children in the 13 comparison countries, with consistently lower physical, emotional, social, and school functioning and wellbeing. HRQoL was particularly low amongst girls and Indigenous Fijians. Conclusions. These findings raise concerns about the general functioning and wellbeing of school children in Fiji. The consistently low HRQoL across all core domains suggests pervasive underlying determinants. Investigation of the potential determinants in Fiji and validation of the current results in Fiji and other lower-income countries are important avenues for future research.

Effects of Residential Status and Sports Participation on the Mental Wellbeing of School Children

Effects of Residential Status and Sports Participation on the Mental Wellbeing of School Children

Student Activism, Mental Health, and English-Canadian Universities in the 1960s

Student mental health services were created at many American universities during the interwar years in association with the mental hygiene movement of that era. In Canada, psychologists and psychiatrists became focused on the well-being of schoolchildren during this period, but services for university students were minimal or non-existent at most institutions until well after the Second World War. Influenced by American trends and in tune with rising public concern over the problems students were experiencing on Canada's burgeoning campuses, student organizations, in co-operation with the Canadian Mental Health Association, began a concerted campaign for improved services in the early 1960s. Through conferences, seminars, and surveys, they revealed the extent of student distress, and by 1965 their efforts were attracting increasing media attention and having a direct impact on university student health policies. Their campaign then entered a new phase, transformed by the same radicalization that infused the wider student movement in the wake of the Berkeley free speech protests. Dissatisfied with the institutional response and distrustful of the motives behind the services now provided, activists questioned the very meaning of 'mental health' in the context of their deeper critique of the university and society. By the end of the decade, the student mental health movement had run its course, but it left a lasting legacy in the ongoing reform of university health services and in attitudes towards student mental health.

Wellbeing, alcohol use and sexual activity in young teenagers: findings from a cross-sectional survey in school children in North West England

BackgroundAdolescent health is a growing concern. High rates of binge drinking and teenage pregnancies, documented in the UK, are two measures defining poor wellbeing. Improving wellbeing through schools is a priority but information on the impact of wellbeing on alcohol use, and on sexual activity among schoolchildren is limited.MethodsA cross-sectional survey using self-completed questionnaires was conducted among 3,641 schoolchildren aged 11-14 years due to participate in a sex and relationships education pilot programme in 15 high schools in North West England. Bivariate and multivariate analyses were conducted to examine the relationship between wellbeing and alcohol use, and wellbeing and sexual activity.ResultsA third of 11 year olds, rising to two-thirds of 14 year olds, had drunk alcohol. Children with positive school wellbeing had lower odds of ever drinking alcohol, drinking often, engaging in any sexual activity, and of having sex. General wellbeing had a smaller effect. The strength of the association between alcohol use and the prevalence of sexual activity in 13-14 year olds, increased incrementally with the higher frequency of alcohol use. Children drinking once a week or more had 12-fold higher odds of any sexual activity, and 10-fold higher odds of having sex. Rare and occasional drinkers had a significantly higher odds compared with non-drinkers.ConclusionsThe relationship between wellbeing and alcohol use, and wellbeing and sexual activity reinforces the importance of initiatives that enhance positive wellbeing in schoolchildren. The association between alcohol use and sexual activity highlights the need for integrated public health programmes. Policies restricting alcohol use may help reduce sexual exposure among young teenagers.

Association of sleep duration with socio‐economic status and behavioural problems among schoolchildren

In this population-based study, we aimed to determine the total sleep duration (TSD), its association with socio-economic status (SES) and behavioural symptoms among schoolchildren. A cross-sectional study was performed among schoolchildren in Istanbul. A structured questionnaire evaluating the sleep schedule variables was filled out by their parents. SES was determined according to the Turkish SES scale. The mean age of 2669 children was 8.2 ± 2.4 years, and 51% of the students were girls. The mean TSD was 10.20 ± 1.04, and the mean bedtime was 21.57 ± 0.56 (both in hours, minutes ± SD). Boys tended to go bed later (p = 0.004) and slept less than girls (p = 0.02). The duration of sleep disruptions increased (p < 0.001), whereas TSD decreased with age (p < 0.001). Multiple linear regression revealed that waking time and TSD decreased significantly (p < 0.05) with higher SES among both girls and boys. Sleep fragmentation was associated with habitual snoring, parasomnias, daytime sleepiness and conduct symptoms. Decreased total sleep duration is more prominent in boys, older children and children among higher socio-economic status. Insufficient sleep attributed to shortened total sleep duration by age and higher socio-economic status might have a negative effect on both sleep hygiene and psychological well-being in schoolchildren.

Measuring mental health and well-being of school-children in 15 European countries using the KIDSCREEN-10 Index

To test the psychometric properties and measurement results of the KIDSCREEN-10 Mental Health Index in school children from 15 European countries. Within the cross-sectional Health Behaviour in School-aged Children 2005/2006 Survey, 78,000 pupils aged 11, 13, 15 answered the KIDSCREEN and additional measures. Cronbach's alpha, Rasch partial credit model itemfit and ANOVAs were conducted. Cronbach's alpha was 0.81, Rasch infit mean square residuals were 0.7-1.3. Mean scores varied 0.8 standard deviation across countries. Older pupils (effect size [ES] = 0.6), girls (ES = 0.2), pupils with low socio-economic status (ES = 0.5) or frequent health complaints (r = 0.5) reported decreased mental health. The KIDSCREEN-10 displayed good psychometric properties. Measured differences between countries, age, gender, SES, and health complaints comply with theoretical considerations.

Respiratory variability and psychological well-being in schoolchildren.

Among the relations between respiration and psychological state, associations with respiratory variability have been contradictory. In this study, respiration was measured noninvasively in 162 children with a mean age of 11 years (from 9 to 13). They completed a battery of psychological tests. Structural Equation Modeling (SEM or LISREL) revealed a model that fit the data well (chi 2 = 88.201, df = 79, p = .224). In this model, respiratory variability was positively related to anger-in and negatively to negative fear of failure and neurotic complaints. Respiration rate was positively related to positive fear of failure, and duty cycle was positively related to the latent variable of negative affect. Variability in resting time components of respiration was higher among children with less fear of failure and fewer complaints. Therefore, respiratory variability need not necessarily be a sign of psychological dysfunctions, and interventions should not always impose a fixed breathing pattern.

Food Habits and Well-Being of School Children

Previous articleNext article No AccessFood Habits and Well-Being of School ChildrenViola Everitt, and Martha PotgieterViola Everitt Search for more articles by this author , and Martha Potgieter Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 52, Number 6Feb., 1952 Article DOIhttps://doi.org/10.1086/459357 Views: 2Total views on this site Copyright 1952 The University of ChicagoPDF download Crossref reports no articles citing this article.