Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories

Bonding to school has been shown to be a protective factor against many problem behaviors. This study examines the effects of intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. A full intervention group (Grades 1-6), a late intervention group (interventions in Grades 5 and 6 only), and a control group offered no special intervention were compared. The full intervention group was significantly more bonded to school than the control group at ages 13 and 18. Moreover, the full intervention group showed a curvilinear change in school bonding over time, decreasing to age 16 and then increasing to age 18, whereas bonding to school in both the control and late intervention groups continued to decline from age 13 to age 18. These findings suggest that social development interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance of long-term follow-up studies of preventive interventions.     

Sociocultural Factors and School Engagement Among African American Youth: The Roles of Racial Discrimination,Racial Socialization,and Ethnic Identity

This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described their ethnic identity, discrimination experiences at school, and school engagement (school bonding, school grades, school self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to school self-esteem and school bonding. Racial socialization had additive effects on school self-esteem and school bonding, but did not moderate the discrimination—school engagement association. For boys, ethnic identity had additive effects on school bonding, but for girls, ethnic identity moderated the relation between discrimination and school bonding: when girls experienced more discrimination and had a lower ethnic identity, they reported lower school bonding. Discrimination, racial socialization, and ethnic identity were not related to school grades.     

Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories

Bonding to school has been shown to be a protective factor against many problem behaviors. This study examines the effects of intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. A full intervention group (Grades 1-6), a late intervention group (interventions in Grades 5 and 6 only), and a control group offered no special intervention were compared. The full intervention group was significantly more bonded to school than the control group at ages 13 and 18. Moreover, the full intervention group showed a curvilinear change in school bonding over time, decreasing to age 16 and then increasing to age 18, whereas bonding to school in both the control and late intervention groups continued to decline from age 13 to age 18. These findings suggest that social development interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance of long-term follow-up studies of preventive interventions.     

Conducting a school-based mock drill: lessons learned from one community

Over the past decade, school districts have been required to develop comprehensive emergency management plans designed to effectively coordinate resources to respond during a range of crisis situations. Although many school systems have implemented school safety plans, few have systematically evaluated the short-term or long-term effectiveness of the plans.This study proposes a model for planning, executing, and evaluating a multiagency mock drill. METHOD: A school-based mock drill was conducted to examine a systematic process of planning, executing, and evaluating a multiagency mock drill exercise, and to evaluated the ability of one school district's administrators to respond during a crisis situation. More than 500 people participated in the drill from local, state, and federal agencies, and 26 district and school administrators took part in the study. RESULTS: All local and federal agencies received positive evaluations based on their ability to secure both students and staff in the event of a crisis. The results show differences between written procedures and actual practices used during the mock drill. CONCLUSIONS: Notwithstanding the positive benefits of the mock drill, feedback from participating school personnel demonstrated a need to strengthen communication and coordination between school personnel and outside agencies so that future crisis events are handled more effectively.     

Black spots on the scalps of schoolchildren. A recurrent condition in the windy west.

During the past 10 years, epidemics of black spots on the scalps of schoolchildren have caused considerable concern in at least 4 communities in the Rocky Mountain states. We describe the clinical presentation of "black spots" in a group of Wyoming elementary school students and the epidemiologic investigation that revealed the cause. Our study included a questionnaire survey of students'' parents, examination of students at the affected school and at two other schools, observation of playground activity patterns, and laboratory analysis of specimens taken from affected children and from the school environment. The black material in the scalp spots was chemically identical to flakes of black material found on the playground and tar from the school roof. We concluded that the spots were caused by flakes of windblown tar from the school roof. Previous outbreaks of black spots may have had a similar cause.     

Critical period for menarche derived by the wavelet interpolation method from changes in BMI with age in South Korean girls

Recently, few studies regarding the changes in BMI with age have been reported. In the present study, the wavelet interpolation method (WIM) was applied to the changes in BMI with age from the first grade of elementary school until the second year of high school in Korean girls, and the relationship between age at the maximum peak velocity (MPV) of BMI and age at menarche was confirmed by determining the age at MPV of BMI. Age at menarche and activity status were obtained from questionnaires given to 263 second grade high school girls in the Pusan area of South Korea. Moreover, longitudinal growth data on height and weight from the first grade of elementary school until the second year of high school (from 1997 to 2008) were obtained from health examination records. BMI was calculated from height and weight values from the first grade of elementary school until the second year of high school, and wavelet interpolation was applied to the distances of BMI in each grade. The change curve of BMI with age was determined by wavelet interpolation, and the age at MPV of BMI was determined from the changes in the velocity curve with age as the differentiation curve. Age at MPV of BMI was found to be 12.76 +/- 1.6 years, and age at menarche to be 12.34 +/- 1.1 years. The interval in age at the two times was -0.42 +/- 1.6 years, and a significant difference was seen between age at menarche and age at MPV of BMI. The reason that the age at menarche was a little earlier than the age at MPV of BMI is hypothesized to be abnormal melatonin levels influenced by lack of sleep in Korean school girls. However, it is proposed that the age at MPV of BMI is valid as the critical period for the age at menarche.     

Assessing Psychopathology in American Indian and Alaska Native Children and Adolescents

The purpose of this study was to investigate a) the relations between different types of civic behaviors and middle school students' perceptions of school climate, and b) the compositional effects of student civic engagement on setting-level school climate perceptions. Using a sample of 4,073 students in 11 public schools from a southeastern state, multilevel regression analyses found that, in general, civic behaviors were positively associated with school climate outcomes at the individual and setting level. However, certain types of civic behavior were negatively associated with desired school climate outcomes at both levels. These findings suggest a complicated relationship between student civic engagement and school climate, and imply that schools and adult leaders may need to carefully consider the types of opportunities for civic engagement provided to students.     

Growth status, age, and grade as predictors of school continuation for Guatemalan Indian children

Schooling is considered by many researchers and agencies as an important contributor to individual and national development for populations living in the less developed countries. Accordingly, programs to increase school enrollment and continuation from grade to grade are being developed for many of these countries. This paper investigates the relationship of physical growth status (height, weight, and body composition), grade in school, and age to school continuation for a sample of Indian children living in a village near Guatemala City. It was found that physical growth status, a reflection of health and nutritional status, does not predict school continuation. A child's age and current grade in school do predict continuation. Most children leave school after reaching 9 years of age or after completing the second grade. It is suggested that children may learn enough to satisfy their parents' expectations by this age or grade. Also, the child's economic value to his or her family may be a significant reason for school drop-out.     

Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider

It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school’s tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students’ belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change.     

Changing the school environment to increase physical activity in children

We examined the hypothesis that elementary school-age children will be more physically active while attending school in a novel, activity-permissive school environment compared to their traditional school environment. Twenty-four children were monitored with a single-triaxial accelerometer worn on the thigh. The students attended school in three different environments: traditional school with chairs and desks, an activity-permissive environment, and finally their traditional school with desks which encouraged standing. Data from the school children were compared with another group of age-matched children (n = 16) whose physical activity was monitored during summer vacation. When children attended school in their traditional environment, they moved an average (mean +/- s.d.) of 71 +/- 0.4 m/s(2). When the children attended school in the activity-permissive environment, they moved an average of 115 +/- 3 m/s(2). The children moved 71 +/- 0.7 m/s(2) while attending the traditional school with standing desks. Children moved significantly more while attending school in the activity-permissive environment compared to the amount that they moved in either of the traditional school environments (P < 0.0001 for both). Comparing children's activity while they were on summer vacation (113 +/- 8 m/s(2)) to school-bound children in their traditional environment showed significantly more activity for the children on summer vacation (P < 0.0001). The school children in the activity-permissive environment were as active as children on summer vacation. Children will move more in an activity-permissive environment. Strategies to increase the activity of school children may involve re-designing the school itself.     

Variation of behavioral and physiological variables in children attending kindergarten and primary school

Twenty-one children aged 5-6 years (mean age: 71.2 months; S.D. = 2.7) were videotaped in 4 different kindergartens throughout the school day for a period of one week. Eighteen of these children were then followed up after the summer holidays and videotaped for one week while attending the first year of primary school. The behaviors measured for each child were yawning and general motor activity. It was found that: (1) The frequency of yawning appears to be 5 times higher in the first year of primary school than in the last year of kindergarten; (2) Throughout the school-day the percentage of yawning children is higher in the first year of primary school, with the exception of the 1400-1430 period; (3) In the first year of primary school, the percentage of yawning children and the frequency of yawning peak between 900 and 930 and 1430 and 1500; (4) In this school institution the percentage of children who get up from their chair and spontaneously move above increases from the beginning to the end of each school-day. Three cardio-vascular variables were investigated in 17 children of the sample population: heart rate, systolic and diastolic blood pressure. We found that: (1) The lowest values for heart rate in the first year of primary school are in agreement with the classical data of child development, as the children are 5-6 months older than in the last year of kindergarten. However, this is not the case at 1400 when the heart rate peaks at a higher level in the first year of primary school; (2) If the evolution in time of the blood pressure agrees in both institutions with the classical data of human chronobiology, i.e. the maximum values at 1400, the differences in mean level at all times during the school day between both institutions do not agree with what is commonly accepted, i.e. an increase in blood pressure with age; (3) The amplitude of the variations of the heart rate and blood pressure from one 30-min period to another throughout the school day is significantly higher in primary school. The comparison of the data obtained in both school institutions suggests that the observed differences are related to sharp modifications in school rhythms and constraints when the children go from the last year of kindergarten to the first year of primary school.     

Antipredator Benefits of Schooling Behaviour in a Cyprinodontid Fish,the Banded Killifish (Fundulus diaphanus)

Fish schools are believed to provide antipredator benefits to their members. Two potential antipredator benefits, the dilution and confusion effects, of schooling were investigated in the laboratory using banded killifish (Fundulus diaphanus). Individual risk of being attacked and killed by a fish predator (white perch, Morone americana) declined with increasing killifish school size in a manner closely predicted by the dilution hypothesis. Perch were apparently not confused by schooling killifish since fish in groups of one did not suffer a disproportionately greater predation rate than fish in all larger school sizes. However, killifish straggling from the school were preferentially attacked and more successfully captured compared with school members. Schooling in the banded killifish therefore confers a considerable antipredator benefit to individual group members, at least through a dilution effect, and straying from a school has an associated increased risk of mortality to predation, which selects for schooling behaviour.     

鹤岗市中小学生性健康教育现状的调查研究

目的:了解鹤岗市中小学生性健康教育现状,为进一步开展青春期性健康教育提供依据。方法:分层随机整群抽取鹤岗市1735名中小学生进行无记名问卷调查。结果:被调查的学生已具备一定的青春期性知识,但其知晓率仍偏低;性知识获取途径以社会媒体为主。大多数被调查者性生理发育状况良好,对青少年中发生的恋爱行为持宽容和理解的态度,而对婚前性行为持谨慎和保守态度。结论:今后应加大对性健康教育的宣传和投入,加强对中小学生的性道德教育。     

Introduction

Twenty-one children aged 5-6 years (mean age: 71.2 months; S.D. = 2.7) were videotaped in 4 different kindergartens throughout the school day for a period of one week. Eighteen of these children were then followed up after the summer holidays and videotaped for one week while attending the first year of primary school. The behaviors measured for each child were yawning and general motor activity.

It was found that: (1) The frequency of yawning appears to be 5 times higher in the first year of primary school than in the last year of kindergarten; (2) Throughout the school-day the percentage of yawning children is higher in the first year of primary school, with the exception of the 1400-1430 period; (3) In the first year of primary school, the percentage of yawning children and the frequency of yawning peak between 900 and 930 and 1430 and 1500; (4) In this school institution the percentage of children who get up from their chair and spontaneously move above increases from the beginning to the end of each school-day.

Three cardio-vascular variables were investigated in 17 children of the sample population: heart rate, systolic and diastolic blood pressure.

We found that: (1) The lowest values for heart rate in the first year of primary school are in agreement with the classical data of child development, as the children are 5-6 months older than in the last year of kindergarten. However, this is not the case at 1400 when the heart rate peaks at a higher level in the first year of primary school; (2) If the evolution in time of the blood pressure agrees in both institutions with the classical data of human chronobiology, i.e. the maximum values at 1400, the differences in mean level at all times during the school day between both institutions do not agree with what is commonly accepted, i.e. an increase in blood pressure with age; (3) The amplitude of the variations of the heart rate and blood pressure from one 30-min period to another throughout the school day is significantly higher in primary school.

The comparison of the data obtained in both school institutions suggests that the observed differences are related to sharp modifications in school rhythms and constraints when the children go from the last year of kindergarten to the first year of primary school.     

Chemical sensitivity: Risks in schools

Congressional interest in the health and safety of school children led to a request for the Congressional Office of Technology Assessment (OTA) to assess the available data on hazards to children in schools in the United States. In this report, OTA identified the major hazards thought to pose a risk of illness in schools. Illnesses were limited to those arising from environmental hazards, which were grouped in this report as school materials and indoor air. Few data have been collected on any of these hazards in school. OTA could not identify a functional national reporting system for environmental ?hazards in schools. The absence of studies documenting in‐school illnesses or exposure in school presents fundamental gaps in the data needed to assess risks nationwide.     

Genetics education in the People's Republic of China.

The National Education Commission of the People's Republic of China directs all educational course content from kindergarten to graduate level in all disciplines. The study of genetics is thus controlled by the members of the commission, so there is little variation of course offerings from one institution to another. Formal genetics education begins in lower middle school and is expanded somewhat in upper middle school (high school). Middle school marks the end of the formal education for most Chinese students, although many graduates learn the practical aspects of genetics while working in agricultural plant and animal breeding. Students who continue the study of genetics in universities find that course work is concentrated and research is encouraged, although facilities and supplies are limited. On graduation from a university, most students are sent to factories to use their expertise for increasing food production, while a very small percentage of students continue on to graduate school and eventual research and university teaching. The area of human genetics is handled exclusively in medical schools.     

Substantial Impact of School Closure on the Transmission Dynamics during the Pandemic Flu H1N1-2009 in Oita,Japan

Background

School closure is considered as an effective measure to prevent pandemic influenza. Although Japan has implemented many class, grade, and whole school closures during the early stage of the pandemic 2009, the effectiveness of such a school closure has not been analysed appropriately. In addition, analysis based on evidence or data from a large population has yet to be performed. We evaluated the preventive effect of school closure against the pandemic (H1N1) 2009 and examined efficient strategies of reactive school closure.

Materials and Methods

Data included daily reports of reactive school closures and the number of infected students in the pandemic in Oita City, Japan. We used a regression model that incorporated a time delay to analyse the daily data of school closure based on a time continuous susceptible-exposed-infected-removed model of infectious disease spread. The delay was due to the time-lag from transmission to case reporting. We simulated the number of students infected daily with and without school closure and evaluated the effectiveness.

Results

The model with a 3-day delay from transmission to reporting yielded the best fit using R ² (the coefficient of determination). This result suggests that the recommended period of school closure is more than 4 days. Moreover, the effect of school closure in the simulation of school closure showed the following: the number of infected students decreased by about 24% at its peak, and the number of cumulative infected students decreased by about 8.0%.

Conclusions

School closure was an effective intervention for mitigating the spread of influenza and should be implemented for more than 4 days. School closure has a remarkable impact on decreasing the number of infected students at the peak, but it does not substantially decrease the total number of infected students.     

Understanding of Factors that Enable Health Promoters in Implementing Health-Promoting Schools: A Systematic Review and Narrative Synthesis of Qualitative Evidence

Health-promoting schools have been regarded as an important initiative in promoting child and adolescent health in school settings using the whole-school approach. Quantitative research has proved its effectiveness in various school-based programmes. However, few qualitative studies have been conducted to investigate the strategies used by health promoters to implement such initiatives. In this study, the researchers conducted a systematic review and narrative synthesis of the qualitative literature to identify important enablers assisting the implementation of health-promoting schools from the perspectives of health promoters. Five enablers have been identified from the review: (a) Following a framework/guideline to implement health-promoting schools; (b) Obtaining committed support and contributions from the school staff, school board management, government authorities, health agencies and other stakeholders; (c) Adopting a multidisciplinary, collaborative approach to implementing HPS; (d) Establishing professional networks and relationships; and (e) Continuing training and education in school health promotion. This highlights the importance of developing school health policies that meet local health needs, and socio-cultural characteristics that can foster mutual understanding between the health and education sectors so as to foster health promotion in children and adolescents.     

Effects of intradistrict school mobility and high student turnover rates on early reading achievement

The primary aim of this study was to assess the relations between concurrent, cumulative, and contextual intradistrict school mobility and early reading achievement. Longitudinal administrative school records were used for an entire cohort of students in a large urban district from first through third grade. Findings indicated that students with a concurrent intradistrict school move had lower reading achievement scores at the end of each grade compared to children who did not change schools. Cumulative intradistrict school mobility was also associated with poor reading achievement by the end of third grade. Students enrolled in schools with high turnover rates demonstrated worse reading achievement after accounting for individual school mobility experiences, and this effect worsened as children reached third grade.     

Do fast food restaurants surrounding schools affect childhood obesity?

In this study, we estimate the effect of fast food environment surrounding schools on childhood body mass index (BMI). We use two methods that arrive at a similar conclusion, but with different implications. Using school distance from the nearest federal highway to instrument for restaurant location, we find the surrounding restaurants to only marginally affect a student’s BMI measure. The effect size also decreases with increasing radial distances from school, 0.016 standard deviations at one-third of a mile and 0.0032 standard deviations at a mile radial distance. This indicates the decreasing influence of restaurants on a child’s BMI as its distance from school increases. On a subset of students who were exogenously assigned to different school food environment, we find no effect of the fast food restaurants. An important contextual aspect is that nearly all schools in this sample observed closed campus policy, which does not allow students to leave campus during lunch hours.