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BACKGROUND: Recess provides many physical, mental, and social benefits for students; however, the most recent systematic review examining the benefits of recess was conducted over a decade ago. The purpose of this paper was to determine the current benefits of school recess by conducting an updated systematic review of the literature. METHODS: Multiple databases were systematically examined to find articles fitting the following inclusionary criteria: (a) school recess, (b) all schooling before college, and (c) recess benefits of any kind. Research was limited to literature published between June 2009 and July 2020. RESULTS: Nine studies were included in this review. The majority of studies examined elementary‐aged students. Seven studies were conducted in the United States, and 2 studies were conducted internationally. Recess provided school‐aged children academic and cognitive benefits, behavioral and emotional benefits, physical benefits, and social benefits. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Providing recess for all school levels positively impacts the whole child; there was no literature implicating negative impacts of recess. CONCLUSIONS: Schools can improve overall student health and belonging by redesigning and/or implementing daily recess. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND It is often surmised that school functioning is significantly impacted in chronic fatigue syndrome (CFS); however, how this phenomenon manifests itself has rarely been characterized. METHODS This systematic review synthesized and critically appraised methods, constructs, and instruments used to assess school functioning in students with CFS. Searches were conducted in electronic databases (CINAHL, MEDLINE, PubMed, ERIC, and PsycINFO) to locate empirical studies that measured school functioning in children and adolescents with CFS. RESULTS A total of 36 papers met the inclusion criteria. By far the most commonly reported school functioning construct measured related to school attendance. This was followed by academic functioning, achievement motivation, and educational services received. Little consistency was found in the measurement of these constructs across studies. CONCLUSIONS The current review revealed that the school experiences of children and adolescents with CFS have rarely been characterized beyond school absenteeism. Improvements in current assessment methods are required to comprehensively understand the impact of CFS on school functioning. Completely understanding the multiple aspects of school functioning will help to inform targeted strategies to optimize educational outcomes for students with CFS. [ABSTRACT FROM AUTHOR]

BACKGROUND The increasing prevalence of asthma among adolescents and the limited studies exploring the educational outcomes for youth coping with asthma makes the inquiry in this field of special interest. This paper reviews the literature on empirical studies exploring the relationship between asthma and academic performance among adolescents. METHODS: Five databases (CINAHL, PubMed, ERIC EBSCO, Web of Science, and PsycINFO) were searched for peer‐reviewed empirical studies exploring the link between asthma and academic performance utilized. Studies were reviewed, logged, and assessed studies for their research design, methods, and findings. Data synthesis incorporated strengths, limitations, and recommendations for future research and practice. RESULTS: Twenty studies met the inclusion criteria. Of these, 13 employed a survey design and 7 evaluated school‐based interventions implementing an experimental design. Whereas researchers applied quantitative methods in all the studies, qualitative and mixed‐method designs were infrequently used. Studies showed a link between school absenteeism and asthma; other academic indicators (eg, graduation and test‐scores) showed inconsistent correlation. CONCLUSIONS: Future research should deploy more variable research designs and methods to improve understanding of the factors contributing to the relationship between adolescent asthma and academic performance. Additional topic‐specific inquiry is needed to inform school practices and policies. [ABSTRACT FROM AUTHOR]

BACKGROUND: School‐based health centers (SBHCs) provide primary and preventive health services and have been debated as possible medical homes for the pediatric population. The effect of a SBHC as an expanded medical home has yet to be determined. OBJECTIVE: The purpose of this paper was to review the research evaluating the use of SBHCs as a pediatric patient's expanded medical home. METHODS: The databases PubMed and CINAHL were searched for research articles pertaining to the value of using a SBHC as a pediatric medical home. RESULTS: SBHCs provide care that is accessible, coordinated, comprehensive, continuous, family‐centered, compassionate, and mildly culturally effective for adolescents. CONCLUSIONS: Community health systems and primary care providers should partner with SBHCs to establish an expanded medical home and promote greater coordination and continuity of care for adolescents. [ABSTRACT FROM AUTHOR]

BACKGROUND: Blended learning is a combination of online learning and face‐to‐face instruction, and is increasingly being used in K‐12 settings. A meta‐analysis conducted for the Department of Education suggests blended learning is more effective than either group‐based or online learning alone, particularly in K‐12 settings. METHODS: This paper provides a narrative review of the literature from 2000 to 2017 on blended learning as it applies to sexual health education programs, and discusses outcomes, best practices and potential challenges of blended learning that may be important for practitioners and researchers considering this approach. RESULTS: Blended learning approaches are being used successfully in sexual health education programs, including school‐based programs, and have yielded positive behavioral and psychosocial changes. Similar to traditional group‐based programs, not all outcomes tested in these programs showed positive impact. Designing blended learning programs can be challenging, but there is a large best‐practice literature that can inform practitioners interested in using it. CONCLUSIONS: Blended learning approaches are viable for sexual health education and offer numerous advantages to group‐based only programs, such as confidential personalization and an instructional approach that is familiar and engaging for participants. [ABSTRACT FROM AUTHOR]

BACKGROUND: Measurement of nutrition knowledge is common in interventions targeting dietary modifications in a school‐based setting. Previous research has noted a general lack of disclosure regarding the details and psychometric properties of nutrition knowledge tools, which makes uptake of previously used instruments extremely difficult. METHODS: Our systematic literature review sought to identify interventions measuring nutrition knowledge in school settings to students aged 9 to 18. Studies were categorized according to content subject and relevant descriptive characteristics and psychometric properties were extracted. RESULTS: Following the initial screening of 16,868 articles, 308 papers were evaluated for eligibility. Sixty‐seven studies consistent with the inclusion criteria were included in the review. A minority of studies reported analysis of validity (31.3%) and/or reliability (40.3%), and 73.1% of studies had at least one unknown relevant descriptive characteristic. The majority (68.7%) of studies were custom developed, of which only 13 reproduced the tool in the publication. CONCLUSION: Overall, there was an alarming lack of reporting across studies, both in terms of the description of knowledge tools as well as their psychometric properties. These omissions make the selection of appropriate instruments for use in novel contexts difficult, and highlight the need for greater disclosure and pre‐intervention testing. [ABSTRACT FROM AUTHOR]

BACKGROUND: Chronic and complex medical issues, including traumatic brain injuries (TBIs), have significant educational implications. The purpose of this study was to identify and summarize the literature on care coordination strategies among health care professionals, educators, and caregivers for children with special health care needs (CSHCN). Clarifying factors that influence care coordination for CSHCN can inform future studies on care coordination for students with TBI. Improved understanding of these factors may lead to better communication, reduction of unmet needs, more efficient service access, and improved long‐term outcomes for children. METHODS: A scoping review was conducted, guided by PRISMA‐ScR methodology. Five databases (CINAHL, PSYCINFO, EMBASE, ERIC, PubMed) were searched to identify relevant studies that focused on care coordination and educational settings. RESULTS: Twelve articles met inclusion criteria. Care coordination interventions for CSHCN used in educational settings focused on relationship‐building strategies, clear procedures and roles, and education of members of the school community. CONCLUSIONS: Findings highlight strategies to coordinate care for CSHCN and factors that may moderate effects of these interventions. Key stakeholders should now study these strategies specifically in children with TBI. [ABSTRACT FROM AUTHOR]

BACKGROUND Childhood is a critical period for developing food‐related skills and knowledge, known as food literacy (FL). Schools may be an important setting for interventions aiming to improve FL in children. This systematic scoping review aimed to characterize food literacy interventions in elementary schools. METHODS: Databases (PubMed, Web of Science, and EBSCO) were searched for FL interventions in elementary schools (students aged 4‐12 years). Studies were assessed according to design, duration, theoretical underpinning, and ascertainment of FL outcome(s). Interventions were assessed according to FL competencies (functional, interactive, and critical). RESULTS: After exclusions, 116 studies were eligible for review, including 105 original interventions. Interventions ranged from 45 minutes to 4 years. Social cognitive theory was the most referenced theory and common interventions included; classroom lessons, games, school gardens, food preparation, and cooking classes. Most studies measured FL outcomes quantitatively (96%, N = 111). All studies addressed functional FL (N = 116), while 77% (N = 89) addressed interactive FL and 28% (N = 32) addressed critical FL. CONCLUSIONS: This first international review of FL programs in elementary schools found great heterogeneity in school‐based FL intervention design and measurement of FL. Few interventions addressed critical FL, which should be a focus for future interventions. [ABSTRACT FROM AUTHOR]

BACKGROUND Children from disadvantaged backgrounds are more apt to experience lower availability of nutritious foods, lack opportunities to exercise, and lack access to recreational facilities, and thus, are more likely to be obese and at greater risk for developing chronic diseases. We review school health education programs' impact on physical activity behaviors among disadvantaged students. METHODS: The inclusion criteria of the study were articles: published in English with full text between 2011 and 2017; focused on school health education programs for disadvantaged school‐aged students; assessed programs including a physical activity component; examined school‐aged children and adolescents' physical activity behaviors; and assessed programs with comparison groups. RESULTS: There were 13 studies matching inclusion criteria in this review. The results of this review indicated that school‐based health education programs which included culturally appropriate physical activity, parent involvement, and enhanced student motivation and choice of activities appeared to increase physical activity levels among disadvantaged school‐aged students. Health education programs should also emphasize behavioral change skills, such as goal setting and self‐motivation, to positively impact on students' physical activity behaviors. CONCLUSIONS: School‐based health education programs may help increase access to physical activity among disadvantaged populations. [ABSTRACT FROM AUTHOR]

ABSTRACT: BACKGROUND: Parents' involvement in their children's education is integral to academic success. Several education‐based organizations have identified recommendations for how parents can best support their children's learning. However, executive functioning (EF), a high‐ordered cognitive skill set, contributes to the extent to which parents can follow through with these recommendations. METHOD: This integrative review of the literature describes how executive function can affect parents' ability to facilitate and actively participate in their child's education and provides strategies for all school staff to strengthen parent‐school partnerships when parents have limitations in EF. RESULTS: EF skills are fluid and influenced by several factors, including parental age, sleep, stress, and mood/affect. Despite possible limitations in parental EF, there are strategies school personnel can employ to strengthen partnership with parents to support their children's academic success. CONCLUSIONS: As reforms in education call for increased customization and collaboration with families, parental EF is an important consideration for school personnel. Awareness and understanding of how parents' EF affects children's learning will help schools better support parents in supporting their children's academic success. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND Owing to the associations between diet and health, it is important that effective health promotion strategies establish healthful eating behaviors from an early age. We reviewed the intensity of school-based interventions aimed to modify dietary behavior in preadolescent and adolescents and related intervention characteristics to effectiveness. METHODS Our systematic literature search of 8 databases sought to identify interventions measuring dietary intake in school settings to students aged 9 to 18. We evaluated these studies for effectiveness, intensity, intervention category, and follow-up measures. RESULTS Of the 105 interventions 81 were found to be effective immediately postintervention, irrespective of intensity. Studies that were 6 weeks to 5 months in duration, targeted students' environment or group (alone or in combination), and reached students only in schools were more effective. Only one-fifth of interventions conducted a follow-up measure, and a majority showed a loss of effectiveness from postintervention to follow-up. CONCLUSIONS We identified characteristics of effective interventions. These findings may inform the development of future interventions targeting dietary behavior in preadolescents and adolescents in the school-based setting. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND Whereas legislation for body mass index ( BMI) surveillance and screening programs has passed in 25 states, the programs are often subject to ethical debates about confidentiality and privacy, school-to-parent communication, and safety and self-esteem issues for students. Despite this debate, no comprehensive analysis has been completed that compares and contrasts how these issues differentially affect schools, parents, and students. METHODS A keyword search from electronic databases a review of state legislation related to BMI surveillance screening was used to identify relevant literature data focused on surveillance screening policies, BMI report cards, parental perceptions of BMI screenings their child's weight status. RESULTS This article addresses the gap of previous literature by outlining the ethical considerations and implications that BMI screening programs and report cards have for schools, parents, and students, and links these with outcome studies to address whether these controversies are supported by research. CONCLUSIONS Despite the controversies surrounding these programs, this review shows that they can be valuable for all parties and demonstrates BMI screening programs to be vital to the development of robust school-based obesity prevention programs and promotion of healthy lifestyles in schools. [ABSTRACT FROM AUTHOR]