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Objectives　This study aimed to identify and understand the challenges faced by public school teachers regarding issues related to Internet gaming.Methods　An electronic questionnaire was administered to 400 public school teachers in the Saitama Prefecture from September to November 2021. A total of 352 valid responses were obtained. The survey content included teachers' knowledge of gaming disorders, whether their students experienced gaming-related problems, difficulties perceived by teachers, how they discovered the problems, how they dealt with them, the challenges they faced in dealing with the problems, and desired support. Data were analyzed based on the teachers' roles, responsibilities, type of school, and knowledge of gaming difficulties. Fisher's exact probability tests were used to determine significance, and adjusted standardized residuals were used to assess the differences between groups.Results　Nearly 63.1% of the teachers already had knowledge of gaming disorders, and 49.4% acknowledged the existence of students with gaming problems. The most common reasons for discovering problems were disrupted daily rhythm (51.7%) and increased tardiness and early dismissal (34.7%). The main actions taken to address gaming problems were "consultation and information sharing with families" (48.6%) and "individual guidance by teachers" (34.1%). Approximately half of the teachers indicated that they regularly experienced difficulties in activities related to prevention, early detection, student support, and interaction with parents. Specific challenges included limited guidance and involvement with families (61.4%) and the inability to intervene and provide effective support (62.5%). Teachers' support included programs for addiction recovery (56.8%), awareness programs for parents (56.0%), and staff training to increase the understanding of gaming disorders (50.5%). The responses varied according to teacher role and school type, indicating that implementation rates and difficulties were higher in middle schools.Conclusion　We found that teachers tended to view internet gaming problems as family problems and provide complementary support for home education. Teachers also found it difficult to deal with students with gaming problems. Depending on the teacher's role in the school and the type of school, requests for support varied. Elementary and special-needs schools needed teaching materials that could be used for classroom and school-wide instruction and guidance for concerned students and their parents; junior high schools needed a consultation system with school counselors and other professionals and cooperation with healthcare; and high schools needed measures and support, including social support.

Objective　This study was intended to develop a "High-School Students' Version of the Daily Conversation Scale with Classroom Teachers" to measure the frequency of daily conversations between high-school students and their classroom teachers.Methods　The study consisted of Surveys I and II. Survey I was intended to validate the structural validity and reliability of the "High-School Students' Daily Conversation Scale with Classroom Teachers (Prototype Version)." It measured the frequency of high-school students' daily conversations with classroom teachers using the prototype scale and employed confirmatory factor analysis and item response theory to assess the factor measurement model and item performance, respectively. Internal consistency was evaluated using McDonald's ω (omega) reliability coefficient. Study II was intended to validate the prototype scale through hypothesis testing. The survey assessed daily conversation frequency, teacher support perception, depression/anxiety, and the teacher-student relationship. Two models were constructed: one predicting the impact of daily conversation frequency on support perception and depression/anxiety and the other predicting the impact on the teacher-student relationship. It was hypothesized that both models would fit well, with daily conversation frequency positively associated with support perception and relationship, and depression/anxiety negatively associated with support perception and relationship.Result　The sample analyzed in Survey I consisted of 1,394 students in grades 1-3. The results of confirmatory factor analysis, item response theory, and McDonald's omega reliability coefficient met the criteria. The sample for Survey II consisted of 1,688 students in grades 1-3. The results of the analysis supported the hypothesis.Conclusion　The results of this study suggest that the prototype version of the scale was conceptually unidimensional and that the difficulty level of each item was well-balanced, indicating the successful development of a "High-School Students' Version of the Daily Conversation Scale with Classroom Teachers." By using this scale and examining the effects of the frequency of daily conversation with homeroom teachers on the psychology and behavior of high-school students, we believe that it will be possible to contribute to an understanding of primary prevention measures that homeroom teachers can take to address mental health problems among their high-school students. We believe that this scale will contribute to future school health activities in the field of public health.

Objectives　Developmental disorders can hinder the acquisition of cognitive function, verbal ability, gross motor skills, and social skills. Therefore, it is necessary to detect them as soon as possible and to consider methods of providing support. Under these circumstances, preschool teachers are responsible for facilitating the support system. This study aimed to describe and classify the support provided by preschool personnel to parents of children with special needs, and to consider the measures necessary to promote support for such parents.Methods　Self-administered questionnaires were distributed to authorized preschool principals and teachers. The questionnaire for principals addressed facility factors within the preschool support system, and that for preschool teachers addressed the teaching factors related to their knowledge and attitude, collaboration among those inside and outside the facility, and support for parents of children with special needs. In addition, we examined the status of support provided to parents for each of the children with special needs picked up by a preschool teacher. To investigate the factors related to the implementation of support to parents, we conducted a multiple logistic regression analysis with the facility and preschool teaching factors as independent variables, and the presence or absence of preschool teachers' support for parents from as a dependent variable.Results　Overall, 10.8% of the children in the surveyed preschools had special needs. Among the surveyed principals and teachers, 73.4% responded that they provided support to parents by "developing a healthy relationship," while 39.5% reported that they provided support by "communicating about the child's developmental problems." In the generalized regression analysis on 535 children with special needs excluding missing values, factors associated with "communicating about the child's developmental problems" were "reflecting on the support that was offered in the teacher-parent conference," "collaborating with other professional staff to a high degree," and "being confident in providing support to parents."Conclusion　This study revealed factors related to providing support for parents of children of concern. The findings suggested that, to promote the provision of support for parents and to establish an early support system for children with developmental disorders, it is necessary to examine ways to conduct a support conference to review actions of preschool teachers retrospectively and to strengthen cooperation with other institutions. It might be effective to solve problems related to developmental disorders at the preschool level through the Community Association for Supporting Developmental Disorders.