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Covid-19 restrictions in Italy have significantly reduced the ‘in-presence’ time spent with classmates and teachers. As a result, this new way of relating to one another has challenged many students by increasing anxiety and depression. In such reality, protective factors such as sense of belonging (SB) and Grit (GR) can reduce anxiety (ANX). Considering the pandemic context, the scope of this study is to explore the relationship between SB/GR and ANX, as a risk factor and to understand whether the relationship between these variables changes based on students’ grade level (GL): middle school (MS) versus high school (HS). For this purpose, a total of 451 students from North/Central Italy, 71% F (M=15.07, ±2.46), of which 266 from HS, answered an online questionnaire in Spring 2021. Data was analyzed by doing a correlation analysis, difference between groups based on GL and hierarchical regression with SPSS 27. Results for the correlation analysis confirm that SB and GR are positively related; when controlling for differences in GL via t-test analysis, SB and GR are higher for MS. When measuring the SB/GR (Panorama Education, 2016) and its impact on the state of ANX (Spielberger et al., 1983) via the hierarchical regression, SB/GR decrease while ANX increases in particular for HS students. These results highlight that anxiety has had a greater impact specially on HS students. For these reasons we encourage schools to create environments in which they find strategies, as a community, to assist students in developing a sense of belonging and grit.

Background: Frailty is a well-known condition that leads to a lack of resilience, with a reduced homeostatic capacity and a consequent higher risk of suffering adverse health outcomes. This study investigated the effectiveness of an exercise program to improve and reverse physical frailty amongst Italian older adults. Methods: One hundred and twenty-three community dwelling older adults (mean age 74 years, SD = 6; 64% women) were involved in an experimental (EG; n = 62) and a control (CG; n = 61) group. Frailty was assessed at baseline and after the intervention using an adapted version of the frailty phenotype. The EG took part in a 16-week exercise program, consisting of endurance, strength, balance and flexibility exercises, while the CG maintained the same routine. Results: After the exercise program, the EG was more robust than the CG (F = 43.51, p < 0.001). Within the EG, 46% of pre-frail and 50% of frail people reached the robust and pre-frail levels, respectively. Effects of training were higher in frail and pre-frail people (reduction of frailty of 0.67 and 0.76 points, respectively) compared to robust ones (who frailty levels increased by 0.23 points; F = 11.32, p < 0.001). Conclusions: A multicomponent exercise program may be effective at improving and reverting frailty, specifically for frail and pre-frail people.

to evaluate the impact of school closures, as a measure to contain the transmission of SARS-CoV-2 infection, on the psychological well-being of students of all levels starting from the 2020-2021 school year.a systematic literature review was conducted according to the PRISMA 2020 Guidelines. The literature search was conducted on 4 different databases: MedLine, Embase, PsycINFO, and L.OVE Platform. Quantitative observational studies published until 10.01.2022 were included. Studies conducted during the first pandemic wave, i.e., during the 2019-2020 school year and/or during the mandatory lockdown or confinement period, were excluded. The methodological quality of the studies was assessed with validated scales. Study selection, data extraction, and quality assessment were carried out independently by two authors.children, adolescents, and young people attending all levels of education (including universities) and, for reasons related to COVID-19, having a suspension of "in presence" school or attending classes remotely.a. outcomes directly related to mental health: suicides, emergency department visits, and hospitalizations for psychiatric problems; anxiety and depression, emotional difficulties, feelings of loneliness and isolation; b. well-being outcomes: sleep quality, perceived well-being (by child/adolescent/youth or referred by parents); c. health-related behaviours: tobacco smoking, alcohol, drug use. Outcomes related to school/academic performance, physical health, and those related to parents were not considered.after having removed duplicate articles, 2,830 records were retrieved with the bibliographic search. Twelve studies (2 uncontrolled before-after studies and 10 cross sectional surveys) were included, involving a total of 27,787 participants. Three studies involved university students, 2 involved high school students, and the remaining involved a mixed population of students attending primary and middle schools. The studies were conducted between September 2020 and April 2021. The methodological quality was rated as high in five studies and intermediate in the remaining studies. Due to the high heterogeneity of outcome measures and statistical analyses performed among the included studies, it was not possible to conduct a meta-analysis of the results of the considered publications. Nevertheless, the present review showed a clear signal of increase in mental health problems in relation to school closure or virtual instruction. In particular, results suggest evidence of association between school closure and risk of suicidal attempts or thoughts, mental health symptoms such as anxiety, depression, emotional disorders, psychological stress. Sleeping problems, drug and alcohol addiction were poorly studied.despite the limitations of the included studies and possible residual confounding and contamination due to restrictive measures and social isolation implemented during the pandemic, the available evidence confirms the negative impact on students' mental health associated with school closures and distance learning. Given the availability of vaccination also for young children, a long period of school closure should be avoided also in the case of the emergence of new pandemic waves.

This research project is aimed at identifying risk and protective factors of social withdrawal, by studying some areas of young people's psychological wellbeing. The study took place in a medium-sized town in the north-west of Italy. A total of 1,102 students participated in the study. An online survey was sent to all the students attending the second year of local high schools, then the results were combined with those from two focus groups involving young people and adults. The findings indicate that socio-cultural factors may be the reasons why social disengagement is so widespread. The societal pressure to be successful in every life domain may push young people, unable to conform, out of the competition. Bullying, negative school experiences and stress are associated with an over-investment of time on the internet, a harbinger of social isolation. This study's findings suggest the need to plan student initiatives, to identify the warning signals of the phenomenon.

We face an unprecedented period of history during which COVID-19 is clustered with other global conditions, such as obesity, undernutrition, an infodemic, and climate change. This syndemic (synergy of epidemics) calls for the development of children’s and youth’s health literacy and socioemotional skills, support for behavioural hygiene (e.g. washing hands, wearing masks), and adults’ responsibility and caring. Moreover, it calls for creating conditions for healthy living and learning for all and paying extra attention to inequalities that have increased during the pandemic. Today, more than ever, there is an essential demand for schools to create environments that maintain and promote health for all. Within this commentary, we argue that whole-school approaches, such as the health promoting school, are essential to fight against the pandemic and to prepare schools for future challenges.