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ABSTRACT BACKGROUND METHODS RESULTS CONCLUSIONS Adverse childhood experiences (ACEs) are associated with behavioral health challenges and high school dropout, and behavioral health is associated with high school dropout. Less is known about the role of behavioral health challenges in the relationship between ACEs and high school dropout.Using data from the Panel Study of Income Dynamics (2013) and its 2014 Childhood Retrospective Circumstances Study supplement, the current study conducts mediational path analysis to examine the direct and indirect effects of cumulative ACEs on high school dropout via adolescent depression, anxiety, and substance use.Experiencing more ACEs was associated with depression, anxiety, and substance use. Only depression and substance use were associated with high school dropout. There was a significant direct effect between increased ACEs and high school dropout and significant indirect effects via depression and substance use, but not anxiety.Adolescent behavioral health interventions to address the long‐term effects of ACEs may also support academic achievement. School‐based interventions, particularly those aligned with trauma‐sensitive school frameworks and engaging various school personnel, including school nurses, should be considered. Community‐ and policy‐level interventions aimed at primary prevention of ACEs are also needed. [ABSTRACT FROM AUTHOR]

ABSTRACT Context Objective Design Results Conclusions Starting face‐to‐face education while the COVID‐19 pandemic was ongoing was a risk for public health. Determining teachers’ initial reactions to public health practices during this high‐risk period may contribute to the redesign of public health and school nursing policies.The aim of this research is to examine the relationship between primary school teachers’ COVID‐19 fear levels and COVID‐19 vaccine attitudes.The research has a descriptive correlational design. The data were obtained from teachers working in primary schools (n = 430). Simple random sampling method was used in the data collection process. Data were obtained with the Scale of Attitudes Towards COVID‐19 Vaccine and Fear of COVID‐19 Scale.In the study, 50.5% of teachers reported that they were afraid of catching COVID‐19, 41.9% said their risk of catching COVID‐19 was “high,” and 87.7% reported that they voluntarily got the COVID‐19 vaccine. Of the teachers, 4.6% (n = 20) stated that they regretted getting vaccinated. A positive and significant relationship was found between teachers’ Fear of COVID‐19 Scale and COVID‐19 Vaccine Attitude Scale scores (r = 0.133, p < 0.001).During the pandemic, it was observed that teachers’ fear level of COVID‐19 increased with the start of face‐to‐face education. In addition, it is seen that teachers started to have doubts about some public health practices. This may indicate that public health nurses should take a more active role in school health practices. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Vision screening programs can provide epidemiological information regarding visual impairment in children. This study aims to report the characteristics of visual abnormalities diagnosed through the Primary School Nurse Health Readiness Program (PSNHRP) in Queensland, Australia.A retrospective review of vision screening records from the PSNHRP between January 2017 and December 2020 was undertaken. Children aged between 4 and 7 who underwent vision screening were included for review. Children with a visual acuity of worse than 6/9–1 using the Parr 4 m letter‐matching chart or those who failed the SPOT Vision Screener were referred to an optometrist or ophthalmologist for review.164 890 children underwent vision screening. 12148 children failed visual screening (7.4%) and were referred for an eye assessment. 6011 (69.4%) of the 8659 children who attended ophthalmic review had a confirmed visual abnormality. Of 164 890 screened children, 1187 (0.72%) were confirmed to have anisometropia, 3843 (2.33%) had refractive error, 194 (0.12%) had strabismus, 755 (0.46%) had anisometropic amblyopia, 136 (0.08%) had strabismic amblyopia, and 1356 (0.82%) had an unspecific abnormality. There was no statistically significant difference in the age at screening between any visual abnormality (p = 0.94). Anisometropia, refractive error, and strabismus were significantly more common in females than males (p = 0.03, p < 0.01, and p = 0.03 respectively), whereas anisometropic amblyopia was more common in males (p < 0.01).We report the prevalence of visual abnormalities detected through the PSNHRP vision screening program. Identification of medical or socioeconomic risk factors that are likely to be associated with visual abnormalities can help to optimise vision screening programs. [ABSTRACT FROM AUTHOR]

Objective: This study aims to evaluate the roles and tasks of school nurses in the UAE, quantify the time spent on each, and identify areas for improvement in school health services. This aligns with the UAE government's initiative to enhance primary healthcare, focusing on illness prevention and health promotion for children and adolescents. Methods: The research adopts an observational study design, utilizing self‐observation through diary recordings by school nurses to collect data on their daily tasks and time allocation. A sample of total of 2024 school nurse activities were recorded and analyzed over 126 days and 1084 h of observation by eight school nurses using self‐report diaries. This method allowed for the collection of detailed information on how nursing time is allocated between core and noncore tasks. Results: In this study a total of 2024 tasks were observed over 1084 h. The findings reveal that core nursing tasks accounted for 78% of activities but only 53% of the total 1084 h observed, while non‐nursing tasks, making up 22% of activities, disproportionately consumed 47% of the hours. This discrepancy highlights the inefficiency of time allocation, with non‐nursing tasks such as administrative duties taking significantly longer than core patient care tasks. Conclusions: The study highlights a significant opportunity to enhance school health services in the UAE by optimizing the allocation of nursing time towards more illness prevention and health promotion interventions. By addressing the identified challenges, including the gaps in nurse competencies and the lack of structured practice frameworks, school health services can be improved. [ABSTRACT FROM AUTHOR]

While schools have become settings for the delivery of mental health supports to students, mental health nursing has not yet described its practice in schools. In the absence of this mental health nursing literature, a quantitative self‐reporting job analysis methodology was used to describe the tasks of mental health nursing in a specialist school as an observant–participator in a single‐case holistic case study. Additional aims were to compare the results with the general school nursing and the disability nursing literatures and interpret these findings for mental health nursing. Categories of tasks from general school nursing were used to deductively interpret the results. Tasks were recorded across all categories of school nursing. The greatest number of tasks were recorded in the professional performance category, followed by planning, then personnel. The least number of tasks were recorded in the health education and promotion category, followed by practice and treatments, assessment and diagnosis, and management. These results differ from tasks in general school nursing but share similarities with intellectual and developmental disability nursing, particularly related to relationships and communication. Practising effectively as a mental health nurse in a specialist school requires capabilities for working with people with disability, particularly communicating and establishing relationships, in addition to clinical mental health skills. Mental health nursing in schools is an area of practice that requires further exploration to capitalise on emerging policy developments to support student mental health. [ABSTRACT FROM AUTHOR]

Background: The sustainability of school‐based oral health programs depends on the utilization of effective, efficient treatments and the availability of a trained clinical workforce. The objective of this study was to determine whether registered nurses are comparable to dental hygienists in the application and effectiveness of silver diamine fluoride (SDF) and fluoride varnish (FV) for the prevention of dental caries. Methods: CariedAway was a school‐based study of SDF and FV versus dental sealants and atraumatic restorations. Within the SDF + FV arm, participants were treated by either a licensed dental hygienist or a registered nurse, both under the supervision of a paediatric dentist. Although initial treatment assignment in CariedAway was randomized, assignment to provider was not. The proportion of children who remained caries free after 2 years was assessed for non‐inferiority using two‐group proportion tests, adjusting for the clustering effect of schools. Results: A total of 417 children with no untreated caries at baseline were analysed including 298 treated by hygienists and 119 by nurses. The proportion of children who remained caries free after 2 years was 0.81 and 0.80 for those treated by hygienists and nurses, respectively, for a difference of 0.01 (95% CI = −0.07, 0.098) and within the pre‐determined non‐inferiority margin. Conclusions: Nurses may be effective in treating children with silver diamine fluoride and other fluoride varnishes in school‐based oral health programs. [ABSTRACT FROM AUTHOR]

Objective: Our goal is to examine gaps in self‐carry, asthma emergency protocol, and stock inhaler policy knowledge in Illinois schools. Design: A 30‐item REDCap cross‐sectional survey developed by a team of stakeholders was disseminated. Questions assessed policy knowledge, awareness, and practices regarding asthma emergency protocols, self‐carry, and stock inhalers. Sample: Participants were Illinois school nurses belonging to a governmental organization listserv. Measurements: Analysis utilized Chi‐square tests, descriptive statistics, and t‐tests. Results: Nurses reported 36% of students on average self‐carried asthma medication. Thirty percent of nurses were not aware of their emergency asthma policy and only 60% reported having an emergency asthma protocol in their school(s). Fifty‐four percent of nurses were aware of stock inhaler programming. Of the 10.3% who reported a stock inhaler program, a lower frequency reported calling 911 for asthma emergencies. Perceived school asthma prevalence varied from 0%–87%. Conclusions: Our survey demonstrates large variation in knowledge and implementation of school‐based asthma health policy. This is likely due to variations in health policy education dissemination. Future efforts should focus on the dissemination and implementation of school‐based asthma health policies to improve their more universal adoption and better support school‐based asthma management. [ABSTRACT FROM AUTHOR]

BACKGROUND: School‐based health centers (SBHCs) have the capability to overcome youth barriers to care. Virtual care programs (VCP) facilitate connection between school nurse and off‐site SBHC providers and can increase the reach of SBHCs. This project aimed to examine Denver Public School nurses' perspectives of a pilot VCP. METHODS: Thirteen semi‐structured qualitative interviews were conducted and coded using an inductive approach to identify key themes. RESULTS: Four major themes emerged: (1) obtaining consent, finding space, and capacity are challenges and nurses have suggestions; (2) nurses enjoy feeling like a valued member of a health care team, and providing additional resources to students; (3) nurses perceive benefits in providing free, efficient, higher level of care; (4) adopting novel technology is a facilitator and challenge; limitations included space and privacy. CONCLUSIONS: Key findings can be utilized to further inform practice. [ABSTRACT FROM AUTHOR]

Aim: To explore the experiences of health visits within the school health services from the perspective of adolescents with migration experiences. Design: A descriptive qualitative study. Methods: Data were collected using focus groups and semi‐structured individual interviews with adolescents with migration experiences aged 13–17 years old. Analysis was conducted using reflexive thematic analysis. Results: The results described adolescents reading the signs in the guided interaction between them and the school nurses. Reading the signs illustrated the adolescents' continuous interpretation of the interaction with the school nurse, and their decisions on how to respond throughout the health visit. These interpretations influenced the adolescents' shifting willingness to talk about their health and how they adapted to the space of participation provided by the school nurse. The interpretation also influenced their experiences of health visits as focusing on their health without making them feel singled out. Conclusion: Although individual considerations might be warranted in health visits with adolescents with migration experiences, the results indicate that similarities in intrapersonal communication in various encounters between adolescents and health professionals might be greater than any differences. Healthcare encounters with adolescents with migration experiences might thus need to be conducted with an awareness that adolescents read the signs in the guided interaction and that similarities in this interaction are greater than any differences. [ABSTRACT FROM AUTHOR]

Purpose: The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents. Design: A parallel‐group randomized controlled trial. Methods: The study population consisted of ninth‐grade (aged 14 years) high school students (n = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post‐test), and at 3rd‐ and 6th‐month follow‐ups. The data were analyzed using chi‐square test, independent sample t‐test, and two‐way mixed‐design ANOVA with Bonferroni's test. Results: In the pre‐test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (p > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post‐test and follow‐up tests (p < 0.001). Conclusion: The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents. Clinical Relevance: Nurses would implement motivational interviewing to prevent bullying behaviors in schools. [ABSTRACT FROM AUTHOR]

Background: As students returned to school, school nurses were responsible for infection control, communication, and the preparation of supplies and facilities. School nurses in the Pacific Northwest US demonstrated a higher prevalence of mental health symptoms in the years since the pandemic began, suggesting that their experience may have been unique. Objective: This study aimed to explore the stressors of school nurses in the Pacific Northwest at two time points. Design: This study is a qualitative, descriptive analysis of anonymous survey responses collected in June of 2021 (n = 333) and between October and December 2021 (n = 284). Sample: Self‐identifying school nurses working in K‐12 schools in Washington State were invited to participate. Measurements: Participants completed open‐ended survey questions designed to elicit their experiences during the pandemic. Results: Four themes emerged from the data: (1) isolation from administration and the school community, (2) COVID‐19‐related workload, (3) disorganized and inconsistent communication, and (4) concern for students, themselves, and others. Conclusions: School nurses played a vital public health role during the pandemic. However, their effectiveness may not have been fully utilized and sometimes undermined. Lastly, our findings highlight the difficulties encountered in implementing the changing scientific and public health guidance during the pandemic. [ABSTRACT FROM AUTHOR]

Objective: This study was designed to measure health promotion behaviors, health literacy (HL) levels, and their predisposing factors among adolescents. Design: A cross‐sectional design was used. Sample: The study was completed by 1046 students aged 11–14 years. Measurements: Data were collected via the HL for School–Aged Children Scale and the Adolescent Health Promotion Scale. Results: HL was significantly associated with gender, participation in sport activities, and health promotion behaviors. There was no confounding factor for HL. Adolescent health promotion behaviors were significantly associated with academic level, weight perception, participation in sport activities, and HL. Conclusions: Nurses could improve communication and decision‐making skills related to health behaviors and learn how to obtain health‐related knowledge to promote the health of adolescents. [ABSTRACT FROM AUTHOR]

School nurses are indispensable for students' educational success. They are often the only healthcare professional a child will see who can care for immediate health needs, coordinate care for students' chronic health conditions, and promote healthy behaviors. This qualitative study is the first to investigate the experiences that influence the inclusion of Connecticut school nurses as valued and essential partners in K‐12 education. Interviews with 14 Connecticut school nurses uncovered how they perceive their community values their role and practice in furthering the educational mission. The analysis revealed that although school nurses believe they bring value to students by providing equitable healthcare and wellness education access, they identified four organizational structural gaps in being seen as valued critical partners in the educational setting. They feel dispensable, their workload expectations are overwhelming, they feel undervalued as equal professionals, and they need more access to adequate professional development. This study has significant implications for K‐12 education leaders because school nurses are vital partners in the educational mission. They bridge healthcare and education, ensuring students can optimally learn. Recommendations for how leaders can empower school nurses are included. Practitioner Points: School nurses' essential role is ensuring students are healthy, ready to learn, and in school; however, K‐12 school administrators do not always recognize them as indispensable professionals in the K‐12 education setting.As often the sole health professional enduring overwhelming health‐related workloads, school nurses report feeling undervalued as equal professionals in the education environment.Opportunities exist to empower school nurses with a professional self‐advocacy platform that recognizes and values their equal partnership in meeting the educational mission and ensuring students' academic success. [ABSTRACT FROM AUTHOR]

Schools are an important setting for the early identification, assessment and intervention of mental health problems in children and young people. Internationally, many nurses work in schools, but the role of this group with young people experiencing mental health problems has had only limited investigation. This study explored the activities school nurses undertook with young people experiencing mental health problems in Australia. Reporting was guided by the COREQ checklist. Thirty‐one nurses participated in a semi‐structured interview. Data were analysed using the constant comparative method of analysis as developed by Glaser and Strauss (1967). The findings identified that nurses working in schools undertake a complex and sophisticated workload to support this cohort. In addition to assessment and referral for treatment, interventions assisted young people to manage challenging life circumstances, cope with intensely difficult emotions and improve their social and occupational functioning. The work of school nurses with young people experiencing mental health problems is hidden and unacknowledged. A better understanding of the mental health work school nurses undertake can inform enhanced service provision for children, young people and their families. The research findings will be of interest to mental health nurses, education professionals, parents, policy makers and governments. [ABSTRACT FROM AUTHOR]

Aim: People who have depression experience a maelstrom of emotion as they attempt to understand what is happening to them. While the experience has been quite extensively documented in adults and older individuals, there is a great deal less information available about adolescent depression experiences and reactions. The purpose of this study was to investigate the experiences of Thai‐adolescents suffering from depression. Design: Interpretative phenomenological analysis. Method: Fourteen adolescents were recruited from a secondary school in Chiangrai province, Thailand. Semi‐structured interviews were carried out. Interviews were analysed using interpretative phenomenological analysis. Results: The following four themes were identified: (1) struggling to make sense of their situation, (2) feeling down and withdrawing, (3) contemplating self‐harm and (4) therapy as a last choice. The results point to the continuing significance of promoting psychoeducation for Thai‐adolescents with depression as well as parents, school nurses and health providers while eliminating stigma. [ABSTRACT FROM AUTHOR]

Objectives: With optimized antiretroviral treatment youth living with HIV (YLH) now spend most of their time in schools, making schools an important venue to optimize outcomes. We evaluated school support for YLH. Methods: We conducted surveys with public secondary/high schools in 3 Kenyan counties (Nairobi, Homa Bay, and Kajiado) to determine policies and training related to HIV. Chi‐squared tests and Poisson regression were used to compare policy availability and staff training by county HIV prevalence and school type. Results: Of 512 schools in the 3 counties, we surveyed 100. The majority (60%) of schools surveyed had boarding facilities. The median student population was 406 (IQR: 200, 775). Only half (49%) of schools had medication use policies; more in boarding than day schools (65% vs 30%, p =.003). While most schools (82%) had clinic attendance policies; policy availability was higher in higher HIV prevalence counties (Homa Bay [100%], Nairobi [82%], Kajiado [56%], p <.05). Overall, 64% had confidentiality policies with higher policy availability in higher HIV prevalence regions (p <.05). Few schools had staff trained in HIV‐related topics: HIV prevention (37%), HIV treatment (18%), HIV stigma reduction (36%). Few were trained in confidentiality (41%), psychosocial support (40%), or mental health (26%). Compared to day schools, boarding school were more likely to have staff trained in HIV prevention (prevalence ratio: 2.1 [95% confidence interval 1.0, 4.0], p =.037). Conclusion: In this survey of Kenyan schools, there were notable gaps in HIV care policy availability and training, despite high HIV burden. Development and implementation of national school HIV policies and staff training as well as strengthening clinic and family support may improve outcomes for YLH. [ABSTRACT FROM AUTHOR]

Little instruction in writing manuscripts for peer review is provided in nursing school or medical school. To relatively inexperienced would‐be authors, including junior physicians and allied health professionals, this avenue of professional communication may sometimes seem to be unattainable. Yet many of them are energetic and insightful, and have the potential to make contributions to the literature. This article aims to provide an explanation of the components of the peer review manuscript and advice regarding how to go about writing one so as to overcome the writer's block that inexperienced authors may frequently experience. [ABSTRACT FROM AUTHOR]

Aim: Malnutrition and infectious diseases, such as helminthic infections, are widespread among primary school children, especially in low‐ and middle‐income countries. However, there are limited studies on school health in Bangladesh, particularly in rural settings. This study aimed to explore the nutritional status and prevalence of helminthic infections in relation to associated health behavior, awareness, and knowledge regarding malnutrition and helminthic infections which were evaluated by school nurses among primary school children in Bangladesh. Methods: This was a descriptive, cross‐sectional survey study with a total duration of 1 month, from September to October, 2021. This study formed part of a school nurse project as a cluster non‐randomized clinical trial in Bangladesh. Selected variables from that clinical trial were analyzed and reported in the results section. The study participants were primary school children from four schools in rural Bangladesh. Results: In total, 604 children participated in the baseline survey and health checkups. Among them, 163 (27.0%) children were classified as malnourished according to the World Health Organization growth reference standard 2007. The prevalence of helminthic infections was 53 (8.8%). Approximately >50% of the children responded that they never/rarely practiced hygiene‐related behaviors and had no awareness and knowledge regarding malnutrition and helminthic infections. However, differences between the variables were not statistically significant. Conclusion: Children's nutritional status and prevalence of helminthic infections with related deprived health behaviors, and minimal awareness and knowledge, reinforce the importance of implementing educational interventions in the future. [ABSTRACT FROM AUTHOR]

Aim: Problematic externalising behaviours in adolescents are associated with high individual and societal burden. A school‐based multidisciplinary health clinic, Ngaramadhi Space (NS), was developed at Yudi Gunyi School, a specialised behavioural school in Sydney, Australia, to improve access to holistic health‐care and behavioural support. This evaluation aimed to describe the demographics, clinic attendance, health screening, recommendations made, and changes in Strengths and Difficulties Questionnaire (SDQ) scores of students attending the clinic. Methods: Retrospective evaluation of students including changes in SDQ scores using descriptive statistics (26 July 2016 to 14 May 2019; n = 79). Results: Prior to the assessment, few students engaged with a paediatrician or mental health professional (22.8%; 27.8%, respectively). Child protection services were involved with 76%. NS attendance was high (failure‐to‐attend = 7.6%; cancellations = 8.9%). New issues found at the assessment included: parental separation (31.6%); trauma history (27.8%); substance use (19%); emotional wellbeing concerns (16.5%), learning difficulties (12.7%), domestic violence (12.7%) and medical conditions (10.1%). SDQ teacher reports showed a significant decrease in total difficulties scores (M = 6.2, SD = 6.165, P < 0.05, eta squared = 1.013 (large effect)) and all subsets. No significant differences in parent and self‐reported SDQ. Conclusions: Students with problematic externalising behaviour have unmet health and social needs. The NS school‐based integrated health‐care model offers a novel, convenient and innovative way to engage these students. This approach has high initial attendance rates with teacher‐reported SDQ results showing some behavioural improvement. Further qualitative studies are required. [ABSTRACT FROM AUTHOR]

The article focuses on school readiness among children with congenital heart disease (CHD), highlighting their increased risk for neurodevelopmental delays, mental health disorders, and academic challenges. Topics include the definition of school readiness, disparities in socioeconomic status affecting readiness, and the importance of school nurses in developing comprehensive care plans to support academic success and overall health for children with CHD.

Background: In youth with type 1 diabetes (T1D), high haemoglobin A1c (HbA1c) levels are associated with an increased risk for diabetic ketoacidosis (DKA). Aims: This study examined whether daily school‐supervised basal insulin injections were feasible and if they reduced the risk of morning ketosis in children and adolescents with high HbA1c levels. We hypothesized that supervised glargine and degludec would reduce the risk of ketosis and that the prolonged action of degludec would protect from ketosis after consecutive days of unsupervised injections. Materials & Methods: After a 2–4‐week run‐in, youth (10–18 years, HbA1c ≥ 8.5%) managing T1D with injections were randomized to school‐supervised administration of degludec or glargine for 4 months. School nurses observed daily blood β‐hydroxybutyrate (BHB) and glucose checks. During COVID closures, the research team supervised procedures remotely. Results: Data from 28 youth (age 14.3 ± 2.3 years, HbA1c 11.4 ± 1.9%, 64% F) were analysed. School‐supervised injections of both basal insulins for 1–4 days progressively lowered the percent of participants with elevated BHB. The percent of participants with elevated BHB (≥0.6 mmol/L) after 2 days of unsupervised basal insulin doses at home was greater in the glargine than degludec group but had a high p‐value (17.2% vs. 9.0%, p = 0.3). HbA1c was unchanged in both groups. Discussion: In youth with T1D at high risk for DKA, daily supervised long‐acting insulin administration decreased the probability of elevated ketone levels on subsequent school days, regardless of basal insulin type. A larger sample size may have demonstrated that the longer action profile of degludec would offer additional protection from ketosis during days of not attending school. Conclusion: Engaging school‐based caregivers in management of youth with T1D on injected insulin may decrease clinically significant ketosis and minimize acute complications of diabetes. [ABSTRACT FROM AUTHOR]

Aim: To report participants' and facilitators' experiences of mental health promotion, prevention, and early‐intervention training program targeted at school nurses in the United Arab Emirates (UAE). Background: The UAE school healthcare service is staffed by full‐time nurses and part‐time doctors and linked to primary healthcare centers. This service supports children's physical and mental well‐being. However, school nurses' capacity to realize the potential of this service, particularly regarding mental health, has not yet been explored. Methods: We used an exploratory qualitative approach with data triangulation. Data were drawn from school nurses that participated in a targeted mental health promotion, prevention, and early‐intervention training program. Data were gathered through focus group interviews with participating school nurses, written reflections, and notes recorded by the program designers and trainers. All school nurses who participated in the training program (N = 15) were included in this study. This study adhered to the consolidated criteria for reporting qualitative research. Results: Nurses' narratives encompassed three main themes, which indicated the program was an enjoyable professional and personal journey that allowed professional discovery/development and personal growth. Program organizers/facilitators indicated the training program was important, but challenging to implement. Four themes emerged from their reflections that covered the structure of school nursing services, participants' competency and education, the UAE context, and teaching style. Conclusion: A well‐structured professional development program can contribute to improving mental healthcare in schools. Improved service structure and regulations to support this goal are essential. Implications for nursing practice, research, and policy: School nurses benefit professionally and personally from targeted mental health training, which also improves the care students receive. School healthcare service managers should consider increasing such training opportunities for nurses and focus on measuring service outcomes and evaluating effectiveness. It is also necessary to reassess the minimum qualification requirement for school nurses. Specific professional development programs for school nurses will improve their clinical practice and support the recruitment of competent and prepared staff. [ABSTRACT FROM AUTHOR]

Objective: To understand school nurses' perceptions and experiences of moral distress related to COVID‐19 case management in the school systems. Design: A descriptive qualitative study guided by Braun and Clarke's reflexive thematic analysis. Sample: Twelve school nurses practicing in Colorado from December 2021 to January 2022. Measurements: Semi‐structured interviews about school nurses' experiences of COVID‐19. Investigators utilized an iterative reflexive thematic analysis process engaging the participants' and researchers' subjective experiences. Results: Four themes were created: (1) keeping kids and the community safe, (2) caught in the middle of the "tug of war" between health and politics, (3) distress amid an ocean of COVID‐19 uncertainty, and (4) visibility as a bright spot shining through the COVID‐19 cloud. Conclusions: Two research questions examined school nurses' experiences of moral distress and their role and scope of practice that affected their relationships in the educational and public health systems. The results of this study confirm the important role of school nurses and interprofessional case management in school environments in the fight against infectious diseases and pandemics. Building stronger relationships between school nurses and public health is imperative for future collaborative and cohesive public health responses to pandemics. [ABSTRACT FROM AUTHOR]

BACKGROUND: School nurses are rarely integrated into primary care teams to their full potential. We aimed to characterize school nurses' perceptions related to current and optimal collaboration with primary care providers (PCPs) and identify actionable solutions to improve efficiency, quality, and coordination of pediatric care. METHODS: We conducted and qualitatively analyzed interviews with school nurses to characterize structures, processes, and perceived benefits of optimized school nurse‐PCP collaboration. RESULTS: School nurse interviewees (n = 23) identified factors important to school nurse‐PCP collaboration within 2 domains: information sharing and relationship building. Information sharing themes included health information sharing laws, data sharing systems, and technology‐based communication systems. Relationship building themes included health care sector understanding of the school nurse role, PCP knowledge of school health requirements, shared professional development opportunities, and time and personnel. Perceived benefits of optimized PCP‐school nurse collaboration were identified for children, PCPs, school nurses, and parents. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Needs assessments and action plans guided by the domains of information sharing and relationship building can inform local improvements to optimize school nurse‐PCP collaboration. CONCLUSIONS: School nurses highlighted cross‐sector solutions to enhance school nurse‐PCP collaboration including integrated information sharing systems and intentional relationship building. [ABSTRACT FROM AUTHOR]

Background: School nurses play a vital role in ensuring the health and well‐being of their students, but little is known about menstrual products and resources available in schools. This study assessed period product resources and needs in Missouri schools from the perspective of school nurses and analyzed differences by district enrollment characteristics. Methods: An electronic survey was emailed to public, charter, private, and parochial school nurses in Missouri who served fourth grade or older. From January through March 2022, 976 self‐administered surveys were completed (40% response rate). Logistic regressions examined the associations between student needs and district characteristics. Results: Among the sample, 70.7% knew students who could not afford period products, and 68.0% knew students who had missed school because of their period. When controlling for district size, race/ethnicity, and urban/rural classification, as the percentage free‐ or reduced‐lunch (FRL) eligibility increases in a school, awareness of students struggling to afford products increases (AOR = 1.008, 95% confidence interval 1.000, 1.015). Implications for School Health Policy, Practice, and Equity: School nurses need the resources and educational materials to support students to help reduce menstruation‐related absences. Conclusions: Issues of period poverty cut across districts of differing enrollment characteristics, yet FRL percentage is an important predictor. [ABSTRACT FROM AUTHOR]

French school policies also promote the training of school staff in anaphylaxis recognition and appropriate use of AAI. Our objective was to assess the implementation of stock AAI and school staff training in anaphylaxis recognition and management and to assess the barriers to implementation. In 2019, school staff training regarding anaphylaxis recognition and AAI use was performed in 53/221 (24%) secondary schools with stock AAI compared to 256/334 (77%) in 2023 ( I p i < 10 SP -3 sp ) with an increase of 53% (95% CI: 46-60). In conclusion, our findings highlight the key role of school nurses regarding stock AAI implementation and school staff training. [Extracted from the article]

The role of the school nurse should not be understated when addressing the Covid‐19 pandemic and its effects on children and families. Knowledge surrounding this virus is rapidly changing and quick adaptation within the school system is required. In addition to the provision of direct care and education to students, school nurse responsibilities include the development and implementation of new policies; consideration of social and emotional well‐being; and effective communication with students, families, teachers, administrators, and community stakeholders. This article addresses current evidence related to the coronavirus disease 2019 (COVID‐19) pandemic and the evolving role of the school nurse. A case study incorporates tips and suggestions for school nurses who will deliver professional care during this COVID‐19 crisis. [ABSTRACT FROM AUTHOR]

Objective: To explore in a sample of school nurses (SN) in California the impact of the COVID‐19 pandemic on school nurse health services, how school nurses mitigated the impact of COVID‐19, and moral distress levels among school nurses. Design and Methods: Nineteen (N = 19) school nurses who work in K‐12 schools in California, USA participated in a mixed‐methods approach involving qualitative descriptive design, inductive content analysis, and descriptive statistics. Interviews were conducted in August and September 2021. Results: Five themes emerged: (1) role of the SN during the COVID‐19 pandemic, (2) coordination with school administration, (3) COVID‐19 related challenges and disruptions to care, (4) moral distress, and (5) coping during the pandemic. Conclusion: The pandemic had a profound impact on school nurses. This study provides school nurse perspectives of the impact of COVID‐19 on services they delivered, the unique skills of school nurses essential to mitigation strategies, and moral distress school nurses encountered during the pandemic. Understanding the important role school nurses had during the pandemic is paramount to fully contextualize the contributions they made within public health nursing practice and inform preparedness for future pandemics. [ABSTRACT FROM AUTHOR]

This partly reflects the fact that countries such as Malaysia and Thailand have higher per capita GDP, which means that public health budgets are larger, and private spending on health care is also higher than in Indonesia. Indonesia is hardly alone among developing countries in Asia and elsewhere in struggling with the complex problems of providing quality health care to a growing population with diverse health needs. Total per capita health expenditures in PPP dollars in 2014 were lower than in several other Asian countries, including Vietnam and the Philippines, where per capita GDP is lower than in Indonesia. Indonesia is the fourth largest country in the world, with a population estimated to be in the range of 280 million. [Extracted from the article]

Purpose: To describe the use of the nursing process and standardized nursing language by the school nurse to facilitate the monitoring of the therapeutic regimen of a girl with type 1 diabetes mellitus and her caregiver. Methods: Data were collected through clinical reports, observation, and physical examination of the girl and through interviews with her and her caregiver in accordance with Virginia Henderson's conceptual model. Findings: Clinical reasoning informed the selection of NANDA‐I nursing diagnoses. NIC nursing interventions were selected taking into consideration the available scientific evidence related to the care of children with type 1 diabetes mellitus. Conclusions: The school nurse is a key figure in improving and supporting the monitoring of the prescribed therapeutic regimen for children with chronic disease. Implications for nursing practice: This case demonstrates the importance of adopting a conceptual model to guide the nursing process, as well as showing that standardized nursing languages are suitable for school nursing practice. [ABSTRACT FROM AUTHOR]

BACKGROUND: "Test‐to‐stay" (TTS) is an effective approach for keeping students in school post‐exposure to severe acute respiratory syndrome coronavirus 2 (SARS‐CoV‐2). To prepare for school‐based SARS‐CoV‐2 testing, we implemented formative research to gather perspectives on school‐based testing among school personnel, as well as caregivers of Black and Latino/a/x students given systemic racism, existing school inequalities, and the disproportionate effect of COVID‐19 on Black and Latino/a/x populations. METHODS: We conducted in‐depth interviews with caregivers of K‐12 grade Black and Latino/a/x students and focus group discussions with K‐12 school personnel. We described the forthcoming school‐based SARS‐CoV‐2 testing program and explored potential benefits and concerns, including concerns about testing‐related stigma and discrimination, particularly toward Black and Latino/a/x students, and implementation recommendations. RESULTS: Perceived testing benefits included school community reassurance and preventing school outbreaks. Concerns included potential student anxiety, classroom disruption, inaccurate results, and limited information for caregivers. Some participants mentioned that testing‐related stigma and discrimination could happen based on the testing selection process or results but not due to race or ethnicity. Participants provided numerous testing recommendations, including suggestions to prevent negative outcomes. CONCLUSIONS: Participants believed that stigma and discrimination from SARS‐CoV‐2 testing is possible, although differential treatment based on race or ethnicity was not anticipated. Participants' narratives provide support for school‐based testing and the testing component of TTS. [ABSTRACT FROM AUTHOR]

Aim: Schools are a key platform for health promotion and a point of connection to local health‐care services, with an almost universal reach across the child and adolescent population. This study sought to determine whether validated psychosocial assessment tools exist for a school‐based nursing program that would assist in providing an initial health assessment to identify and understand the needs of children and young people referred to the nurse, with the outcome of appropriate connection to external health and wellbeing services. Methods: Rapid evidence assessment methodology was utilised to identify validated tools that could identify psychosocial concerns in children and young people aged 5–18 years. We identified articles from peer‐reviewed journals via three electronic bibliographic databases (PubMed, Embase and CINAHL). We then extended the search for evidence through a search of the grey literature. Results: From 3963 peer‐reviewed articles found in the database search, 10 relevant peer‐reviewed publications met inclusion criteria. In combination with 12 grey literature sources, 33 tools were identified. These included self‐report tools (typically for children aged 11 years and older), parent‐report and teacher‐report tools. We identified the six most promising psychosocial assessment tools. However, there was limited description about implementation within school‐based nursing programs. Conclusions: Several tools exist that show promise in assisting school‐based nursing programs to conduct preliminary psychosocial assessments for children and young people. The introduction of any tools into practice would require implementation guidance and evaluation, including how and when they should be used, and when referral and follow‐up is required. [ABSTRACT FROM AUTHOR]

The article presents the discussion on National Association of School Nurses' (NASN) framework for 21st century school nursing practice. Topics include prevention, early identification and intervention to address health concerns, chronic disease management, and care coordination including referrals to care; and numerous opportunities for nurse-led research promoting evidence-based care and demonstrating the value of school nursing.

Aim: This study aims to describe and interpret what it is school nurses strive to achieve for themselves in order to remain in practice. Design: A qualitative study with a hermeneutic approach. Method: The data were collected by means of in‐depth interviews with 15 Norwegian school nurses on two separate occasions and analysed using a phenomenological hermeneutic method. Results: The analysis resulted in the following themes: (1) trusting your own professional ability, (2) aspiring to appreciation and (3) accomplishing self‐care. These themes were reflected in the school nurses' choices and actions and were regarded as an expression of what was of value to them as a nurse. Thus, the nurses' realizing what they strived to achieve for themselves can comprehensively be understood as a good of higher value for their remaining in nursing practice. [ABSTRACT FROM AUTHOR]

Objective: Adolescent suicide is a public health crisis. School connectedness, a protective factor, may be especially important in low‐income rural schools, with fewer resources and higher rates of suicide as compared to urban schools. The purpose of this study was to explore teacher perceptions of safety and school connectedness in a low‐income, rural middle school, and implications for collaborative practice between school nurses and teachers. Design and Sample: A qualitative secondary data analysis was used. Data were taken from transcripts from four focus groups comprised of middle school teachers (n = 20). Measurement: An inductive approach to content analysis was conducted using in vivo Coding and Venn diagrams. Results: Three themes were identified: (1) defiant and aggressive student behaviors were safety concerns, as teachers perceived they may be obscuring mental health needs; (2) teachers were sometimes placed in a position to assist students with safety management strategies; and (3) managing safety concerns was an obstacle to building connectedness, as reflected in safety and school connectedness. Conclusion: Collaborative strategies between school nurses and teachers are essential to identify student behaviors that may be masking mental health needs. Strategies have the potential to enhance school connectedness and support student safety. [ABSTRACT FROM AUTHOR]

The article offers information on the ethical issues associated with the vaccination mandates for school children in the U.S. It mentions the legitimate concerns for child and adolescent social and emotional well-being due to lack of social interactions with peers in the school environment. It discusses that how disruptions in daily routines and school structure negatively affect a child's well-being.

Every Doctor, Every Setting: a national framework to guide coordinated action on the mental health of doctors and medical students, 2019 [website]. https://lifeinmind.org.au/every-doctor-every-setting (viewed Feb 2022). For many years, the Australasian Doctors' Health Network (http://www.adhn.org.au/) of doctors' health services has provided confidential helplines for medical practitioners. Keywords: Doctors' health; Health policy; Education, professional EN Doctors' health Health policy Education, professional 338 341 4 09/27/22 20221001 NES 221001 Coordinated systemic change and enhanced access to care are needed to improve doctors' wellbeing Over the past decade, there has been growing recognition of the prevalence of psychological distress across the medical profession and that practitioner wellbeing has significant implications for patient safety. [Extracted from the article]

In this article, we draw on science and technology studies literature on care practices to analyse school nurses' work with human papillomavirus (HPV) vaccination in schools, in the context of a new vaccination policy including all children in the fifth grade in Sweden. Drawing on 21 interviews with school nurses working in municipalities across a larger Swedish region, we focus on the mundane work of handling the vaccination and supporting the children while they are being vaccinated. We utilise the notion of 'modes of doing good' to analyse routines and ideals oriented towards specific, and sometimes contradictory, forms of 'good care' in HPV vaccination practice. Two modes of doing good are identified: the vaccination as a caring for 'the flow' of children getting vaccinated and the vaccination as a caring about the specific child. We analyse three 'child subjects' alongside these modes: the informed and already prepared child, the anxious child, and the specific child. By identifying tensions and interferences between different child subjects and modes of doing good, we discuss possible consequences of our findings for how HPV vaccination is envisioned and conceptualised in social science research and in policy settings. [ABSTRACT FROM AUTHOR]

BACKGROUND: Despite recent tobacco control efforts, adolescent vaping remains an epidemic in the United States. The purpose of our study was to understand high school student vaping behaviors using the perceptions of Massachusetts school personnel during the critical window from when the Massachusetts statewide flavor ban legislation was passed in November 2019 through the first year of the COVID‐19 pandemic. METHODS: High school personnel throughout Massachusetts were invited to complete a cross‐sectional survey. Analysis of survey responses was conducted in R. RESULTS: A total of 162 respondents completed the survey representing 137 schools that draw enrollments from 216 (61%) of the 352 cities and towns in Massachusetts. The most popular products that respondents believed their students were using were JUULs (95.7%), other e‐cigarettes (85.3%), and disposable vapes (79.6%). Following the flavor ban, the majority (90.7%) did not report an increase in combusted tobacco product use. All participants (100%) reported wanting more access to prevention and treatment resources. CONCLUSIONS: Our findings suggest that a comprehensive flavor ban may be an effective tobacco control policy that does not appear to promote student switching from vaping products to combusted tobacco products. These data also indicate that schools report needing additional resources to address the vaping epidemic. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic had forced schools and school‐based partnerships in the US to re‐imagine extracurricular activities while schools were closed for in‐person learning. We highlight lessons learned from implementing the Supplemental Nutrition Assistance Education Program (SNAP‐Ed) virtually, a nutrition education program to improve nutrition literacy and skills among children, in a Maryland School of Nursing/K‐8 Partnership school amid in‐person school closures. [ABSTRACT FROM AUTHOR]

BACKGROUND: Schools have a long history of delivering health services, but it is unclear how the COVID‐19 pandemic may have disrupted this. This study examined changes in school‐based health services and student needs before and during the pandemic and the factors important for delivering school‐based health services. METHODS: A web‐based survey regarding the impact of the pandemic on school‐based health services was distributed via email to all 1178 Virginia public elementary schools during May 2021. RESULTS: Responding schools (N = 767, response rate = 65%) reported providing fewer school‐based health services during the 2020‐2021 school year than before the pandemic, with the largest declines reported for dental screenings (51% vs 15%) and dental services (40% vs 12%). Reports show that mental health was a top concern for students increased from 15% before the pandemic to 27% (P <.001). Support from families and school staff were identified by most respondents (86% and 83%, respectively) as very important for the delivery of school‐based health services. CONCLUSIONS: Schools reported delivering fewer health services to students during the 2020‐2021 school year and heightened concern about students' mental health. Understanding what schools need to deliver health services can assist state and local education and health officials and promote child health. [ABSTRACT FROM AUTHOR]

Summary: ▪In this narrative review, we summarise the vast and burgeoning research on the potential and established indirect impacts on children of the COVID‐19 pandemic. We used a community child health lens to organise our findings and to consider how Australia might best respond to the needs of children (aged 0–12 years).▪We synthesised the literature on previous pandemics, epidemics and natural disasters, and the current COVID‐19 pandemic. We found clear evidence of adverse impacts of the COVID‐19 pandemic on children that either repeated or extended the findings from previous pandemics.▪We identified 11 impact areas, under three broad categories: child‐level factors (poorer mental health, poorer child health and development, poorer academic achievement); family‐level factors that affect children (poorer parent mental health, reduced family income and job losses, increased household stress, increased abuse and neglect, poorer maternal and newborn health); and service‐level factors that affect children (school closures, reduced access to health care, increased use of technology for learning, connection and health care).▪There is increasing global concern about the likely disproportionate impact of the current pandemic on children experiencing adversity, widening existing disparities in child health and developmental outcomes.▪We suggest five potential strategy areas that could begin to address these inequities: addressing financial instability through parent financial supplements; expanding the role of schools to address learning gaps and wellbeing; rethinking health care delivery to address reduced access; focusing on prevention and early intervention for mental health; and using digital solutions to address inequitable service delivery. [ABSTRACT FROM AUTHOR]

Using nurse ratings of physician communication in the ICU to identify potential targets for interventions to improve end-of-life care. In January 2021, the United Kingdom faced a surge in COVID-19 cases that pushed intensive care units (ICU) beyond their capacity and forced hospitals to transform their wards to accommodate critically ill patients. Recognising the difficulties clinicians and students were facing, UCL Medical School designed a voluntary initiative to address both by recruiting medical students to support and work alongside ICU nurses. [Extracted from the article]

Despite continued calls for positive school climate, school staff members are rarely included in school climate research or theories. This qualitative case study explored how socioeconomic status (SES), school districts, leadership, and school contexts combine to create school climate. Four schools were selected from a sample of positive and negative climate schools in one high and one low‐SES district. Data collection involved key informant interviews and observation. District and school SES did not directly dictate the quality of climate. Organizational variables such as the principal's decisions and vision were key influences on the quality of climate for staff members. Staff members often prioritize student experiences of climate above their own experiences. School organization and the influence of the principal are critical for the quality of school climate staff members experience; these along with staff voice are critical ongoing contributions to school climate research, theory, and practice. [ABSTRACT FROM AUTHOR]

The ongoing COVID‐19 pandemic has posed tremendous challenges for economies and individuals around the world. At the same time, it has also laid bare the blatant and growing inequities that many individuals, particularly children, are confronted with on a daily basis. With communities in lockdowns and schools going virtual in many parts of the United States, the important role that schools and school‐based services play in the lives of many children have gained new attention. Nonetheless, only 3% of American schools have school‐based health centers on campus, and they remain relegated to the fringes of both health care and education. One key limitation has been the lack of appropriately trained health‐care professionals. Over the past 2 years, we have interviewed dozens of individuals about their experiences in school‐based health centers. Based on this study, we explore what it means for a health‐care professional to work in school‐based health care and how it differs from more traditional health‐care settings. Our analysis particularly focuses on training and education, work environments, and their unique demands that come from being embedded within the educational setting. We conclude by addressing the important role that governmental policies could play in augmenting this crucial workforce. Highlights: School‐based services can play an important role in providing more equitable health‐care access to students.Only 3% of American schools have school‐based health centers on campus.A key limitation in expanding school‐based care has been the lack of appropriately trained health‐care professionals.Our analysis explores the training and education, work environments, and their unique demands that come from being embedded within the educational setting. [ABSTRACT FROM AUTHOR]

Purpose: The present study aimed at assessing the effectiveness of group-cognitive-behavioral therapy for anxiety, depression, and self-esteem among children of parents with alcohol use disorder. Design and Methods: A randomized, controlled trial study was conducted with 70 children of parents with alcohol use disorder. The children were initially screened for the presence of behavioral problems and living with parents with alcohol use disorder, then assigned randomly to experimental and control groups. The experimental group received eight biweekly group CBT sessions. Results: Over 3-month study period, the results showed a statistically significant reduction in depression and anxiety scores and a significant improvement in self-esteem scores among CBT group children compared with the control group children. Conclusion: Our study demonstrates the effectiveness of CBT group treatment for children of parents with an alcohol use disorder and that school mental health nurses/psychiatric nurses can effectively deliver psychotherapy for behavioral and emotional problems of high-risk children. [ABSTRACT FROM AUTHOR]

BACKGROUND: Lesbian, gay, bisexual, transgender, and queer and questioning (LGBTQ) youth experience poor physical and mental health outcomes relative to their non‐LGBTQ peers. School health professionals (SHPs), such as school nurses, play a key role in addressing LGBTQ student health needs. However, few studies examine school health needs of LGBTQ students from both the youth and SHP perspective. METHODS: From August 2017 to July 2018, 28 LGBTQ youth and 19 SHPs (N = 47) in Massachusetts participated in online focus groups and a brief survey on school health needs and experiences. Qualitative themes were coded using Rapid Qualitative Inquiry principles and NVIVO. RESULTS: Both LGBTQ students and SHPs identified an urgent need for inclusive sexual education and mental health services. LGBTQ students raised access to safer bathrooms, information, and guidance on gender transitioning, and access to safe spaces as school‐based needs. Missing from SHPs' perspectives, students also discussed sexual violence/harassment of transgender students and racism impacting youth of color. CONCLUSIONS: LGBTQ students, especially transgender students and LGBTQ youth of color, have unmet health needs that need to be addressed. Recognizing these needs is the first step towards inclusive health services and support for all students in schools. Next, interventions to increase the capacity of SHPs to address LGBTQ student health are necessary. [ABSTRACT FROM AUTHOR]

School climate surveys have become widely used in U.S. schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixed‐methods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative results from 16,525 staff members in 318 high schools. Survey data showed that although 84% of school staff were interested in seeing the results of their school climate survey, fewer than one‐third reported seeing the results or using them for school planning or improvement. Administrators were more likely than teachers and other staff to have seen and used survey results. Content coding of the qualitative data elaborated on staff interest in reviewing and using climate data. These findings highlight the need for school leaders to collaborate with school staff on interpreting and using survey results for school climate improvement efforts. [ABSTRACT FROM AUTHOR]

Young carers (YCs) are children and adolescents who provide a significant help to family member(s) with a disease or a disability. They often remain hidden, especially in France where awareness levels and policy responses regarding YC are just emerging. Several studies show that YC often have difficulties at school because of their situation. However, school staff seems to have difficulties to identify and support YC. The aim of this study was to explore schools teachers and other professionals' levels of awareness and their perceptions of the potential impacts of caring on pupil attainment, achievement, and wellbeing. Thirty‐three professionals working with pupils from 6 to 18 years old (primary, secondary, and high schools) took part in a semi‐structured interview and in a short phone interview. The results showed that almost all had already met a YC. Despite knowledge and perceptions of potential impacts for their pupils, few undertook actions to support them. Healthcare professionals and school counsellors seemed more aware of these situations than teachers and more prone to offer support. These results underline the need to enhance all school staff's knowledge about YC and help them develop appropriate support. [ABSTRACT FROM AUTHOR]

This descriptive study determined the relationship of peer bullying in the early adolescent period to family functions and children's behavior. The cohort for the research consisted of 320 students and parents who were selected by a simple random method from a middle school. The data were collected using the student and parent questionnaires, Traditional Peer Bullying Scale, Family Assessment Scale, and Assessment of Child and Adolescent Behavior Scale. In evaluating the data: descriptive statistics, Χ2, Mann–Whitney U, Kruskal–Wallis tests, and Spearman correlation analysis were used. It has been determined that verbal and physical bullying was high in the older age group (p < 0.05), in seventh‐grade students (p < 0.05), and that those who do not like school tend to bully others at a higher rate (p < 0.001). Students who were separated from their parents, who witnessed the violence among the family members, and who stated that the violence was applied by family members were more frequent in the bullying cycle (p < 0.05). There was a high‐level positive relationship between the anxiety/depression subscale and social problems subscale (p < 0.001). This study confirms that peer bullying is a problem that is highly correlated with family functionalities and child behaviors. Highlights: Family environment is an important factor in ensuring the development of the child as a healthy, happy, and independent individual.Family structure and characteristics play an important role in violent tendencies in the student.Children who grow up in families that support using violence, who have insufficient family interest, lack of adequate supervision and control, and who regard violence as a form of problem solving should be considered as a priority risk group by the school‐based professionals. [ABSTRACT FROM AUTHOR]