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Background: In recent years, studies have found small-to-medium positive effects of physical activity on academic achievement. Already acute bouts of exercise appear to improve certain cognitive functions. Spatial abilities are one aspect of cognition that is encountered frequently in daily life and that is closely related to success in science, technology, engineering, and mathematics (STEM)-subjects. However, little is known about the effects of an acute exercise session on spatial abilities. The aim of this study was therefore to evaluate the effect of a single session of coordinative motor training (CMT) on spatial ability performances in healthy children. Methods: Forty-nine children were assigned to either a single session of CMT (i.e., obstacle course with motor coordinative and spatial elements) (n = 25, 12 females, mean age: 10.7 ± 0.6 years) or a resting control group (n = 24, 12 females, mean age ± SD: 11.4 ± 0.5 years). Spatial abilities were evaluated in both groups using the Paper Folding Test (PFT), Mental Rotation Test (MRT), Water Level Task (WLT), Corsi Block Test (CBT), and Numbered Cones Run (NCR). Results: A statistical main effect for Test was observed for the majority of outcomes (i.e., all but the MRT). Test × Group interactions did not reach the level of significance. Conclusion: The results indicate that a single session of CMT does not improve spatial ability performances of healthy children. Future research should evaluate whether repeated longer-term interventions might be more suitable to generate significant improvements in spatial abilities. [ABSTRACT FROM AUTHOR]

School-based mental health professionals, including school psychologists, counselors, and social workers are critical to appropriate mental health services to youth in schools. However, the vast majority of states are chronically underserved by these professionals, despite policies that attempt to rectify the shortages. In this paper, we document variation in access to these professionals across the United States, assessing the school- and district-level factors associated with the presence and prevalence of these service providers using the Civil Rights Data Collection from 2017-2018. We analyze these results descriptively and with logistic regression and find evidence of varying degrees of inequity in all three positions with significant factors associated with the prevalence of these professionals. Implications for policy and future research are discussed.

In prior research, museum attendance has been shown to positively impact educational outcomes for children, teens, and adults, yet little has been documented about who is attending and how often. This paper is the first to provide comprehensive descriptive and regression analyses to explore museum attendance among youth (5 to 18 year-olds) in the U.S. using data from five nationally representative datasets spanning two decades. Furthermore, though anecdotal evidence indicates disparities across demographic groups, there has yet to be a comprehensive analysis documenting the magnitudes of these differences. Our analyses identify characteristics that are highly correlated with museum attendance generally, and art and science museums, specifically. Our findings show that attendance rates among youth typically range from 50-70%, but that there are significant differences by socioeconomic status, race/ethnicity, gender, and location. These findings indicate that policies to improve access to museums for students, particularly low income youth and those in rural areas, may be beneficial for promoting wider cultural, artistic, and hands-on STEAM opportunities.

The ESPAD (European School Survey Project on Alcohol and Other Drugs) study is carried out in a changing number of European countries every four years since 1995. In 1995, 22 countries participated in the survey and 34 in 2015. Poland participated in all six ESPAD editions. The aim of ESPAD is to target the use of psychoactive substances by schoolchildren, and recently also risk behaviours from the areas of new technologies and gambling. The results are intended to provide data for designing and evaluating policy towards psychoactive substances and what is broadly understood as prevention addressed to youth. The studied population are 15-16 year-old students (at the time of the study). Random-clustered sampling is applied, where clusters are school classes. The recommended sample size is 2400 students, which ensures separate representativity for boys and girls. The study has been realised using a classroom self-administrated questionnaire. Great attention was paid to providing students a sense of security and anonymity. Despite the efforts to ensure full comparability of ESPAD results both between countries and over time, this comparability is still limited.

In recent years, young people engaged in political discourse and civic action online. U.S.-based social movements centered on equity issues, such as Black Lives Matter, Dreamers, and March for Our Lives, engaged young people in shaping and publicizing the goals of these movements through digital platforms. Increasingly in communities at the margins, young Americans need digital and media literacy skills to supplement contentious education restrictions within the United States, as with many state bills curtailing the teaching of LGBTQIA+ histories and critical race theory. With these considerations in mind, our team conducted a national study of impactful media literacy in the United States. The study included an extensive literature review, interviews with key stakeholders, and a national survey of educators within the United States. Aimed at understanding the practices in formal and informal learning spaces, the research process inspired the creation of a field guide focused on offering resources for equity-focused media literacy practices that can support educators where professional structures could not, a core finding from our study on impactful media literacy. This paper shares the process for creating the Field Guide for Equitable Media Literacy Practices, developed and published as a form of public-facing scholarship to encourage all media literacy practitioners to undergo a transformative learning process. The field guide offers a series of approaches to equitable media literacy practices centered on equity and inclusion. While the research is U.S.-based, we believe the practices suggested within the field guide apply globally, especially as we see an increase in youth movements that impact beyond geographic and cultural boundaries.

Purpose: The rapid emergency remote teaching has moved informal learning programs online including makerspaces, which has created an opportunity for harnessing the benefits of virtual makerspaces. This study reports on findings from three club designers and facilitators' reflections on a fully virtual maker club offered in the summer of 2023. This paper aims to inform practitioners of the potential challenges and strategies to resolve various issues. Design/methodology/approach: Reflective video journaling was conducted by facilitators. Videos were transcribed and analyzed for observations, learning events, challenges and strategies. Findings: Findings present strategies adopted to address problems during implementation and a checklist for practitioners. The problems are associated with the learning environments, technology tools and student participation. The authors adopted in-the-moment and short-term strategies to tackle the problems and long-term strategies that bear implications for future virtual makerspaces. Practical implications: This paper can provide direct guidance to practitioners in schools, libraries, museums, etc., who plan to offer informal collaborative learning for children online. It prepares practitioners for the potential challenges and equip them with concrete strategies and questions. Social implications: Fully virtual makerspaces have the potential to reach a wider range of audience. Originality/value: To the best of the authors' knowledge, this paper is the first to report the reflective findings on a fully virtual makerspace club that comprehensively covers challenges and strategies before, during and after the club, which has direct implications for future offerings of such programs.