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Copyright of Anuario Electrónico de Estudios en Comunicación Social 'Disertaciones' is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gender stereotypes are often an unconscious notion, which can unjustly confine individuals' pathways to that of those deemed acceptable in society. Therefore, this qualitative study aimed to explore whether such ideals are shown by primary school students' and their teachers. Results showed that gender stereotypes were present, with both students and teachers expressing this. Students indicated that all six professions explored had large stereotypes. Teachers were largely in agreement, noting that although they felt able to challenge such ideals, many of them had no formal training throughout their teaching program. The results offer a rationale for more initial teacher training programs to explore the effects of gender stereotypes, preparing teachers to challenge these early on while children are developing their long-term beliefs, to avoid unjust bias. [ABSTRACT FROM AUTHOR]

This study investigates in UK context the relationship between adolescents' choice of sustainable transport modes (e.g. active transport like walking or cycling and public transport like buses or subways) for their journey to school and maternal non-transport pro-environmental behaviors, such as energy conservation and environmentally friendly purchases, as well as its temporal changes. Data from waves 4 and 10 of the UK Understanding Society survey were separately analyzed using multinomial logistic regression to explore the relationship between frequency of mothers' non-transport pro-environmental behaviors and adolescents' sustainable transport to school. Additionally, to understand changes in the strength of this relationship over time, a regression analysis was conducted examining the interaction of mothers' non-transport pro-environmental behaviors with the survey year. Findings indicate substantial correlations between an array of variables including adolescents' age, ethnicity, mothers' occupational and transport behaviors, the number of cars owned by the household, and the nature of residence (urban vs rural), with the adolescents' active or public transport choice to school, consistently across both waves. As the primary focus of the study, a positive relationship between mothers' non-transport pro-environmental behaviors and adolescents' public transport to school is found, although the strength of this relationship declined over time. Importantly, more easily observable mothers' non-transport pro-environmental behaviors holds a stronger strength of correlation with adolescents' use of public transport to school, compared to maternal psychological factors like pro-environmental attitudes. Hence, encouraging a range of sustainable behaviors among mothers is crucial to promote adolescents' public transport to school. [ABSTRACT FROM AUTHOR]

Although primary schools in the UK were required to provide access to remote learning for pupils during Covid‐19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well‐being support for children at home during this period. Using an existing whole‐school approaches (WSA) framework we aimed to understand the extent to which well‐being support was a priority for primary schools during closures, what structures were in place to support well‐being, what factors facilitated or inhibited provision of remote pastoral care, and how schools supported pupil reintegration following school reopening. Twenty semi‐structured qualitative interviews were conducted with teachers and school leaders in primary schools in three counties of southern England during February and March 2020. A hybrid inductive‐deductive thematic analysis approach was used with a critical realist approach. Findings indicate that school closures were associated with radically disrupted home–school partnerships. Lack of national and local policy guidance limited the extent to which schools adapted remote well‐being provision and maintained contact with families. This disruption contributed to a decline in children's emotional well‐being, particularly for those children from disadvantaged backgrounds. Covid recovery recommendations center on a renewed emphasis on universal, ethos‐focused interventions and a strength‐based focus on curriculum change. Practitioner Points: Teachers and school leaders felt that policy guidance during Covid‐19‐related school closures had often been inadequate.Conflict between disease mitigation and child well‐being priorities were challenging for school staff and contributed to delayed support for pupils at home.Post‐Covid recovery represents an important opportunity for schools and policymakers to review primary school curricula to enhance learning and social play opportunities for all pupils. [ABSTRACT FROM AUTHOR]

The article focuses on child asthma management in Great Britain. Asthma is the most common chronic condition in British children, with high prevalence and emergency rates, particularly in deprived areas. The Royal College of Physicians (RCP) report, ‘Why asthma still kills: National Review of Asthma Deaths (2014) (NRAD), suggests for a more structured review, training to be given on inhaler technique, and every patient to have a personal asthma action plan.

Introduction: School-based exercise interventions targeted at reducing obesity are often successful in the short term, but they are resource-heavy and do not always lead to long-lasting behaviour changes. This study investigated the effect of reducing sedentary time, rather than increasing exercise, on physical activity (PA) behaviours and obesity in primary school children. Methods: Thirty UK state primary schools participated in this cluster-controlled intervention study (IDACI score = 0.15 ± 0.07, free school meals = 26 ± 9%). Twenty-six intervention and 4 control schools (intervention = 3,529, control = 308 children) completed the Physical Activity Questionnaire for Children (PAQ-C) in terms 1 and 3. Three intervention and 3 control schools (intervention = 219, control = 152 children) also measured waist-to-height ratio (WTHR). The Active Movement Intervention is a school-based programme which integrates non-sedentary behaviours such as standing and walking in the classroom. Data were analysed via ANCOVAs and multiple linear regressions. Results: WTHR was reduced by 8% in the intervention group only (F(2, 285) = 11.387, p < 0.001), and sport participation increased by 10% in the intervention group only (F(1, 232) = 6.982, p = 0.008). Other PAQ-C measures increased significantly in the intervention group, but there was no group*time interaction. Changes in PAQ-C did not predict reductions in WTHR. Instead, the amount of change in WTHR was predicted by intervention group and by baseline WTHR of the pupil, where children with higher baseline WTHR showed greater reductions (F(2, 365) = 77.21, p < 0.001, R2 = 0.30). Socio-economic status (SES), age, or gender did not mediate any of the changes in the PAQ-C or WTHR. Conclusion: Reducing sedentary behaviours during school time can be an effective obesity reduction strategy for primary school children who are overweight. The lack of demographic effects suggests that this method can be effective regardless of the school's SES, pupil age, or gender. [ABSTRACT FROM AUTHOR]

Apathy is linked to mental health and altered neurocognitive functions such as learning and decision-making in healthy adults. Mental health problems typically begin to emerge during adolescence, yet little is known about how apathy develops due to an absence of quantitative measurements specific to young people. Here, we present and evaluate the Apathy Motivation Index–Child Version (AMI-CV) for children and adolescents. We show across two samples of young people (aged 8 to 17 years, total N = 191) tested in schools in the UK and on a smartphone app, that the AMI-CV is a short, psychometrically sound measure to assess levels of apathy and motivation in young people. Similar to adult versions, the AMI-CV captures three distinct apathy domains: Behavioural Activation, Social Motivation and Emotional Sensitivity. The AMI-CV showed excellent construct validity with an alternative measure of apathy and external validity replicating specific links with related mental health traits shown in adults. Our results provide a short measure of self-reported apathy in young people that enables research into apathy development. The AMI-CV can be used in conjunction with the adult version to investigate the impact of levels of apathy across the lifespan. [ABSTRACT FROM AUTHOR]

Semantic fluency is potentially a useful tool for vocabulary assessment in children with vision impairment because it contains no visual test stimuli. It is not known whether in the primary school years children with vision impairment perform more poorly on semantic fluency tasks compared to their sighted peers. We compared semantic fluency performance of two groups of 5- to 11-year-old British English speaking children—one group with vision impairment and one without. We also investigated within-group differences in performance, based on severity of vision impairment. We administered one category (animals) to children with vision impairment (n = 45) and sighted children (n = 30). Participants had one minute to respond. Responses were coded for accuracy, error type, clusters, and switches. Correct responses increased with age within each group. Groups did not differ significantly on any outcome measure. Severity of vision impairment did not impact task performance. Results suggested that semantic fluency performance—at least for the category animals—is not different in children with vision impairment compared to sighted children. Findings also suggest that semantic fluency could be a suitable addition to the tools that speech-language pathologists use to assess language abilities in children with vision impairment. [ABSTRACT FROM AUTHOR]

Aims: The Medicines and Healthcare products Regulatory Agency Yellow Card scheme (YCS) is the UK's system that collects spontaneous reports about suspected adverse drug reactions (ADRs). Reporting of suspected ADRs by young people (age <19 years) in the UK is extremely uncommon, driving efforts to improve awareness and reporting. Methods: Quality improvement project, using an anonymous online survey about updated information for young people, distributed through school pupils (age 13–18 years) across the UK through the Alder Hey Research Ambassador programme. Results: Research Ambassadors were recruited in 21 schools and colleges, generating 2933 responses (15 November 2022–08 April 2023); 6.3% of respondents had heard of the YCS, and 0.8% had previously reported a Yellow Card. There were 307 suspected drug–event combinations reported, 36 of which required attendance at hospital. The updated YCS reporting guide was understood by 92.8% of young people, and 90.8% reported knowing more about ADRs after reading the guide. The percentage of young people 'Not comfortable' reporting a suspected ADR decreased from 13.3% (before reading) to 4.1% after reading (P <.000001), and 84.5% of young people reported willingness to report a side effect in the future. The most common comments regarding further improvement of the information were content, or length of the text could be altered in some way (n = 543, 26.1%) and graphic design could be improved (n = 357, 17.2%). Conclusions: The age‐appropriate information provided met many of their needs, increasing willingness to report. Integration into existing education curricula in the UK would facilitate knowledge transfer and improve reporting. [ABSTRACT FROM AUTHOR]

In Spring 2020, the UK Government announced the cessation of in-person teaching for the vast majority of school-aged children in response to the Covid-19 pandemic. Prompting an accelerated shift towards digital learning across the curriculum, this announcement was accompanied by a rise in market-based solutions to address the problem of keeping young people active, 'healthy' and 'positive' whilst at home. The most prominent of these was offered by Joe Wicks, who broadcasted PE with Joe live globally via YouTube for five days per week for eighteen weeks. The aim of this paper is to critically explore some of the contextual factors that enabled Joe Wicks to create and legitimise a public health intervention under the title of physical education, and henceforth position himself (whether intentionally or not) as an authoritative agent for change within the discipline. After outlining who Joe Wicks is, we unpack the discursive framing of PE with Joe in order to locate Wicks' intervention amid the perennial politics of physical education. We then consider the meaning of PE with Joe and why Joe Wicks' involvement in physical education matters, reflecting upon the effects of Joe Wicks on the future of physical education practice and research. Among our conclusions is that the Covid-19 pandemic provided an opportunity for Joe Wicks – here positioned and understood as a branded, celebrity lifestyle enterprise – to manoeuvre himself (and his products) from the periphery to the centre of physical education's public imagery and discourse. Furthermore, we argue that exploring the ways in which Wicks' presence in the physical education space has been received, embraced, modified, challenged and resisted is vital in discerning PE with Joe's actual or perceived effects on the social construction of physical education, and the educational engagements of young people in physical activity in the post-Covid-19 landscape. [ABSTRACT FROM AUTHOR]

There are an estimated 1.5 million people in the UK with a learning disability, of which 351 000 are children (2.5% of total childhood population). It is recognised that for people with learning disabilities to have the best life chance, early identification and appropriate intervention in childhood is key. However, learning disabilities often go undiagnosed. We present a structured practical approach to assessing the school-aged child who presents with a possible learning disability. [ABSTRACT FROM AUTHOR]

There have been reports from teachers of pupils in the United Kingdom arriving at school hungry. Poor nutritional intake during childhood can increase the risk of developing both short‐ and long‐term health problems. Breakfast consumption has been associated with several outcomes including better diet quality and healthier weight status. Nevertheless, skipping breakfast is a frequent behaviour in young people, particularly adolescents, and those from lower socio‐economic groups, who are less likely to meet dietary recommendations and nutritional targets. The aim of this narrative review is to explore the contribution of breakfast consumption at home or at school and the impact of breakfast skipping on nutrient intakes in school‐aged children (aged 4–18 years), and their effect on weight and cardiometabolic health. We will also summarise evidence for a link with cognitive function and educational attainment. A broadly positive effect of breakfast intake on diet quality, weight status and school‐related outcomes was found in the literature, although inconsistencies in findings and methodological limitations within the evidence base are notable. Further research is warranted to better understand impact of breakfast intake and school breakfast provision on longer‐term learning, educational attainment and health outcomes. This also needs to consider the cost benefit, type of breakfast and any unintended consequences such as encouraging multiple breakfasts. Breakfast consumption could improve the nutritional intakes of the most vulnerable young people and may help to address inequalities in educational outcomes at least in the short term. [ABSTRACT FROM AUTHOR]

Objective: Encouraging healthy eating is a public health priority in the United Kingdom (UK), given the high prevalence of poor diet and overweight/obesity among school-aged children. Holiday clubs are organisations providing childcare and activities during the school holidays and frequently provide food to children at risk of food insecurity, primarily through government-funded programmes like the Holiday Activities and Food programme. However, the research suggests that holiday clubs could do more to maximise opportunities to promote children's healthy eating by using evidence-based feeding practices. Design: During August–September 2020, video-based interviews were conducted exploring staff perceptions of the feasibility of using four evidence-based feeding practices to promote children's healthy eating: modelling; involvement in food choice; involvement in food preparation and cooking and involvement in meal planning. Feasibility was assessed using four dimensions of a feasibility framework (acceptability, demand, practicality and implementation). Setting: UK holiday clubs. Participants: Twenty-five staff actively involved in delivering UK holiday clubs (project leaders, coordinators, cooks and coaches/youth workers). Results: Staff generally reported good acceptability (dimension 1) and demand (dimension 2) for the feeding practices. However, the practicality (dimension 3) of using the practices was dependent on various factors (logistics, resources, staff readiness, children, peers and parents). Promisingly, in the fourth feasibility dimension (implementation), staff provided numerous practical solutions to overcome these barriers. Conclusions: Evidence-based feeding practices can be implemented in numerous ways and are therefore generally feasible in holiday clubs. Holiday clubs should be empowered to use evidence-based feeding practices through training resources, sharing networks and provision of sustainable funding. [ABSTRACT FROM AUTHOR]

Summary: There is increasing disconnect between children and nature in the UK. Given that childhood nature experiences are important for the development of nature connection, well-being benefits and aspects of children's development, mapping the existing biodiversity that children are exposed to on a daily basis in schools and their grounds is vital to identifying areas of low biodiversity and to developing strategies to increase exposure to nature. Despite children spending a large portion of time at schools, there has not yet been an in-depth, in situ assessment of the biodiversity present in school grounds. Using a sample of 14 English schools, including state-funded and non-state-funded schools, we used remote images to quantify green-space area within a 3–km buffer around (buffer greenness) and within (school greenness) each school, including the school's grounds surrounding the buildings, and in situ images to quantify vegetation visible to children within each school's grounds (visible vegetation). We also surveyed trees, ground plants, ground invertebrates and birds within school grounds. School greenness correlated positively with visible vegetation, but buffer greenness was not related to either school greenness or visible vegetation. Buffer greenness correlated positively with plant richness, and school greenness correlated positively with tree abundance and richness. Visible vegetation correlated positively with tree abundance and richness, maximum tree diameter at breast height, plant richness and invertebrate abundance. Non-state-funded schools had higher visible vegetation than state-funded schools. Our sample indicates that schools can support considerable biodiversity and that this is broadly consistent across state-funded and non-state-funded schools. We suggest that increasing the amount of vegetation, through planting of trees, shrubs and borders, may be the most effective method of increasing school biodiversity, as visible vegetation had effects on the greatest number of taxa. [ABSTRACT FROM AUTHOR]

Copyright of People & Nature is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Current research recognises the role of parenthood in contributing to gender inequalities at work. Meanwhile, there is a growing interest in job quality. We contribute to both these debates by analysing differences in job quality by gender and parenthood status, using data from a nationally representative UK household survey. We develop a 12-indicator, multi-dimensional measure of job quality and use this to analyse the combination and distribution of job quality attributes by gender and parenthood status. Our analysis shows that women and mothers are under-represented in high quality jobs and over-represented in poor quality jobs. While some mothers sacrifice career prospects for flexibility, motherhood is not always associated with more flexibility, and job quality disadvantages are multi-faceted. Working part time is a strong driver of job quality differences, suggesting that reduced hours after motherhood impacts on job quality in addition to worsening women's pay. Job quality gaps are larger for mothers of school-aged children, pointing to the additional constraints of managing work and childcare around the school day. [ABSTRACT FROM AUTHOR]

In England (UK), at the start of the COVID-19 pandemic the public were required to reduce their physical contacts to slow the spread of COVID-19. We investigated the factors associated with children having: 1) close contact with family members from outside their household ('non-adherent behaviour'); and 2) low well-being (Revised Child Anxiety and Depression Scale). We conducted an online cross-sectional survey, completed at any location of the participant's choice between 8 and 11 June 2020 in parents (n = 2,010) who were aged eighteen years or over and had a school-aged child (4–18 years old). Parents reported that 15% (n = 309) of children had non-adherent contact and that 26% (n = 519) had low well-being. We used a series of binary logistic regressions to investigate associations between outcomes and child and parent characteristics. Children had higher odds of having non-household contact when they had special educational needs [adjusted odds ratio, 2.19 (95% CI, 1.47 to 3.27)], lower well-being [2.65 (95% CI, 2.03 to 3.46)], were vulnerable to COVID-19 [2.17 (95% CI, 1.45 to 3.25)], lived with someone who was over 70 years old [2.56 (95% CI, 1.55 to 4.24)] and their parent had low well-being [1.94 (95% CI, 1.45 to 2.58)]. Children had higher odds of lower well-being when they had special educational needs [4.13 (95% CI, 2.90 to 5.87)], were vulnerable to COVID-19 [3.06 (95% CI, 2.15 to 4.36)], lived with someone else who was vulnerable to COVID-19 [2.08 (95% CI, 1.64 to 2.64)], or lived with someone who was over 70 years old [2.41 (95% CI, 1.51 to 3.83)]. Many children came into contact with non-household family members, mainly for childcare. Factors relating to COVID-19, children's well-being and education were also important. If school closures are needed in future, addressing these issues may help reduce contact. [ABSTRACT FROM AUTHOR]

Aim: This participative, creative research aimed to explore the meaning of 'safe space' at school, defined as areas which children could access when emotionally dysregulated. This study aimed to answer the research question -- how do children and teachers understand the meaning of safe space at school? Rationale: Safe space is an overused and conceptually confused term, which has been described as the second-most popular strategy for supporting children's anxiety in UK schools. However, the scarce research literature documents adult views of the benefits of safe space, with little reference to children's perceptions. Method: A Mosaic-based approach, which offers child-centred, multi-modal methods for exploring views, was used to enable seven children and their three teachers to construct their understanding of safe space in school. Children designated as users of safe space led the researcher on a school tour and took photos of a puppet in their chosen safe spaces. Teachers participated in a semi-structured interview. Visual data was categorised using content analysis and combined with inductive, reflexive thematic analysis of verbal data to identify themes. Findings: Children's multiple, dynamic understandings of safe space generated themes of liberated places, safe bases and belonging, contrasting with teachers' differing understanding of a static, boundaried, restricted space. The value of psychological safety in school alongside giving children agency to self-regulate according to context and need is emphasised when considering safe space. Implications: Discussing the 'dilemmas of difference' regarding teachers' operationalising of a safe space in school leads to consideration of the potential implications for educational policy and practice. The value of deconstructing dominant adult discourses through visibly listening to children using a humanistic, empowering psychological framework is highlighted. Limitations: Children's words, photographs and actions were filtered and interpreted by the researcher which could be conceived as constraining child voice and furthering adult-child power imbalances. The full Mosaic approach where a platform for communication between adults and children is facilitated did not take place due to school closures because of the pandemic. Conclusions: This research extends, and to a degree challenges previous UK literature which suggests that safe space is a beneficial strategy for managing anxiety, as child participants had a more dynamic and flexible understanding of safe space than their teachers. Concerns were raised about the understanding and awareness teachers have regarding wellbeing interventions and how these have the potential to become stigmatising within a behaviourist-dominated school perspective. [ABSTRACT FROM AUTHOR]

Aim: This aggregative systematic literature review aims to explore available research evidence published between 2000 and 2018 on what educational psychologists (EPs) offer to schools and pupils following a critical incident (CI) and the reported efficacy of such services. Rationale: CIs are sudden and unexpected, impacting upon all areas of life, including school communities. Since the 1990s, CI response has become part of what many educational psychology services across the UK and USA offer (Posada, 2006). The North West Association of Principal EPs commissioned this research as a way of gaining greater insight into CI response. Methods: Two research databases and Google Scholar were searched and a total of 77 papers was found, 11 of which met the inclusion criteria; ten of these were evaluated as being of at least 'medium' level methodological quality. Findings: A synthesis of the research revealed a range of practice within three main areas: strategies and actions, models to frame response, and psychological intervention. Despite similarities, differences of approaches between services were highlighted, particularly around engagement with direct work. Implications: EP services should ensure that CI response is comprehensive, sensitive and co-produced with service users. The EP role in responding to a CI needs to be clearly communicated with others. Limitations: Limitations are discussed including the dearth of evidence from 2015 onwards and the limited 'objective' evidence summarising the impact of the effectiveness of EP CI response. Conclusions: Some educational psychologists may engage in direct work following a critical incident, whilst others focus intervention on supporting school capacity to support school recovery. [ABSTRACT FROM AUTHOR]

Background: Covid-19 related school closures radically disrupted children's access to social and educational opportunities and changed daily life for millions of families across the world. Emerging evidence indicates that, overall, closures were associated with a decline in children's mental health and well-being, although individual experiences varied widely. The extent to which primary schools adapted remote well-being support is likely to have contributed to child and family adjustment, although this has not yet been fully explored in Covid related research. Methods: This longitudinal qualitative study examines variability in remote well-being provision in primary schools during the pandemic, and following school reopening, from the perspective of mothers and children using a whole school approaches framework. Twenty-one primary school aged children and their mothers took part in a semi-structured interview at two time points: time one during the first UK national lockdown and time two approximately seven months later after most children had returned to school. A hybrid inductive-deductive thematic analysis approach identified key themes relating to trajectories of well-being and remote school approaches over this period. Results: School closures were associated with a decline in well-being for most children. Disrupted contact with friends and teachers, and limited opportunities for enriched, meaningful activity were identified as key risk factors. Protective factors included family and child characteristics that mitigated against the loss of wider systems of support, including family socioeconomic status, parental availability, child temperament, and structured daily routines. Four key dimensions of effective remote well-being provision were identified (the 4Cs). The 4Cs - contact, content, creativity and community – provide an accessible framework for schools to foster children's social relationships and sense of belonging during periods of closure. Analysis of pupil reintegration outcomes suggest that post-Covid support priorities should include extending social and play-based universal interventions in schools. Conclusion: Remote well-being support for children during Covid-related school closures varied in quality with implications for children's mental health and well-being. Findings from this study highlight the importance of ongoing social contact and enriched daily activities to protect children's well-being and development and present a framework of effective remote wellbeing support for primary schools in the event of future closures or prolonged pupil absence. [ABSTRACT FROM AUTHOR]

Systems thinking is deemed to be a key competence to systems engineering professionals and other professionals. Systems thinking is for all ages and can help solve world problems. This author believes and has demonstrated in this paper that you can start as early as primary school with children aged 7‐8 years old. The paper provides the details of a club run in the summer term (last term of the year) of a year 2 of primary school in the UK in a way that it can be re‐used widely. There were 8 sessions held focused on Sustainability around the school with the use of the systems thinking habits. The sessions were well attended and enjoyed by the students. These sessions can be extended further if needed or make it more concise as per the curriculum in the school implementing the club. [ABSTRACT FROM AUTHOR]

Background: Ten percent of the school-aged population have speech, language, and communication needs (SLCN) that impact access to the curriculum. Successful implementation of classroom-based SLCN interventions can reduce barriers to learning, thereby improving educational outcomes for this vulnerable population. The challenges of implementing innovations in educational settings are well-documented, yet limited studies have addressed such considerations when developing, and piloting universal level SLCN interventions for use in Irish schools. Methods: A qualitative exploratory study was undertaken to establish the acceptability, feasibility, and appropriateness of a universal level SLCN intervention. An advisory panel of teachers (n = 8) and children with SLCN (n = 2) were engaged as co-researchers in the study. The Communication Supporting Classrooms Observation Tool, developed as part of the Better Communication Project in the UK, was trialled across a diverse sample of school settings (n = 5). Semi-structured interviews were conducted with school practitioners and school leaders, and a deductive content analysis was undertaken using the domains of the Consolidation Framework for Implementation Research. Discussion: The observation tool was viewed as acceptable with suggested additions. Integrating use of the tool within existing data-informed, school self-evaluation processes aimed at supporting school improvement was noted as a potential means of supporting implementation. A knowledge gap in relation to school-based models of support for SLCN was identified which may negatively impact implementation. An implementation strategy targeting coherence, cognitive engagement and contextual integration is indicated if the tool is to be normalised into routine practice in Irish classrooms. Implementation needs appeared to vary at the school level. Conclusions: The importance of early-stage exploration to guide implementation planning with regards to developing and testing universal level interventions for SLCN in schools is highlighted. Engaging an advisory panel provides important insights to guide implementation decisions. Findings suggest an adaptive design is required when planning implementation studies targeting classroom setting. [ABSTRACT FROM AUTHOR]

Background: The threats to health, associated restrictions and economic consequences of the COVID-19 pandemic have been linked to increases in mental health difficulties for many. Parents, in particular, have experienced many challenges such as having to combine work with home-schooling their children and other caring responsibilities. Yet, it remains unclear how parental mental health has changed throughout the pandemic or what factors may have mitigated or compounded the impact of the pandemic on parents' mental health. Methods: We examined monthly survey data from two linked UK-based longitudinal studies: COVID-19: Supporting Parents, Adolescents and Children during Epidemics' (Co-SPACE) and COVID-19: Supporting Parents and Young Children during Epidemics' (Co-SPYCE). Data from 5576 parents/carers of 2-17-year-old children collected between April 2020 and January 2021 was analysed using mixed-effect modelling and latent class growth (mixture) modelling. Results: Parental stress and depression, but not anxiety, were higher during the periods of restrictions. This pattern was most pronounced for parents with primary-school- aged children, those that worked at home or had other adults in the household. Being younger, reporting secondary or below education, working out of home, having secondary-school-aged children or children with special education needs (SEN)/neurodevelopmental disorders (ND) further moderated whether, how and when parental mental health symptoms changed. Although around three quarters of parents reported consistently low mental health symptoms, a substantial minority reported consistently high or increasing symptoms of anxiety, stress and depression. The latter were more likely to be parents who were younger than average, were a single adult in the household, had a pre-existing mental health diagnosis or had a child with special educational needs or a ND. Conclusions: These findings emphasise how different personal circumstances and pre-existing inequalities shaped how parents were affected by this unprecedented global pandemic and highlight the need for support and consideration to meet the needs of families in the future. [ABSTRACT FROM AUTHOR]

Topics associated with the biological sciences form a significant fraction of the curriculum in science at primary school level in the U.K. In this methodology paper we demonstrate how a wide range of research articles associated with the biological sciences can be disseminated to a primary school audience and how children can carry out investigations associated with cutting-edge research in the classroom. We discuss how the articles and accompanying Teacher Guides benefit children, primary teachers and other stakeholders including the researchers themselves. We define four types of research articles; ones that can be used in the primary school setting without much adaptation, others where an aspect can be used and some where an analogy can be used. For other research papers, it is not possible to mirror the research at all, but the area of the research is interesting to primary aged children and can be adapted so that they can see the impact of the science on real life. We provide exemplars of each type and some preliminary feedback on articles written. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Shanghai Physical Education Institute / Shanghai Tiyu Xueyuan Xuebao is the property of Shanghai Physical Education Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Amblyopia is a neurodevelopmental condition resulting in reduced vision for which whole population child vision screening is undertaken. Cross-sectional studies have established an association between amblyopia and lower academic self-concept, slower reading speed. No difference has been found in educational performance in adolescence whilst there are mixed associations with educational attainment in adults. Educational trajectories and intentions have not been studied previously. We analyse if those treated for amblyopia have different educational performance and trajectories for core subjects during statutory schooling, or subsequent higher education (university) intentions than their peers without eye conditions. Methods and findings: Data from the Millennium Cohort Study of children born in the United Kingdom in 2000–01 and followed-up to age 17 years (n = 9989). Using a validated approach drawing on parental self-report on eye conditions and treatment coded by clinical reviewers, participants were grouped into mutually exclusive categories: no eye conditions, strabismus alone, refractive amblyopia, strabismic/mixed (refractive plus strabismic) amblyopia. The outcomes were levels and trajectories of passing English, Maths, Science at ages 7–16 years, passing national exams at age 16, and intentions at ages 14–17 to pursue higher (university) education. Adjusted analyses showed that amblyopia status was not associated with performance in English, Maths, and Science at any key stage, attainment in national exams, or intending to go to university. Similarly, the age-related trajectories of performance in core subjects and higher education intentions did not differ between the groups. There were no significant differences in main reason for having or not having university intentions. Conclusions: We found no associations between a history of amblyopia and either adverse performance or age-related attainment trajectories in core subjects during key stages of statutory schooling as well as the absence of an association with intentions for higher education. These results should be reassuring to affected children and young people, and their families, teachers and physicians. [ABSTRACT FROM AUTHOR]

However, based on epidemiological research, data that was available during the COVID-19 pandemic showed that closing schools only had a limited effect on COVID-19 infections:[70] 'With such varied evidence on effectiveness, and the harmful effects, policymakers should take a measured approach before implementing school closures; and should look to reopen schools in times of low transmission, with appropriate mitigation measures'. The closure of schools has worsened the divide, and while it was a consequence of closing schools that was entirely obvious and foreseeable to policy makers, there is no evidence that it was given any proper consideration on the multiple occasions when the Government decided to close schools. A further November 2020 paper compiled jointly by Scientific Pandemic Insights Group on Behaviours (SPI-B) and the Department for Education (DfE) further illustrates how aware the Government was about the damage they were inflicting on children and young people through school closures.[60] And yet, the Government went on to impose two further mass closures of schools. 1. On 18 March 2020, the Secretary of State for Education (SSE) announced to Parliament the first ever nationwide closure of schools in England.[1] Schools were closed between 23 March and September 2020 for most of England's nearly nine million enrolled pupils and then closed again between January and early March 2021 in connection with the third national lockdown. [Extracted from the article]

Background: In the UK, one in five households with children experienced food insecurity in 2022, defined as a household-level economic and social condition of limited or uncertain access to adequate food. Free school meals are a public health intervention aimed at reducing food insecurity amongst children. The provision of universal free school meals (UFSM) to secondary school-aged children is a novel and untested intervention in the UK. This study is a process evaluation of a pilot of UFSM in two secondary schools in England. The aim was to understand the feasibility, acceptability, cost implications and lessons for the implementation of UFSM. Methods: 20 parents, 28 students and 8 school staff from two intervention schools participated in online qualitative interviews, as well as 4 staff from non-intervention schools. The Framework Method of thematic analysis was applied. These data were supplemented with student-led observations of school meal times, and school lunch uptake-data and cost information provided by the local authority delivering the pilot. Results: UFSM in secondary schools is a feasible and acceptable intervention, with coherent goals of increased access to a healthy meal, reduced food insecurity and better nutrition. All participants perceived these goals were met. Acceptability was further enhanced by the perception that UFSM were supporting a greater proportion of low-income families than the national, targeted Free School Meal scheme, as well as being easier to implement. Potential barriers to implementation include limited school kitchen and dining infrastructure, meal quality and choice, and increased queuing times. Participants' concerns that UFSM may benefit middle- and high- income families not in need were not as prevalent as the perception that UFSM was an effective way to support all families with secondary-aged children experiencing food insecurity. Conclusion: This small-scale pilot study suggests that UFSM in secondary schools is feasible and acceptable, but more evidence is required from larger studies on the impact on long-term health, psychosocial and educational outcomes. Future, larger studies should also include detailed economic evaluations so this approach can be compared with other possible interventions. [ABSTRACT FROM AUTHOR]

Objective: School lunches represent a key opportunity to improve diets and health of schoolchildren. No recent nationally representative studies have examined the nutritional differences between school meals and packed lunches in the UK. This study aimed to characterise and compare the nutritional quality of school meals and packed lunches among primary and secondary school-age children. Design: A pooled cross-sectional analysis of the UK's National Diet and Nutrition Survey (2008–2017). Setting: United Kingdom. Participants: 3001 children (aged 4–16 years) who completed a 3/4-d food diary which recorded meal type (school meal/packed lunch). Multivariable logistic regression models assessed associations of meeting food and nutrient recommendations by meal type. Analyses were stratified by academic key stages (KS). Results: KS-1 (4–7 years) and 2 (8–11 years) children consuming school meals were more likely to meet minimum recommendations for vegetables, protein-rich foods and fibre, and not exceed maximum recommendations for salt, savoury and sweet snacks compared with pupils consuming packed lunches. However, in KS-3 (12–14 years) and 4 (14–16 years), these effects were reduced. As children aged, the median weight of fruits, vegetables, protein-rich foods and dairy products consumed typically decreased for both school meals and packed lunches, and generally an increasing proportion of school meals contained sweet and savoury snacks. Conclusion: These findings suggest school meals are nutritionally superior to packed lunches but are not yet optimal. Quality declined at higher KS. Actions to improve lunches of primary and secondary schoolchildren across the UK are needed, with attention to KS-3 and 4 in secondary schools. [ABSTRACT FROM AUTHOR]

Background: Sugar-sweetened beverages (SSBs) are the primary source of dietary added sugars in children, with high consumption commonly observed in more deprived areas where obesity prevalence is also highest. Associations between SSB consumption and obesity in children have been widely reported. In March 2016, a two-tier soft drinks industry levy (SDIL) on drinks manufacturers to encourage reformulation of SSBs in the United Kingdom was announced and then implemented in April 2018. We examined trajectories in the prevalence of obesity at ages 4 to 5 years and 10 to 11 years, 19 months after the implementation of SDIL, overall and by sex and deprivation. Methods and findings: Data were from the National Child Measurement Programme and included annual repeat cross-sectional measurement of over 1 million children in reception (4 to 5 years old) and year 6 (10 to 11 years old) in state-maintained English primary schools. Interrupted time series (ITS) analysis of monthly obesity prevalence data from September 2013 to November 2019 was used to estimate absolute and relative changes in obesity prevalence compared to a counterfactual (adjusted for temporal variations in obesity prevalence) estimated from the trend prior to SDIL announcement. Differences between observed and counterfactual estimates were examined in November 2019 by age (reception or year 6) and additionally by sex and deprivation quintile. In year 6 girls, there was an overall absolute reduction in obesity prevalence (defined as >95th centile on the UK90 growth charts) of 1.6 percentage points (PPs) (95% confidence interval (CI): 1.1, 2.1), with greatest reductions in the two most deprived quintiles (e.g., there was an absolute reduction of 2.4 PP (95% CI: 1.6, 3.2) in prevalence of obesity in the most deprived quintile). In year 6 boys, there was no change in obesity prevalence, except in the least deprived quintile where there was a 1.6-PP (95% CI: 0.7, 2.5) absolute increase. In reception children, relative to the counterfactual, there were no overall changes in obesity prevalence in boys (0.5 PP (95% CI: 1.0, −0.1)) or girls (0.2 PP (95% CI: 0.8, −0.3)). This study is limited by use of index of multiple deprivation of the school attended to assess individual socioeconomic disadvantage. ITS analyses are vulnerable to unidentified cointerventions and time-varying confounding, neither of which we can rule out. Conclusions: Our results suggest that the SDIL was associated with decreased prevalence of obesity in year 6 girls, with the greatest differences in those living in the most deprived areas. Additional strategies beyond SSB taxation will be needed to reduce obesity prevalence overall, and particularly in older boys and younger children. Trial registration: ISRCTN18042742. Nina T Rogers and colleagues investigate changes in the levels of obesity in children aged 4-5 years and 10-11 years, 19 months after the implementation of UK soft drinks industry levy. Author summary: Why was this study done?: In England, childhood obesity rates are high with around 10% of reception age children (4/5 years) and 20% of children in year 6 (10/11 years) recorded as living with obesity in 2020. Children who are obese are more likely to suffer from serious health problems including high blood pressure, type 2 diabetes, and depression in childhood and in later life. In March 2016, to tackle childhood obesity, the UK government announced there would be a soft drinks industry levy (SDIL) on manufacturers of soft drinks to incentivize them to reduce the sugar content of drinks. What did the researchers do and find?: We tracked changes in the levels of obesity in children in England from reception (ages 4/5 years) and year 6 (ages 10/11 years) over time between 2014 and 2020. This analysis involved comparing obesity levels 19 months following the SDIL with predicted obesity levels had the SDIL not happened according to gender of the child and school's area level of deprivation. The UK SDIL was associated with an 8% relative reduction in obesity levels in girls aged 10/11 years, equivalent to prevention of 5,234 cases of obesity per year in girls aged 10/11 years, alone. Reductions were greatest in girls whose school was in the 40% most deprived areas. No associations were found between the SDIL and changes in obesity levels in boys aged 10/11 years or younger children aged 4/5. What do these findings mean?: Our findings suggest that the UK SDIL led to positive health impacts in the form of reduced obesity levels in girls aged 10/11 years. Further strategies are needed to reduce obesity prevalence in primary school children overall, and particularly in older boys and younger children. [ABSTRACT FROM AUTHOR]

Background: Restrictions during the COVID-19 pandemic have led to increased screen-viewing among children, especially during strict periods of lockdown. However, the extent to which screen-viewing patterns in UK school children have changed post lockdowns is unclear. The aim of this paper is to examine how screen-viewing changed in 10–11-year-old children over the 2020–21 COVID-19 pandemic, how this compares to before the pandemic, and the influences on screen-viewing behaviour. Methods: This is a mixed methods study with 10–11-year-olds from 50 schools in the Greater Bristol area, UK. Cross-sectional questionnaire data on minutes of weekday and weekend television (TV) viewing and total leisure screen-viewing were collected pre-COVID-19 in 2017–18 (N = 1,296) and again post-lockdowns in 2021 (N = 393). Data were modelled using Poisson mixed models, adjusted for age, gender, household education and seasonality, with interactions by gender and household education. Qualitative data were drawn from six focus groups (47 children) and 21 one-to-one parent interviews that explored screen-viewing behaviour during the pandemic and analysed using the framework method. Results: Total leisure screen-viewing was 11% (95% CI: 12%-18%) higher post-lockdown compared to pre-COVID-19 on weekdays, and 8% (95% CI: 6%-10%) on weekends, equating to around 12–15 min. TV-viewing (including streaming) was higher by 68% (95% CI: 63%-74%) on weekdays and 80% (95% CI: 75%-85%) on weekend days. Differences in both were higher for girls and children from households with lower educational attainment. Qualitative themes reflected an unavoidable increase in screen-based activities during lockdowns, the resulting habitualisation of screen-viewing post-lockdown, and the role of the parent in reducing post-2020/21 lockdown screen-viewing. Conclusions: Although screen-viewing was higher post-lockdown compared to pre-COVID-19, the high increases reported during lockdowns were not, on average, sustained post-lockdown. This may be attributed to a combination of short-term fluctuations during periods of strict restrictions, parental support in regulating post-lockdown behaviour and age-related, rather than COVID-19-specific, increases in screen-viewing. However, socio-economic differences in our sample suggest that not all families were able to break the COVID-19-related adoption of screen-viewing, and that some groups may need additional support in managing a healthy balance of screen-viewing and other activities following the lockdowns. [ABSTRACT FROM AUTHOR]

This involves schools stating their commitment to a healthy school environment online and a consultation with Ofsted, the school reviewing body, on monitoring school food quality. A report by the Food Foundation highlights that only 25 % of schools in England were estimated to be committed to meeting the School Food Standards([32]), data on the remaining 75 % of schools is lacking. Recent research paints an alarming picture of the school food system in the UK. For this reason, the National Food Strategy recommended extending the means-tested free school meal eligibility to all children with an income of £20 000/year or less to ensure more children who experience poverty and severe food insecurity have access to a free school meal([30]). [Extracted from the article]

Sleep duration and disturbances in typically developing (TD) children have been found to vary across countries. Given the impact of culture on sleep patterns in TD children, it is also necessary to examine the impact of culture on sleep patterns in children with atypical development. However, previous studies have often relied only on parent reports of children's sleep. Hence, the present study conducted a cross-cultural comparison of sleep duration and disturbances of school-aged TD children and autistic children in the UK and South Korea (hereafter Korea) using both subjective and objective sleep measurements. Cultural differences were observed in both actigraphy measures and parent reports of children's sleep duration and disturbances. Both TD children and autistic children in Korea had a later bedtime, later getting up time and shorter nocturnal sleep duration than their peers in the UK (p < .05). Furthermore, greater parent-reported sleep disturbances were reported in TD children in Korea compared to TD children in the UK and in autistic children in the UK compared to autistic children in Korea. Correlational analyses indicated that most parent-reported measures of children's sleep did not significantly correlate with objective measures and child reports, suggesting that studies on children's sleep can benefit by collecting data from multiple sources. Taken together, these findings suggest a cultural influence on sleep duration and disturbances of both TD children and autistic children. This study raises questions for further research to identify factors underlying cultural differences in children's sleep duration and disturbances. [ABSTRACT FROM AUTHOR]

In the context of social transformation, the needs of society and individuals for information technology are changing, and discussions on the value and function of information technology are getting more and more attention. The purpose of this research is to clarify the value problems of the information technology curriculum and its function for nurturing students in primary and secondary schools. This research adopts content analysis and comparative research methods, which focus on the process, content selection, and implementation status of information and communication technology (ICT) in the Computing curriculum of British primary and secondary schools. This research content is based on an analysis perspective of curriculum value theory from levels of social and human development, and finally formed the analysis framework of value in information technology curriculum standards. The research results analyze reasons for changes in the value orientation and practical performance of the information technology curriculum standards in Britain to help understand trends and challenges of information technology reform in different contexts. Finally, this research finds the effects of content and value changes of curriculum standards on social and student development and puts forward conclusions for the position and value of information technology in the future of learning and teaching in the context of educational informatization. [ABSTRACT FROM AUTHOR]

This article presents findings from research focusing on parent/carer views of support received for school non‐attendance. Research has consistently demonstrated poor short‐term and long‐term outcomes for children who experience school non‐attendance and there is growing concern in the UK, and across the world, for children who miss education. School non‐attendance is a challenging and long‐standing phenomenon for schools, professionals, and families alike, yet there is limited existing research that explores what support is provided for children who struggle to attend school. In this study, an online questionnaire was used to gather views from parent/carers (n = 289) who have a child(ren) who experiences difficulties attending school. Parent/carer views were elicited on what support they had received. Views on how this support could be improved were also gathered. The findings demonstrate that school non‐attendance represents a challenging, complex and at times desperate situation for many parent/carers. Parent/carer views on the support received varied, reflecting the complex and individualised nature of attendance difficulties. Parent/carers valued home‐school partnerships that encompassed kindness and removed parent/carer blame for their child's non‐attendance. The findings contribute to an understanding of school non‐attendance from the view of parent/carers and highlights implications for the practice of school staff and external professionals. These implications are discussed within an exploration of possible future actions for addressing the complex and challenging nature of school non‐attendance. Context and implicationsRationale for this studySchool non‐attendance is recognised as a complex problem with few straightforward solutions. This research places parents at the forefront of this issue and explores their views and experiences of the support that they are offered by school staff and educational practitioners.Why the new findings matterThe findings matter because improving knowledge of parent/carer views and first‐hand experiences of support for school non‐attendance is key to addressing the complex problem and to improving outcomes for children.ImplicationsSchool attendance difficulties is an issue for all who are involved in education. The findings from this study contribute to an understanding of school non‐attendance from the view of parents and highlights the importance of home‐school partnerships in not only addressing the problem of non‐attendance, but also in preventing it. Implications for practice include the need for greater understanding of the complex problem amongst school staff that adopts a more ecological, systemic view. Building positive relationships, hearing the voice of the child and adopting individualised approaches to support are key to improving support for parents. Implications for policy makers include the need to shift away from punitive prosecution tactics because this has been unhelpful or in some circumstances, detrimental to addressing the complex problem of school non‐attendance. [ABSTRACT FROM AUTHOR]

Mental health problems among children are on the rise across the United Kingdom. Teachers are uniquely placed to play a vital role in early identification and intervention. This study aims to identify and discuss potential barriers among Scottish teachers' concerning their role in supporting children's mental health. One hundred and seventy‐nine Scottish primary school teaching staff from 30 different council areas completed an online survey. The survey examined mental health concerns observed in the classroom; barriers to support; perceived personal knowledge; and training. Results indicate that teachers believe they have a role in supporting children's mental health. However, teachers perceive themselves as having a lack of knowledge and specific skills to promote positive mental health. A lack of adequate training was identified as a primary barrier to delivering adequate supports and identification. Results demonstrate the need for a greater emphasis on professional development and preservice training to address this knowledge gap. Highlights: This study reports on teachers' perceptions of their roles, abilities, and the barriers experienced when supporting children's mental health in a UK classroom setting.Teachers were found to be committed to schools taking an active role in the delivery of mental health education.Teachers perceive themselves as lacking knowledge and specific skills to support students' mental health needs.Results indicate that a lack of adequate training acts as a barrier to the delivery of suitable mental health support and identification. [ABSTRACT FROM AUTHOR]

Emotional and behavioural problems occur more commonly in children with Autism Spectrum Disorder (ASD) compared to other children. Few studies have focused on these problems in children with ASD attending mainstream schools. We assessed via parent report the emotional and behavioural problems in 160 children aged 4-17 years with ASD attending mainstream schools and investigated differences between the primary and secondary aged children. Children with ASD had higher levels of problems across all domains of the Strengths and Difficulties Questionnaire (SDQ) compared to UK norms. Within the ASD sample, SDQ scores were associated with male sex, living in a household with more children, more severe autism symptoms and fewer adaptive skills, and higher levels of family socio-economic risk. No robust primary-secondary school differences were found. Implications for future research and the support of children with ASD in mainstream school settings are discussed. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic led to the UK government enforcing lockdown restrictions to control virus transmission. Such restrictions present opportunities and barriers for physical activity and healthy eating. Emerging research suggests that in the early stages of the pandemic, physical activity levels decreased, consumption of unhealthy foods increased, while levels of mental distress increased. Our aims were to understand patterns of diet, physical activity, and mental health during the first lockdown, how these had changed twelve-months later, and the factors associated with change.Methods: An online survey was conducted with UK adults (N = 636; 78% female) during the first national lockdown (May-June 2020). The survey collected information on demographics, physical activity, diet, mental health, and how participants perceived lifestyle behaviours had changed from before the pandemic. Participants who provided contact details were invited to complete a twelve-month follow-up survey (May-June 2021), 160 adults completed the survey at both time-points. Descriptive statistics, T-tests and McNemar Chi Square statistics were used to assess patterns of diet, physical activity, and mental health at baseline and change in behaviours between baseline and follow-up. Linear regression models were conducted to explore prospective associations between demographic and psycho-social variables at baseline with change in healthy eating habit, anxiety, and wellbeing respectively.Results: Between baseline and follow-up, healthy eating habit strength, and the importance of and confidence in eating healthily reduced. Self-rated health (positively) and confidence in eating healthily (negatively) were associated with change in healthy eating habit. There were no differences between baseline and follow-up for depression or physical activity. Mean anxiety score reduced, and wellbeing increased, from baseline to follow-up. Living with children aged 12-17 (compared to living alone) was associated with an increase in anxiety, while perceiving mental health to have worsened during the first lockdown (compared to staying the same) was associated with reduced anxiety and an increase in mental wellbeing.Conclusions: While healthy eating habits worsened in the 12 months since the onset of the pandemic, anxiety and mental wellbeing improved. However, anxiety may have increased for parents of secondary school aged children. [ABSTRACT FROM AUTHOR]

The UK has been one of the most badly affected nations of the Global North by the COVID-19 outbreak in terms of illness, death rates and a severe economic downturn. Children have been impacted severely (and unequally), with UK lockdown meaning that many children were away from school and usual leisure activities for six months during the first lockdown. We revised this Viewpoint during the third lockdown when schools were closed again for an indefinite time. Despite substantial media and policy debate about the impact of COVID-19 on young people, with a focus on education, young people's own voices tend to be obscured in these mainstream accounts. By contrast, the Children's Commissioner for England has focused on young people's accounts, which are discussed in this viewpoint. [ABSTRACT FROM AUTHOR]

Background: The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results: Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to drive into an STEM future. The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions: We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not forced off the road by social inequalities and exclusions. [ABSTRACT FROM AUTHOR]

There is a growing policy focus on children and young people's mental health. The United Kingdom (UK) government has positioned schools as being well-placed to identify children and young people's mental health needs and to provide appropriate intervention. At the same time, school staff report a lack of skills, knowledge and systems to support the early identification of mental health needs in order to inform appropriate intervention. The aim of this study was to explore the mental health and emotional needs of secondary age students from schools across the North West of England. Eight hundred and eighty-four students aged between 11 and 16 completed an online questionnaire comprising the Short Moods and Feelings Questionnaire (SMFQ), which measures depressive symptoms and the Human Givens Emotional Needs Audit (ENA), which explores the extent to which fundamental emotional needs (e.g., for attention, control and security) are met. The findings suggest prevalence rates of mental health and wellbeing difficulties increase with age. Emotional needs as measured in the ENA were found to moderately correlate with total scores on the SMFQ, suggesting the importance of supporting these identified needs in promoting wellbeing. Additionally, the ENA could potentially offer insight into why students may be experiencing problems, signposting practical areas of support. It is therefore proposed to be a measure that schools could use to identify factors contributing to children and young people's experience of mental health and wellbeing and possible areas for intervention. [ABSTRACT FROM AUTHOR]

The institution that was the Junior Art Department (JAD) and its role in teaching children who went on to have successful careers in the arts, crafts, and design in mid-twentieth century Britain have been little documented. Here I recall the nature of JADs in the United Kingdom during the postwar period, with the Sheffield Junior Art Department as a case study. I characterise the JAD movement in the context of British education at the time. I discuss the artists and craftspeople the JADs encouraged and the student–teacher relationship it engendered. I record Sheffield Junior Art Department, how it and its teachers influenced the pupils who passed through it and how in turn the school influenced its teachers’ careers both teaching and making craftwork in mid-twentieth-century Britain. I hope that this essay might contribute to debates on the values both of the specialist teaching of gifted pupils and of the arts and crafts for everyone. [ABSTRACT FROM AUTHOR]

The present investigation examined how factors such as cleft type, age of primary palatal surgery, diagnosed syndromes, hearing problems, and malocclusions could predict persistent speech difficulties and the need for speech services in school-aged children with cleft palate. Participants included 100 school-aged children with cleft palate. Americleft speech protocol was used to assess the perceptual aspects of speech production. The logistic regression was performed to evaluate the impact of independent variables (IV) on the dependent variables (DV): intelligibility, posterior oral CSCs, audible nasal emission, hypernasality, anterior oral CSCs, and speech therapy required. Sixty-five percent of the children were enrolled in (or had received) speech therapy. The logistic regression model shows a good fit to the data for the need for speech therapy (Hosmer and Lemeshow's χ 2 (8) = 9.647 , p =. 291). No IVs were found to have a significant impact on the need for speech therapy. A diagnosed syndrome was associated with poorer intelligibility (Pulkstenis-Robinson's χ 2 (11) = 7.120 , p =. 789). Children with diagnosed syndromes have about six times the odds of a higher hypernasality rating (Odds Ratio = 5.703) than others. The cleft type was significantly associated with audible nasal emission (Fisher ' s exact p =. 006). At the same time, malocclusion had a significant association with anterior oral CSCs (Fisher ' s exact p =. 005). According to the latest data in the Cleft Registry and Audit Network Annual Report for the UK, the majority of children with cleft palate attain typical speech by age five. However, it is crucial to delve into the factors that may influence the continuation of speech disorders beyond this age. This understanding is vital for formulating intervention strategies aimed at mitigating the long-term effects of speech disorders as individuals grow older. [ABSTRACT FROM AUTHOR]

Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

The aim of this study was to further explore Special Educational Need Co‐ordinators' (SENCos) knowledge of childhood acquired brain injury (ABI) and if they have received training on how to effectively support children and young people (CYP) with an ABI in school. SENCos from Nottinghamshire were asked to complete a survey face‐to‐face or online. Data reported by Howe and Ball (Support for Learning, 32, 1, 85–100), was also used to allow comparisons between different counties in the UK for knowledge of childhood ABI. Results indicated that SENCos from Nottinghamshire hold numerous uncertainties about childhood ABI, although less uncertainties than SENCos from the West Midlands. A majority SENCos from Nottinghamshire had not received training about childhood ABI. Additional challenges in supporting CYP with an ABI were also identified. The findings show a clear need for more training on childhood ABI across UK schools. It is also apparent that obtaining funding for CYP with an ABI can be a challenge for SENCos. However, further research is needed to determine what these barriers to funding are. [ABSTRACT FROM AUTHOR]

Background: Sleep and mental wellbeing are intimately linked. This relationship is particularly important to understand as it emerges over childhood. Here we take the opportunity that the COVID-19 pandemic, and resulting lockdown in the UK, presented to study sleep-related behaviour and anxiety in school-aged children. Methods: Parents and children were asked to complete questionnaires towards the start of the UK lockdown in April-to-May of 2020, then again in August of that year (when many restrictions had been lifted). We explored children's emotional responses to the pandemic and sleep patterns at both time points, from the perspectives of parents and children themselves. Results: Children's bedtime anxiety increased at the start of the lockdown as compared to a typical week; however, by August, bedtime anxiety had ameliorated along with children's COVID-19 related anxiety. Bedtime anxiety predicted how long it took children to fall asleep at night at both the start and the end of the lockdown. Bedtime and wake-up time shifted at the start of lockdown, but interestingly total sleep time was resilient (likely owing to an absence of early school start times) and was not predicted by child anxiety. Conclusions: These findings further support calls for sleep quality (in particular, time taken to fall asleep) to be taken as a key indicator of mental health in children, particularly under usual circumstances when schools are open and sleep duration may be less resilient. [ABSTRACT FROM AUTHOR]

Canine-assisted activities in schools can benefit students' educational, emotional, and social needs. Furthermore, they could be an effective form of non-clinical mental health treatment for children and adolescents. In the United Kingdom, school dogs are growing in popularity, however, little is known about how parents perceive canine-assisted activities as a treatment option. This is important as parental perceptions can influence engagement, whilst lack of awareness can become a barrier to treatment. This study uses a cross-sectional design to quantitatively explore the acceptability of canine-assisted activities amongst UK-based parents (n = 318) of children aged six to 16 (M = 10.12, SD = 3.22). An online survey used a treatment evaluation to determine acceptability across three use-cases. These included a child reading to dogs to improve literacy skills, a child interacting one-to-one to foster greater self-esteem and social skills, and a classroom dog to improve student behaviour and motivation. Additionally, the scale for generalised anxiety disorder was used to rank child anxiety as high or low, where high was a score equal to or above the UK clinical borderline threshold. The results found canine-assisted activities were less acceptable for the behavioural than the reading and social use-cases. Furthermore, parents of children with high anxiety had higher acceptability scores than parents of children with low anxiety for the reading and social use-cases but not for the behavioural use case. These findings suggest that UK parents' acceptability of canine-assisted activities in schools is mediated by child anxiety score. Furthermore, that parents may be less aware of the benefits of classroom dogs than other types of school-based canine-assisted activities. [ABSTRACT FROM AUTHOR]

The Inspiring Readers programme, designed and implemented by Book Aid International, aimed to contribute to educational provision in African primary schools by setting up cupboard libraries and promoting reading, through a collaboration between schools and libraries. Public librarians were trained in how to equip teachers with the skills to run school libraries and offered ongoing support to schools. This afforded primary school children the opportunity to develop an interest in and habit of reading, through regular access to child-friendly, age-appropriate fiction and non-fiction books. Publisher-donated brand-new books were a vital part of this programme, with 372,473 UK publisher-donated books donated in total. As a result of the books, children have developed positive attitudes towards reading and have shown increased self-esteem and confidence as a result. Vibrant school libraries have increased the profile of the schools within their communities and teachers have benefited from the enhanced teaching aids available to them. Librarians' knowledge and skills have grown and, as a result, positive working relationships between librarians and teachers have begun. Librarians are also more visible within their communities and feel more respected. Within wider communities, there has been support for Inspiring Readers with parents borrowing books to read at home with their children. [ABSTRACT FROM AUTHOR]

There is an urgent need to inform policy deliberations about whether children with asthma should be vaccinated against SARS-CoV-2 and, if so, which subset of children with asthma should be prioritised. We were asked by the UK's Joint Commission on Vaccination and Immunisation to undertake an urgent analysis to identify which children with asthma were at increased risk of serious COVID-19 outcomes. This national incident cohort study was done in all children in Scotland aged 5–17 years who were included in the linked dataset of Early Pandemic Evaluation and Enhanced Surveillance of COVID-19 (EAVE II). We used data from EAVE II to investigate the risk of COVID-19 hospitalisation among children with markers of uncontrolled asthma defined by either previous asthma hospital admission or oral corticosteroid prescription in the previous 2 years. A Cox proportional hazard model was used to derive hazard ratios (HRs) and 95% CIs for the association between asthma and COVID-19 hospital admission, stratified by markers of asthma control (previous asthma hospital admission and number of previous prescriptions for oral corticosteroids within 2 years of the study start date). Analyses were adjusted for age, sex, socioeconomic status, comorbidity, and previous hospital admission. Between March 1, 2020, and July 27, 2021, 752 867 children were included in the EAVE II dataset, 63 463 (8·4%) of whom had clinician-diagnosed-and-recorded asthma. Of these, 4339 (6·8%) had RT-PCR confirmed SARS-CoV-2 infection. In those with confirmed infection, 67 (1·5%) were admitted to hospital with COVID-19. Among the 689 404 children without asthma, 40 231 (5·8%) had confirmed SARS-CoV-2 infections, of whom 382 (0·9%) were admitted to hospital with COVID-19. The rate of COVID-19 hospital admission was higher in children with poorly controlled asthma than in those with well controlled asthma or without asthma. When using previous hospital admission for asthma as the marker of uncontrolled asthma, the adjusted HR was 6·40 (95% CI 3·27–12·53) for those with poorly controlled asthma and 1·36 (1·02–1·80) for those with well controlled asthma, compared with those with no asthma. When using oral corticosteroid prescriptions as the marker of uncontrolled asthma, the adjusted HR was 3·38 (1·84–6·21) for those with three or more prescribed courses of corticosteroids, 3·53 (1·87–6·67) for those with two prescribed courses of corticosteroids, 1·52 (0·90–2·57) for those with one prescribed course of corticosteroids, and 1·34 (0·98–1·82) for those with no prescribed course, compared with those with no asthma. School-aged children with asthma with previous recent hospital admission or two or more courses of oral corticosteroids are at markedly increased risk of COVID-19 hospital admission and should be considered a priority for vaccinations. This would translate into 9124 children across Scotland and an estimated 109 448 children across the UK. UK Research and Innovation (Medical Research Council), Research and Innovation Industrial Strategy Challenge Fund, Health Data Research UK, and Scottish Government. [ABSTRACT FROM AUTHOR]