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Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a randomized evaluation of the program across 100 communities in Liberia. We find that the program had large effects on reading and numeracy skills for out-of-school children, and that children in the program catch up to the learning levels of children in government schools. [ABSTRACT FROM AUTHOR]

Parental involvement (PI) in the transition from preschool to primary school is an important prerequisite for children with disabilities to start school successfully. Therefore, the present study looks at PI practices that are conducted to support successful inclusive transition processes in Germany. The focus is on practices that take place in the institutional context of early childhood facilities. The data base consists of qualitative guideline-based interviews with n = 22 preschool teachers. The data analysis comprises two steps: 1) a qualitative content analysis and 2) a systematic comparison of teachers and their transition practices according to specific teacher characteristics, such as professional experience. The results show that communication formats between teachers and parents regarding a child’s development or general issues such as the course of the last preschool year are most widely established to involve parents in the transition process. Some teachers also claim to inform parents about additional support for their child and involve parents in preschool or school visits. Moreover, findings indicate that parental involvement hardly differs systematically between teachers with different backgrounds (e.g., different levels of professional experience). [ABSTRACT FROM AUTHOR]

Background: Stress influences examination performance among Sri Lankan students. Validated tests are required to evaluate stress levels among elementary students in Sri Lanka. Therefore, the Perceived Stress Questionnaire 8-11 (PSQ8- 11) was translated into a Sinhala version. The aim of this study was to examine the psychometric properties of the translated and adapted scale among elementary level school children in Sri Lanka and examine invariance across male and female children. Methods: The participants were 1021 students from seven schools. After removing missing values, responses from 693 students (mean age = 9.65 ± 0.478 years, 51.8% male) were analysed for participant characteristics. Cronbach's alpha, Spearman's correlation, and confirmatory factor analysis with measurement invariance models were conducted after adding one item to the original PSQ8-11 version. Results: The Cronbach's alpha value for the 20-item modified PSQ8-11 Sinhala version was.788. The two subscales, psychological stress (Cronbach's alpha = 0.615) and physiological stress (Cronbach's alpha = 0.711), indicated a satisfactory level of internal consistency. Furthermore, a statistically significant correlation (p < 0.01; 2-tailed) was reported among each of the subscales. Confirmatory factor analyses demonstrated a satisfactory goodness-of-fit across the two models by confirming the theoretical constructs of the PSQ8-11 translated version with its two subscales. The two-factor model has better model fit indices compared to the unidimensional model (χ²/df = 1.447, CFI = 0.947, TLI = 0.938, WRMR = 0.028, RMSEA = 0.026, SRMSR = 0.0341, and PCLOSE = 1 of the two-factor model). Measurement variance across gender was supported by the establishment of configural and metric invariances. Conclusion: Acceptable psychometric properties for the PSQ8-11 Sinhala version were observed in elementary schoolers in Sri Lanka. [ABSTRACT FROM AUTHOR]

Background: Globally, oral diseases remain a major public health problem. However, there is limited information about the oral health status and factors associated with oral disease among children in Uganda. The aim of this study was to examine the oral health status and factors associated with oral health of primary school children in urban and rural areas of the Gulu district of northern Uganda. Methods: A comparative cross-sectional study was conducted among 356 school children aged 11–13 years attending six schools located in urban and rural areas. The children received a clinical oral examination and participated in a questionnaire survey that collected information on sociodemographic and oral health knowledge, attitude, and practices. All data were entered and analysed using IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp statistical software. Logistic regression analyses examined factors associated with dental caries and gingival bleeding. Results: Of the 356 children (11–13 years) included, the mean age was 12.2 years, 140 (39.3%) were male and 176 (49.4%) were from urban areas. The proportion of school children with dental caries was 33.6% (n = 119), with the mean decayed, missing due to caries, and filled teeth (DMFT) index of 0.81 (25th percentile = 0; 75th percentile = 1.00). There was no significant difference in caries prevalence between rural and urban children (31.6% versus 35.6%, p = 0.33). Of the children involved in the study, 141(39.8%) had gum bleeding. The mean oral knowledge score was 2.85 ± 1.53 (range, 0–7), while the mean attitude, hygiene practice, frequency of sweets consumption, and oral health related impact scores were 4.25 ± 1.23 (range, 1–6), 5.40 ± 1.81 (range, 0–9), 25.66 ± 4.29 (range 9–54) and 2.1 ± 1.65 (range, 0–6), respectively. Using logistic regression analyses, as oral health knowledge score increased the odds of not having dental caries increased (aOR = 1.19, 95% CI 1.02–1.39). Conclusion: The prevalence of dental caries and gum bleeding of primary school children in Gulu district is high. Children lacked knowledge on causes of oral disease, and behaviour towards oral disease prevention. In addition, oral health knowledge scores were significantly associated with dental caries. Oral health education programs in schools should emphasise providing skills-based education. [ABSTRACT FROM AUTHOR]

In societies where education holds high significance and parental ambitions for their children's academic achievements are profound, understanding the rationale behind parental school choice becomes crucial. This study aims to explore the question: Are Saudi parents rational in selecting their children's schools? Through an in-depth analysis of preferences and decision-making factors, this research endeavors to shed light on the intricate dynamics influencing parental school choice within the Saudi Arabian context. To achieve this objective, semi-structured interviews were conducted with Saudi parents whose children were enrolled in private schools (K-12). The findings indicate that cultural or religious identity emerged as a predominant factor, encompassing elements such as gender segregation in schools, parental preference for English over Arabic language learning, and the emphasis on Islamic religious education. Additionally, accessibility factors such as the physical location of the school and school fees emerged as significant determinants of parental preferences for their children's schools. Wellbeing emerged as a crucial factor in parental decision-making. Furthermore, certain academic considerations emerged as a primary influencing factor in Saudi parents' school selection. These considerations included skills development, school pedagogy, school staff quality, and learning outcomes. [ABSTRACT FROM AUTHOR]

The work–family interface literature has focused on a variable-centered approach, and few studies have used a person-centered approach to investigate work–family interface types and their associations with psychosocial factors. This study explored whether distinct work–family interface types could be identified at a dyadic level in dual-earner couples by combining work–family conflict (WFC) and enrichment (WFE) for both parents. It also examined how these couples' comprehensive types of work–family interface were related to psychosocial outcomes. Conducting a latent profile analysis in a sample of 558 dual-earner couples (Mage: 40.43 ± 4.07 years for fathers, 37.97 ± 3.57 years for mothers) with first-grade children in elementary schools participating in the Panel Study on Korean Children, this study identified three work–family interface profiles: Beneficial fathers/Moderate active mothers (fathers reporting low WFC and high WFE/mothers reporting moderate WFC and WFE), Beneficial (both parents reporting low conflict and high enrichment), and Harmful (both parents reporting high conflict and low enrichment). Fathers' education, household income, and social support influenced their membership in work–family interface profiles. Overall, members with Beneficial fathers/Moderate active mothers and Beneficial profiles showed more positive personal and family outcomes than those with Harmful profiles. [ABSTRACT FROM AUTHOR]

Interacting with children's cognitive processes and mental health status, body mass index (BMI) could be analyzed in relation to motor performance. This study aims to analyse the relationship between BMI and agility of primary school students in the northeast of Romania. Hypothesis testing was done by analyzing data obtained from 3250 pupils (1605 girls and 1645 boys) aged 6 to 11 years old from the North-East of Romania. BMI was calculated based on height and weight, as well as agility through the 505 change of direction speed test. The sample was divided according to gender and age, and the differences and correlations were analysed. We assumed that our sample has a significant correlation of BMI with agility and that its strength increases with age, based on neural maturation. Children's results showed gender- and age-determined differences in anthropometric as well as motor skills. The development of Romanian girls and boys differs punctually at this stage, with the two genders having close BMI values at age 11. The time to complete the 505 test is close at age 6, with boys performing better by age 11. The correlation between BMI and agility has weak strength in the 6-11 years age group of Romanian students. It is significant in girls at 9 (r = 0.20) and 10 years (r = 0.15), and in boys from 7 (r = 0.20) to 10 years (r = 0.22). The data partially confirm our hypothesis, with the correlation existing in the 7-10 years age range, its strength having a fluctuating evolution. At 11 years the link between BMI and agility ceases to exist. [ABSTRACT FROM AUTHOR]

Issue Addressed: This paper aims to explore Victoria parents' perceptions of their current practices and barriers in providing school lunches for their primary school children. Methods: Respondents were asked via an online survey about their lunch provision practices, perceptions of the healthiness of school lunches, and barriers to providing healthy school lunches. Data were analysed using different statistical techniques: Chi‐square test, Spearman correlation analysis, Mann–Whitney U test, and Kruskal–Wallis test. Results: In total, 359 respondents completed the survey. Most respondents (84%) reported their child takes a home‐packed lunch to school every day. Most respondents provided fruits (94%), vegetables (57%), and sandwiches (54%) every day for school lunches, whilst other core food items such as milk, meats, and legumes were provided less frequently. A substantial proportion of respondents provided some discretionary food items frequently (e.g., the proportion of respondents providing selected discretionary food items daily or 3–4 times/week: salty crackers—50%, sweet cookies/biscuits—40%, chips—20%). Respondents strongly agreed or agreed with several barriers; examples include not packing certain foods due to food spoilage concerns (50%) (school‐related), the allocated time at their child's school is not enough to eat and enjoy school lunch (48%) (school‐related), need more meal ideas (61%) (parent‐related), healthy foods take more time to prepare (51%) (parent‐related), and children request easy‐to‐eat food for school lunches (50%) (child‐related). Core food score (an indicator of frequency of preparing/packing core food) was negatively correlated with parent‐related and child‐related barrier scores, whilst discretionary food score (an indicator of frequency of preparing/packing discretionary food) was positively correlated with these barrier scores. Conclusions: Overall, home‐packed lunches remain the main option in primary schools in Victoria, and parents face several challenges in providing healthy lunches for their primary school children. So What?: The findings suggest the need for strategies from school leaders, education authorities, and policymakers to improve the quality of lunch content and address the barriers faced by parents. [ABSTRACT FROM AUTHOR]

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth‐grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group‐arrangement concurrent‐chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback. [ABSTRACT FROM AUTHOR]

Young children tend to rely on reactive cognitive control (e.g. strongly slow down after an error), even when task accuracy would benefit from proactive cognitive control (taking a slower task approach up front). We investigated if giving young primary school children opportunities to repeatedly experience tasks where success rates depend on balancing speed and accuracy by using proactive and reactive cognitive control promotes their selective use of proactive cognitive control strategies. Participants were children from the German-speaking part of Switzerland (N = 105; mean age 7.5 yrs). They were allocated to a "training with feedback," "training without feedback," or control condition. They completed a pre- and posttest (Hearts and Flower task), separated by six computerized training tasks over three weeks. We analyzed time-by-condition effects on reaction time, rate-correct, and post-error slowing. In line with our hypotheses, both training groups outperformed the control group on reaction time and rate-correct in the incongruent block. Contrary to expectation, feedback did not enhance the intervention effect and the training group without feedback additionally outperformed control participants on rate-correct in the mixed block and improved their post-error slowing. Thus, our short intervention triggered accelerated development of proactive control in a cognitive conflict task requiring accuracy-speed trade-offs. This shows that during the developmental period in which children are assumed ready for developing proactive cognitive control strategies, repeated experiences over a short time-period can lead to acute improvements. More research is needed to check for long-term benefits and generalizability beyond our sample and the tasks employed. [ABSTRACT FROM AUTHOR]

Creative thinking is an important aspect of education. However, students differ widely in their ability to think creatively. Working memory might explain these differences. Therefore, this study focuses on how different aspects of WM can explain differences in divergent thinking, both separately and conjointly. To do so, latent profile analysis was used. Working memory profiles of 561 primary school students (Mage = 10.10 years) were investigated in relation to divergent thinking and as a moderator of the relationship between divergent thinking and academic achievement. Four profiles were identified: a low verbal – medium visual, a medium verbal-low visual, a medium verbal – medium visual, and a high verbal – high visual profile. Visual divergent thinking scores differed between three of the profiles. Furthermore, these profiles were analyzed as a moderator in the relationship between divergent thinking and academic achievement, given the inconsistent relationships found between the two in previous research. Working memory profiles did not moderate the relationship between divergent thinking and academic achievement. Verbal divergent thinking was related to mathematics and visual divergent thinking to reading comprehension. We discuss the need for educators to be aware of differences between children in working memory. [ABSTRACT FROM AUTHOR]

Purpose: Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first-and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers. Method: A conventional content analysis approach was used to analyze caregivers' written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n = 23) and caregivers of TD children (n = 22). Results: Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child's well-being and literacy learning were most prevalent and prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and remarks related to protective factors. Conclusions: Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential. [ABSTRACT FROM AUTHOR]

AbstractThis research aims to understand Turkish children’s views on why protecting the environment is important and to identify the role of schools in the rationales that underlie these views. The research was conducted with 18 preschoolers from two schools, one a state school providing traditional education and the other a private school blended with nature-based education. The findings showed that children primarily presented reasons for protecting the environment under three main themes: impact on human life, impact on species, and esthetics. Besides, regardless of the schools the children enrolled in, many of them (n = 16) were found to base their views on an anthropocentric understanding. Based on these findings, it is open to debate to what extent nature-based schools alone can provide sufficient and effective environmental education. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and related school closures greatly interfered in students' social, emotional, and academic development creating behavioral struggles after returning to school. This concurrent mixed-methods study examined teacher perceptions of student behavioral change and social–emotional learning (SEL) during the return to in-person schooling in fall 2021. Teachers (N = 120) from a Midwestern state completed online surveys consisting of both closed and open-ended questions about student's social, emotional, and academic behavior. Teachers also responded to questions about SEL program implementation in their schools before and during the pandemic. Teachers overwhelmingly reported worsened student behavior since returning to school. Content analysis revealed academic motivation struggles were most often reported, followed by social and emotional struggles, respectively. Additionally, teachers from schools with SEL programs were significantly less likely to report academic motivation struggles. Findings suggest that SEL programs may help mitigate COVID-related academic motivation struggles. Possibilities for future research on student behavior and SEL as the pandemic recedes are discussed. [ABSTRACT FROM AUTHOR]

Adverse childhood experiences (ACEs) affect approximately half of all children worldwide. These experiences have been linked to increased pain sensitivity in adulthood and a higher likelihood of developing severe chronic pain. However, most studies have assessed the effects of ACEs retrospectively, long after they occurred, leaving room for other factors to influence the observed outcomes. We investigated, for the first time, the association between ACEs and concurrent pain perception among young children who live in a conflict zone and are consistently exposed to potentially traumatic experiences. Participants were 60 elementary school children (ages 8-11 years) living in conflict regions (n = 39) or nonconflict regions (n = 21). Posttraumatic stress symptom (PTSS) severity, traumatic exposure, pressure pain threshold (PPT), and mechanical detection threshold (MDT) were measured. Traumaexposed children had significantly lower PPT than did controls, but MDT was similar across groups. Pressure pain threshold correlated positively with proximity to the conflict zone and inversely with traumatic exposure magnitude and PTSS severity. In addition, PTSSs moderated the relationship between repeated traumatic exposure and PPT. Children with higher PTSS severity displayed pain hypersensitivity regardless of their traumatic exposure level, whereas in children with lower PTSS severity, greater traumatic exposure correlated with pain hypersensitivity. The results suggest that ACEs among children lead to concurrent pain hypersensitivity and distress and may put them at elevated risk of chronic pain early in life. In addition, our findings emphasize the need for identifying children with various PTSS levels to provide tailored interventions and mitigate the long-term negative effects of ACEs. [ABSTRACT FROM AUTHOR]

Children today have limited food origin awareness. The further we move away from food production practices, the less exposure children have to them, and the more food vulnerable we become. This is especially true for children growing up in urban areas where there is limited space for food gardens. Schools have developed targeted pedagogical approaches to raise food origin awareness, and this paper examines one such attempt in Cairns, Australia. We compare how students aged 5-6 responded to an activity where they drew their immediate response to the word 'food'. Comparisons were then made between those learning under explicit instruction and those using a more experiential, place-based pedagogical approach. The findings suggest students in the experiential class who regularly use the garden as a learning space drew significantly higher levels of fresh, place-appropriate fruits and vegetables (U = 61.5, P = 0.002). We discuss the ramifications of exposure to a globalised food system and how experiences at school can nurture children's understanding of food. We interpret the outcomes of the different pedagogical approaches and unravel the importance of 'place' in a child's food experience. The evidence presented suggests that children's food knowledge could improve if food education is bolstered with experiential and place-responsive pedagogies. [ABSTRACT FROM AUTHOR]

Background: Studies of time trends in Nordic adolescents' mental health have often relied on analyses of adolescents' psychosomatic symptoms. In this study, we examine adolescents' self-reports on mental health in the context of the dual factor model, which encompasses both overt manifestations of mental health symptoms and subjective perception of one's health status. Method: The objective of this study was to employ a person-oriented approach utilizing cluster analysis to discern time trends in mental health profiles of Nordic adolescents, using their psychosomatic complaints and their perception of their overall health as cluster variables. The resulting health profiles were then subjected to a comparative analysis with regard to different measures of psychological and social adjustment. The mental health profiles were based on data from the Health Behaviour in School-aged Children (HBSC) survey, which was conducted among almost 50000 15-year-olds in five Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden) between 2002 and 2022. Results: Mental health profiles exhibiting comparable content were observed in all Nordic countries, including profiles indicating adequate health, perceived good health, perceived poor health, high psychosomatic complaints, and dual health problems (defined as both high psychosomatic complaints and perceived poor health). These health profiles showed similar trends over time in the Nordic countries. Significant gender differences were observed. In 2002, adequate health was the dominant profile for both sexes. After 20 years, however, the high psychosomatic profile became the most common profile among girls. Among the three risk profiles, namely perceived poor health, high psychosomatic complaints and dual health problems, adolescents in the dual problems profile had the most psychological and social adjustment problems. Conclusions: The comparatively lower incidence of adjustment problems among adolescents in the high psychosomatic profile relative to the dual mental health group challenges the prevailing view that there has been a sharp increase in mental health problems among Nordic adolescents. This view was largely based on the observed rise in psychosomatic symptoms. Indeed, there was a doubling in the proportion of adolescents in the high psychosomatic complaints profile between 2002 and 2022. This increase was considerably more pronounced than that observed for the dual health problems profile which exhibited most problems. [ABSTRACT FROM AUTHOR]

Several studies have reported a negative association between obesity and academic achievement in school-aged children. In the Pacific region, the prevalence of adolescent overweight is high, but no study has considered issues of academic achievement in this population. To rectify this, we examined relationships between academic achievement and weight status in a multi-ethnic (European and Kanak) sample of New Caledonian adolescents. Objective anthropometric measures (height, weight, waist circumference) were obtained from European and Kanak New Caledonian adolescents (N = 526) between July 2018 and April 2019. Body mass index (BMI) and waist-to-height ratios (WHtR) were used as proxies of weight status. Ethnicity was self-reported and additional sociodemographic data (socioeconomic status, gender identity, urbanicity of residence, school remoteness) were extracted from relevant databases. Academic achievement scores were obtained from ninth grade national test in language, mathematics, history-geography, and sciences. Bivariate correlations showed that the associations between anthropometric indicators of weight status and academic achievement were significant in adolescents of European, but not Kanak, origin. Underweight and normal-weight European adolescents had significantly higher academic achievement than Kanak adolescents at the same weight categories. Additionally, BMI-z was significantly associated with academic achievement after controlling for socio-demographic variables, but only in adolescents of European origin. Weight status appears to be associated with academic achievement in New Caledonia, but only in adolescents of European origin. Ethno-cultural understandings and experiences may shape the ways in which weight status affects academic achievement in this context. [ABSTRACT FROM AUTHOR]

STUDY QUESTION Does preconceptional exposure to oil-based iodinated contrast media during hysterosalpingography (HSG) impact children's neurodevelopment compared with exposure to water-based alternatives? SUMMARY ANSWER Our study found no large-sized effects for neurodevelopment in children with preconceptional exposure to oil-based iodinated contrast media during HSG compared with water-based alternatives. WHAT IS KNOWN ALREADY HSG is widely used as a diagnostic tool in the female fertility work-up. Tubal flushing with oil-based iodinated contrast has been shown to enhance fertility outcomes in couples with unexplained infertility, increasing the chances of pregnancy and live birth compared with water-based alternatives. However, oil-based contrast contains higher doses of iodine and has a longer half-life, and concerns exist that iodinated contrast media can affect women's iodine status and cause temporary (sub)clinical hypothyroidism in mothers and/or foetuses. Considering that thyroid hormones are vital to embryonal and foetal brain development, oil-based contrast media use could increase the risk of impaired neurodevelopment in children conceived shortly after HSG. Here we examine neurodevelopmental outcomes in school-aged children conceived after HSG. STUDY DESIGN, SIZE, DURATION This is a long-term follow-up of the H2Oil trial in which oil-based or water-based contrast was used during HSG (Netherlands; 2012–2014; NTR3270). Of 369 children born <6 months after HSG in the study, we contacted the mothers of 140 children who gave consent to be contacted for follow-up. The follow-up study took place from January to July 2022 (NCT05168228). PARTICIPANTS/MATERIALS, SETTINGS, METHODS The study included 69 children aged 6–9 years who were conceived after HSG with oil-based (n = 42) or water-based contrast (n = 27). The assessments targeted intelligence (Wechsler Intelligence Scale for Children), neurocognitive outcomes (computerized neurocognitive tests), behavioural functioning (parent and teacher questionnaires), and academic performance. Linear regression models, adjusted for age, sex, and parental educational attainment were employed to compare groups. MAIN RESULTS AND THE ROLE OF CHANCE School-aged children born to mothers after oil-based contrast HSG did not significantly differ from children born to mothers after water-based contrast HSG, in regards to intelligence, neurocognitive functioning, behavioural functioning, or academic performance, with the exception of better performance for visuomotor integration functions in children exposed to oil-based contrast preconception. After exploratory correction for multiple comparisons, none of the group differences was statistically significant. LIMITATIONS, REASONS FOR CAUTION The small sample size of this follow-up study limited statistical power. This study provides evidence for the absence of large-sized differences between preconceptional exposure to the two contrast media types but does not rule out more subtle effects on neurodevelopment compared to naturally conceived children without preconceptional exposure to HSG. WIDER IMPLICATIONS OF THE FINDINGS This study contributes to our knowledge about the long-term effects of different types of iodinated contrast media used in fertility work-up, indicating that choosing oil-based over water-based iodinated contrast media is unlikely to have major effect on the long-term neurodevelopmental outcomes of children conceived shortly after HSG. However, further research should focus on the overall safety of iodine exposure during HSG, comparing children conceived after HSG to those conceived naturally as both types of contrast contain high amounts of iodine. STUDY FUNDING/COMPETING INTEREST(S) The original H2Oil randomized controlled trial was an investigator-initiated study that was funded by the two academic hospitals now merged into the Amsterdam University Medical Centre. The current follow-up study (Neuro-H2Oil) is funded through a research grant awarded to the authors by the Amsterdam Reproduction & Development (AR&D) research institute. S.K. is funded by a AMC MD/PhD Scholarship from the Amsterdam UMC. S.K. reports holding voluntary roles in the civil society organizations Universities Allied for Essential Medicines and People's Health Movement. V.M. reports receiving travel and speaker fees as well as research grants from Guerbet, Merck and Ferring. K.D. reports receiving travel and speaker fees as well as research grants from Guerbet. BWM is supported by a NHMRC Investigator grant (GNT1176437) and reports consultancy, travel support and research funding from Merck, consultancy for Organon and Norgine, and holding stock from ObsEva. The other authors report no conflict of interest. TRIAL REGISTRATION NUMBER NCT05168228 [ABSTRACT FROM AUTHOR]

Objective: The Attention-Deficit/Hyperactivity Disorder Rating Scale-IV (ADHD-RS-IV) assesses ADHD symptoms in children and adolescents. The original United States norms comprise percentiles. Yet, no Nordic percentile norms exist, and only T-scores, which (often falsely) assume normally distributed data, are currently available. Here, we for the first time provide Danish percentile norms for children aged 6–9 based on parent/caregiver-reports, and illustrate the potential consequences of T-scores when derived based on the expected skewed distribution of an ADHD scale in the population. Materials and methods: The sample comprised 1895 Danish schoolchildren (879 girls and 1016 boys) in 1st, 2nd, or 3rd grade from the general population. Their parents/caregivers completed the ADHD-RS-IV. Sex and age differences were investigated, percentiles were derived based on the observed score distributions, and for comparison, T-scores > 70 were estimated, which are expected to identify the top 2.3% under the assumption of normality. Results: Boys were rated to have higher ADHD-RS-IV scores than girls except on the impulsivity score. No age effects were found on the majority of scores. Sex-stratified and unisex percentiles (80, 90, 93, 98) were reported. The distribution of ADHD-RS-IV scores were highly skewed. T-score cutoffs identified a significantly higher proportion of and about twice as many children as having elevated ADHD symptoms than expected (4.3–5.2% vs. 2.3%). Conclusions: ADHD-RS-IV (parent/caregiver-report) percentile norms for young Danish schoolchildren are now available for future reference. The use of percentiles is considered appropriate given the skewed score distribution and since T-scores appear to over-identify children as having clinically elevated ADHD symptoms. [ABSTRACT FROM AUTHOR]

Objectives: To measure how early childhood exposure to lead affects school behavior from third to eighth grade, measured by the number and days of total school suspensions and out-of-school suspensions (OSS). Methods: We estimate Poisson models using a cohort of 284 701 students with school records from 2006-2008 in North Carolina. We adjust for demographic and socioeconomic variables and school-grade-year cohort effects, and use coarsened exact matching to ensure similar characteristics across children with blood lead levels (BLLs) 2-10 μg/dL and children in the reference group with BLLs ≤1 μg/dL. Results: BLLs ≥3 µg/dL are positively and significantly associated with all school suspension measures for sixth through eighth graders. The estimated effects on OSS for sixth through eighth graders are larger than the effects on total suspensions. For example, students with BLL = 3 µg/dL receive OSS 16% (95% confidence interval 3.6%-30%) more often and for 22% (95% confidence interval 7.3%-33%) more days than students with BLL ≤1 µg/dL. For third through fifth grade students, we only find a significant effect of lead exposure on suspensions at relatively high BLLs of 8-10 µg/dL. Conclusions: Our analysis demonstrates that BLL has significant adverse effects on third through eighth grade students' behavior, including at levels below the current Centers for Disease Control and Prevention's blood lead reference value of 3.5 μg/dL. We find that the adverse effects of lead are most strongly associated with more severe disruptive behavior in sixth through eighth graders, as measured by OSS. Our results underscore the long-term benefits of preventing early childhood exposure to lead. [ABSTRACT FROM AUTHOR]

Research on bullying in Indonesia remains limited, revealing significant gaps in understanding its prevalence and underlying factors specific to the Indonesian context. This study addresses these gaps through a three‐pronged approach: (a) assessing the prevalence of poly‐bullying victimisation, (b) identifying factors associated with poly‐bullying experiences, and (c) evaluating subjective well‐being (SWB) in cases of poly‐bullying by comparing it with uninvolved children. Cummins' theory of SWB homeostasis was employed to interpret the findings. The study included 10,051 children aged 10 and 12 years (50% girls) who reported experiencing poly‐bullying in the past month. Data were analysed using descriptive statistics and linear regression. Poly‐bullying was measured across five indicators: physical, verbal, and emotional bullying by siblings and other children at school. The analysis considered five independent variables: sociodemographic factors, perceptions of family, friends, and school, and reported fights among students. The results were statistically significant (p < 0.000), though the model explained only 5.1% of the variance in poly‐bullying victimisation. Poly‐bullying was prevalent in both public and non‐religious schools. Significant contributors included the frequency of fights among students (β = 0.129) and the belief that friends would help (β = 0.045). The study's implications for preventing poly‐bullying victimisation were also discussed. [ABSTRACT FROM AUTHOR]

Many children nowadays do not meet the recommended amount of physical activity during a day and are more sedentary, which is accompanied by decreased physical and social health, and well-being. For some children, the school can be the only outlet for playful and organised physical activity. Almost all children attend school for a large part of their day, which makes school an important context for fostering positive attitudes towards physical activity. The purpose of this study was to explore how children in low to middle school talk about physical activity during recess time. A total of 18 students were interviewed using a semi-structured approach. The results show that physical activity during recess is talked about as forming social groups and community and a way to counteract loneliness. There are also contextual categories and behavioural codes in children's talk about physical activity that shape their tendency to participate, be admitted in, and denied from physical activity during recess. The results highlight the power of language and how it can position and shape children's relationship with, and expected outcome of, physical activity. Conclusively, the study shows that physical activity affects children's social well-being and identity construction. [ABSTRACT FROM AUTHOR]

This article provides new perspectives on the transitions of children from military families. It examines the experiences and agency of a group of UK primary‐school Service children who were undergoing far‐reaching transitions while participating in an arts‐based research project. Transitions are conceived here not as events, such as school moves, but as processes of changing, the dialogical interplay between ever‐changing socio‐cultural and physical environments and the psychological work individuals undertake in response to change. This reconceptualisation of transitions shifts attention away from children's resilience, or lack thereof, and towards unique, nuanced understandings of their subjective experiences and priorities. Presenting multimodal pieces created by three children as they explored the question, ‘What's it like to be a Service child in this school?’, I describe their diverse and agentic responses to their changing circumstances, as they sought to mitigate anticipated and past losses and perceived disadvantage and to use their transitions as positive opportunities for self‐development. Although punctuated by observable moments of change, this transition work happened over an indefinite timescale, highlighting a need for long‐term support informed by understandings of children's agency and priorities. Such support and insight may be achieved through developing spaces for multimodal dialogue with Service children. [ABSTRACT FROM AUTHOR]

Purpose: Hoarseness and voice problems are one of the chronic conditions experienced by children. The aim of this study was to investigate the prevalence of hoarseness, possible risk factors and effects of the remediation of school buildings to the prevalence of hoarseness among school children. Methods: The material was gathered from all the schools in a large city in the south of Finland and the collection method used was an e-mail survey sent to the parents of the pupils and a simultaneous survey sent to the personnel in the schools. Results: All 51 schools participated, and 5889 pupils returned the questionnaire (39%). The exposure data was obtained from two building experts who knew the repair history of the schools. A subjective estimation of the quality of the indoor air was obtained from teachers and the parents. The overall prevalence of hoarseness among pupils was 6.3%; prevalence being higher in unrepaired school buildings than in schools in a good condition or buildings with a thorough remediation. Hoarseness was associated with asthma and allergies, several respiratory symptoms, and respiratory infections. Exposure to tobacco smoke increased the risk, and consumption of caffeine containing drinks seemed to reduce the risk. Noise, stuffiness of the indoor air and microbial smells correlated strongly with the occurrence of hoarseness in a logistic regression model when controlled for age, gender, asthma, passive smoking, and caffeine consumption. Conclusions: We recommend renovations in school buildings with the aim of providing better acoustics, sufficient ventilation, and a reduction in exposure to moisture damage microbes. [ABSTRACT FROM AUTHOR]

• School children with and without dyslexia listened to syllable pairs in repeating anchor and variable no-anchor conditions. • Neural correlates show earlier adaptation effects from syllable repetition for control than dyslexia group. • Neural correlates suggest less facilitated speech processing from contextual repetitions in children with dyslexia than controls. Individuals with dyslexia perceive and utilize statistical features in the auditory input deficiently. The present study investigates whether affected children also benefit less from repeating context tones as perceptual anchors for subsequent speech processing. In an event-related potential study, eleven-year-old children with dyslexia (n = 21) and without dyslexia (n = 20) heard syllable pairs, with the first syllable either receiving a constant pitch (anchor) or variable pitch (no-anchor), while second syllables were identical across conditions. Children with and without dyslexia showed smaller auditory P2 responses to constant-pitch versus variable-pitch first syllables, while only control children additionally showed smaller N1 and faster P1 responses. This suggests less automatic processing of anchor repetitions in dyslexia. For the second syllables, both groups showed faster P2 responses following anchor than no-anchor first syllables, but only controls additionally showed smaller P2 responses. Children with and without dyslexia show differences in anchor effects. While both groups seem to allocate less attention to speech stimuli after contextual repetitions, children with dyslexia display less facilitation in speech processing from acoustic anchors. Altered anchoring in the linguistic domain may contribute to the difficulties of individuals with dyslexia in establishing long-term representations of speech. [ABSTRACT FROM AUTHOR]

Although parental psychological control has been well-documented as a significant predictor of social anxiety among adolescents, few studies examine how changes in parental psychological control and adolescent social anxiety are reciprocally related at the within-person level, especially in Chinese culture. This longitudinal study examined reciprocal relations between parental psychological control and social anxiety, and the potential mediating role of self-concept clarity, by disentangling between- and within-person effects. A total of 4731 students (44.9% girls; Mage = 10.91 years, SD = 0.72) participated in a four-wave longitudinal study with 6-month intervals. Results from random intercept cross-lagged panel modeling indicated that parental psychological control directly predicted social anxiety, and vice versa. Parental psychological control indirectly predicted social anxiety via self-concept clarity, and social anxiety also indirectly predicted parental psychological control via self-concept clarity. These findings reveal a vicious cycle of mutual influence between parental psychological control and adolescent social anxiety in Chinese youth, and highlight the crucial role of self-concept clarity in the interplay between parenting and adolescent social functioning. [ABSTRACT FROM AUTHOR]

The current study examined whether the extent to which students perceived their teachers provided positive support influenced associations between teachers' emotional intelligence and social emotional learning (SEL) beliefs and multiple dimensions of students' other-oriented cognitions (i.e., perspective taking empathetic concern, and prosocial motivations and goals). Forty-three fifth-grade and sixth-grade teachers from 12 Greek elementary schools and 353 students (192 boys) were participants. The majority of students were White and of Greek nationality. Teachers' emotional intelligence was associated positively with students' empathic concern and prosocial goals. However, the association between teachers' emotional intelligence was related negatively to students' perspective taking skills, but only when students reported receiving less positive support from their teachers. Conversely, when students reported high levels of positive teacher support, teachers' comfort with SEL teaching practices was related positively to students' prosocial goals. Findings also highlighted differences in Greek teachers' emotional intelligence and comfort with and commitment to SEL teaching practices as compared to those reported in other countries. Additionally, girls rated themselves as higher in empathetic concern than did boys. Implications for teacher training and professional development that support teachers and students' SEL are discussed. [ABSTRACT FROM AUTHOR]

Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

This study's purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals. [ABSTRACT FROM AUTHOR]

We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the occurrence and age-related changes of the first night effect (FNE) in school-age children using both macro (sleep architecture) and micro (frequency analysis) structures to polysomnography (PSG) data. PSG data from two consecutive nights were obtained from 38 healthy children aged 6–15 years. Sleep variables and power spectral analysis were compared between the two nights. The relationship between age and the difference in sleep variables and power values between the two nights was examined using correlation analysis. The first night showed significant reductions in total sleep time, sleep efficiency, N1, N2, and REM sleep, as well as significant increases in sleep onset latency and wake after sleep onset. The decrease in N3 and the increase in N2 due to FNE were positively and negatively correlated with age, respectively. Spectral analysis showed no effect of FNE for most variables, but there was a trend toward an increase in the convergence value of the δ band with age. FNE occurs in school-age children, and its manifestation changes with age. The decrease in N3 and increase in N2 become more pronounced with age, while the enhancement of low-frequency power is consistent across ages. These findings highlight the importance of considering age and specific sleep indicators when interpreting pediatric PSG results and underscore the need for a multi-level approach to understanding sleep changes across development. [ABSTRACT FROM AUTHOR]

This study investigated how sixth graders' credibility evaluation self-efficacy was associated with their ability to evaluate the credibility of online texts. Students (N = 265, Mage = 12.45) worked in a web-based environment, where they read and evaluated two more credible texts and two less credible texts that required confirming and questioning the texts' credibility, respectively. Students were asked to evaluate the author's expertise, the author's benevolence, and the quality of evidence in each text. They were also asked to assess their credibility evaluation self-efficacy during the task. The structural equation model indicated that students' self-efficacy was positively associated with their ability to confirm the more credible texts but not with their ability to question the less credible texts. The instructional implications of this study are discussed. [ABSTRACT FROM AUTHOR]

Digital transformations within educational systems are recurrently justified by their promise to enhance learning activities and outcomes. We examine this claim in a study of pupils' perception and experiences with computer-based adaptive tests in higher classes in Danish public primary schools. The study relies on survey and interview data and addresses whether pupils perceive their participation in computer-based adaptive tests as contributing to their learning and the degree to which the perception of teachers' attitude to the test influences their learning. A majority perceives their learning as low or non-existing. However, the perception of a more positive teacher attitude is related to more substantial learning. Theoretically, we attribute this relationship to the effect of self-fulfilling prophecies in the classroom. Learning also differs for subgroups related to gender and ability level. The findings contribute to discussions about educational policy, management, and the digital transformation of educational systems. [ABSTRACT FROM AUTHOR]

In this longitudinal study, we examined what kind of profiles of reading fluency and spelling skills could be identified among pupils (N = 467) and how stable these profiles were during the first three years of school. We also investigated how monolingual (Swedish) and simultaneously bilingual (Finnish-Swedish) pupils and gender were distributed within the profiles. Three profiles of reading fluency and spelling skills were found among the pupils through latent profile analysis: low, average, and high performing. Latent transition analysis confirmed stable and identical profiles throughout the first school years. The distributions of monolingual and bilingual pupils and gender were equal in all profiles throughout the grades. These findings have implications on a pragmatic level in school, confirming the importance of early identification and support for low performing pupils. [ABSTRACT FROM AUTHOR]

The intention of the study was to examine the effects of a fraction intervention in a whole-class environment. The intervention aimed to enhance students' conceptual fraction knowledge, with a major focus on fraction magnitude understanding. This study included 120 fifth-grade students in standard classroom settings. Utilizing a cluster randomized controlled trial design, students were divided into either an intervention group (n = 64) or a control group (n = 56). Students in the intervention condition received a series of seven 35-minute lessons. Students in the control condition received "treatment as usual". Both post-test and delayed post-test results revealed that students in the intervention group performed significantly better than those in the control group on fraction concepts, with a stronger effect in measurement aspects compared to part–whole aspects. The intervention group also outperformed the control group on fraction arithmetic on both post-tests, while no significant difference was observed on fraction word problems. [ABSTRACT FROM AUTHOR]

Optimal sleep is crucial for developing and maintaining gifted children's cognitive abilities. However, only a few studies have explored the sleep profiles of gifted children and overlooked their internal variations. This study aimed to investigate subjective and object sleep profiles in school-aged gifted children with different levels of giftedness. This study included 80 school-aged children (50 % male) aged 6–11 years. Giftedness was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Subjective and objective sleep were evaluated using the Children's Sleep Habits Questionnaire (CSHQ) and Actiwatch 2. The sample was divided into three groups based on their full scale intelligence quotient (IQ): 16 typically developing children (IQ < 130), 38 moderately gifted children (IQ: 130–145), and 26 highly gifted children (IQ > 145). The highly gifted children had the mildest sleep problems, particularly in sleep duration and daytime sleepiness. Moderately gifted children had the shortest subjective average sleep duration, while the three groups had no significant differences in Actiwatch-measured sleep variables. Furthermore, CSHQ total and daytime sleepiness subscale scores were negatively associated with the full scale IQ in gifted children after controlling for confounders including emotional and behavioral problems. Children with higher levels of giftedness experience fewer subjective sleep problems but have similar objective sleep parameters. It is imperative to implement tailored sleep strategies for fostering intellectual development and nurturing young talents. • Highly gifted children had the mildest sleep problems. • Moderately gifted children reported the shortest subjective sleep duration. • There was no difference in objective sleep parameters across giftedness levels. • Higher full scale IQ was associated with milder sleep problems. [ABSTRACT FROM AUTHOR]

Social exclusion is a multidimensional concept defined as being away from social resources and opportunities, being unable to participate in society, and being socially disadvantaged in society. In Türkiye, problems, such as economic disadvantages, inequalities in access to public services, migration and displacement, and lack of infrastructure make social exclusion an important risk factor for children. Therefore, adapting the Social Exclusion Scale for Children to Turkish culture and language can help identify children exposed to social exclusion, better understand the problem, develop effective interventions, and build a more inclusive society. The aim of this study was to adapt the Social Exclusion Scale for Children (SESC) to Turkish society. The data of this methodological study were collected from 380 children aged 12–17. The content validity, construct validity, and internal consistency of SESC were analyzed. The results of this study showed the validity and reliability of SESC as a measurement instrument to assess social exclusion in Turkish children aged 12–17 in the school environment. The Turkish version of SESC was found brief, practical, age-appropriate, self-reported, easily applicable, valid, and reliable measurement instrument. [ABSTRACT FROM AUTHOR]

As augmented reality (AR) gains prevalence, various AR exhibits are being installed in science museums. However, few research has thus far examined the extent to which these exhibits can improve visitors' learning. This study qualitatively evaluates the effectiveness of an AR dinosaur exhibit at the Gwacheon National Science Museum in Korea and examines the implications for its improvement. Eight elementary school students experienced the AR dinosaur exhibit, and their reactions were captured by audio and video recordings. Science museum experts were also interviewed to understand the intended affordances of the exhibit. The students' responses to the intended affordances were examined by analyzing their tour of the AR dinosaur exhibit. We found that the exhibit attracted the visitors by catching their attention. However, they did not pay attention to the exhibition's primary purpose of improving scientific understanding or reasoning. Some unintended interactions, unrelated to the intended affordances, also emerged. The limitations of the examined AR dinosaur exhibit suggest implications for improving AR exhibits in the future. [ABSTRACT FROM AUTHOR]

Stemming from the combined philosophies of social work and professional artistic practice, this paper recounts five years of working with populations of fifth graders to craft their own original plays. Application of group development theory in our evolving theatrical process emphasizes several lessons, including utilizing a population's observed need(s) to derive socioemotional purpose; the ownership a group discovers when creating its own material; and the importance of centering what two communities have to offer each other in mutual aid. The 509 classroom at PS3 is a case study for the immense socioemotional impact artistic practice can have when student need is not neglected in favor of academic skill acquisition. [ABSTRACT FROM AUTHOR]

To increase early identification and intervention of dyslexia, a prescreening instrument is critical to identifying children at risk. The present work sought to shorten and validate the 30-item Mandarin Dyslexia Screening Behavior Checklist for Primary School Students (the full checklist; Fan et al., 心理与行为研究, 19, 521–527, 2021). Our participants were 15,522 Mandarin-Chinese-speaking students and their parents, sampled from classrooms in grades 2–6 across regions in mainland China. A machine learning approach (lasso regression) was applied to shorten the full checklist (Fan et al., 心理与行为研究, 19, 521–527, 2021), constructing grade-specific brief checklists first, followed by a compilation of the common brief checklist based on the similarity across grade-specific checklists. All checklists (the full, grade-specific brief, and common brief versions) were validated and compared with data in our sample and an external sample (N = 114; Fan et al., 心理与行为研究, 19, 521–527, 2021). The results indicated that the six-item common brief checklist showed consistently high reliability (αs >.82) and reasonable classification performance (about 60% prediction accuracy and 70% sensitivity), comparable to that of the full checklist and all grade-specific brief checklists across our current sample and the external sample from Fan et al., 心理与行为研究, 19, 521–527, (2021). Our analysis showed that 2.42 (out of 5) was the cutoff score that helped classify children's reading status (children who scored higher than 2.42 might be considered at risk for dyslexia). Our final product is a valid, accessible, common brief checklist for prescreening primary school children at risk for Chinese dyslexia, which can be used across grades and regions in mainland China. [ABSTRACT FROM AUTHOR]

The Influence of a Thai Folk Play Model to Enhance the Cognitive Performance of Primary School Students in Grades 4 Through 6. JEPonline 2024;27(5):12-25. Cognitive performance is a determinant of children's long-term success that encompasses achievements in learning, adherence to appropriate conduct, mental and body well-being, and potential occupational accomplishments. The purpose of this research was to develop and investigate the influence of a Thai Folk Play Model to enhance the cognitive performance of primary school students 10 to 12 years of age in grades 4 through 6. The study involved a total of 60 participants who were divided into the Experimental Group (30 students) and the Control Group (30 students). The samples were acquired by the method of stratified random sampling (SRT). The research instruments utilized in the study included a model of a Thai folk drama, a structured interview form, and a computer-based cognitive ability test that comprised a Simple Reaction Test (SRT), a Choice Reaction Time Test (CRT), a Trail-Making Test (TMT), a Flanker Test (FKT), and a Design Fluency Test (DFT). The Thai Folk Play Model was implemented by the Experimental Group for a period of 8 weeks that consisted of 3, 60-minute sessions per week. Both the Experimental Group and the Control group underwent pre-test and post-test assessments to evaluate the subjects' cognitive function. We conducted an analysis and comparison of the variables to be examined using a dependent and independent t-test, which yielded a 95% confidence interval. The results revealed that the Thai Folk Play Model achieved a high index of item objective congruence, specifically 0.95. Additionally, the cognitive performance of the Experimental Group showed an improvement in the post-test compared to the pre-test. The Experimental Group exhibited a statistically significant increase in cognitive performance compared to the Control Group. Additionally, the Control Group showed an increase in cognitive performance from pre-test to post-test, but the increase was not statistically significant. These finding indicate the Thai Folk Play Model is an educational method that enhances the cognitive skills (such as attention, working memory, executive function, and information processing) of students in grades 4 through 6. [ABSTRACT FROM AUTHOR]

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher's beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problemsolving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning. [ABSTRACT FROM AUTHOR]

Aim: To investigate the association between presence of caries in anterior teeth and bullying victimization in schoolchildren. Methods: A cross-sectional study was conducted in Brazil with a sample of 387 schoolchildren aged 6 to 10 years. The presence of moderate/extensive dental caries was assessed using the International System for the Evaluation and Detection of Dental Caries (ICDAS-II). The children answered the "Olweus Bullying" (QBO). Descriptive analyses were performed, and the associations between bullying victimization and independent variables collected were determined by univariate and multivariate Poisson regression. Results: The prevalence of bullying victimization was 66.4%. Bullying victimization was higher among children who had moderate/extensive caries in some anterior teeth (p = 0.010). 8-year-old (p = 0.048), 9-year-old (p = 0.001), and 10-year-old (p = 0.002) children reported greater bullying victimization when compared to 6-year-olds. Conclusion: The presence of moderate/extensive dental caries in anterior teeth is associated with bullying victimization in schoolchildren. [ABSTRACT FROM AUTHOR]

Background: Hand washing is one of the simplest, most affordable, and effective means of stopping the spread of infection. It is easy to learn how to wash your hands and how to stop the spread of infection by washing the germs away. It is estimated that washing hands with soap and water could reduce diarrheal disease-associated deaths by up to 50%. Handwashing can reduce the risk of respiratory infections by 16%. Low resources are a challenge, in places like school if this challenge is met with the use of appropriate technology, reduction in infectious diseases will be seen. The aim of this study was to assess the effectiveness of Tippy Tap as appropriate technology to increase handwashing in school children. Methodology: School based interventional study was conducted over 3 months with the study area being 10 government schools of Bhopal District. Sampling techniques- random selection 5 urban schools, 5 rural schools. A total of 580 students were registered in the study with their consent. Knowledge and Practice regarding handwashing was assessed, then a tippy tap was installed and handwashing practices assessed. Result: A total of 580 students were registered for the study form 10 schools. Two schools were not having handwashing facility, so they were provided with Tippy Tap a sanitary handwashing system. The overall preintervention score in urban area was 81.6 % and in rural was 58.04 %. In post intervention assessment improvement in scores were substantial. The urban area school students had a mean score of 92% while of rural area students scored 77.1% which was a significant improvement. In preintervention assessment the mean score of urban area came out to be 77.5 % and that of rural schools 57.3 %. In post intervention the score was 90.5 % and 74.9 % of urban and rural respectively. Conclusion: The facilities of the urban school were up to the mark and the students had adequate knowledge about hand washing techniques. The rural schools had poor infrastructure and the pre-interventional knowledge of the students was low. After the intervention there was significant improvement in their knowledge and the facilities of hand washing provided to the students. [ABSTRACT FROM AUTHOR]

Background: The Mid-Day Meal Program plays a pivotal role in enhancing the nutritional status and educational outcomes of primary school children in India. This study investigates the program’s impact on the nutritional well-being of children across three districts in Bihar. Methods: A community-based cross-sectional study was conducted, involving 1,070 primary school children from Saran, Muzaffarpur, and Patna districts. The assessment of nutritional status was based on indicators such as BMI for age, weight for height, and weight for age. Data related to children’s participation in the Mid-Day Meal Program was collected through relevant questionnaire and analysed using descriptive statistics. Results: Patna has the highest percentage of children receiving mid-day meal (89.86%) with lowest prevalence of wasting and severe wasting. The prevalence of stunting or wasting were more common in children aged greater than 10 years. The analysis revealed substantial challenges in nutritional status, with a high prevalence of stunting, underweight, and wasting among primary school children in the surveyed districts. In contrast, promising trends were observed in terms of menu changes and vegetable inclusion within the Mid-Day Meal Program. Conclusion: The study highlights the pressing need for targeted interventions to address prevalent nutritional issues and improve the program’s impact. These findings provide valuable insights for policymakers and stakeholders to enhance the well-being of primary school children in the region through the Mid-Day Meal Program. [ABSTRACT FROM AUTHOR]

Background: Health of children plays an indispensable role in the development of the country. Nutrition and health of the tribal children continue to be a pressing concern in India. Biochemical and hematological examination of children is an essential tool for assessment of health status, early identification of preventable risk factors and for diagnosis of various diseases. Objective: To assess the health status of Hakki Pikki tribal school children by evaluating the biochemical and haematological parameters. Materials and Methods: This was a community based cross sectional study of 76(Boys-32 and Girls-44) Hakki Pikki tribal children studying at Government Higher Primary School, Hakki Pikki Colony, Gowripura, Bengaluru Karnataka, India. Biochemical and haematological parameters were determined in accordance with standard operating procedures followed by good laboratory practices Results: The study group consisted of children aged between 6 to 17 years, among them 32 students were males and 44 were females.21(11-boys and 10-girls) children were under weight and 02 girls were overweight. The common ailments found were, dental carries (2.63%), ear discharge (2.63%), anaemia (3.94%), Impetigo (7.89%). Comparing between Boys and Girls less than or equal to 10 years of age there was a significant difference in Creatinine as p-value< 0.05. There was a significant difference in Creatinine, Uric acid, AST, ALT, total protein, albumin, HbA1C and Haemoglobin when comparing between Boys and Girls of age greater than 10 years p-value < 0.05.In these tribal children the distribution of biochemical and haematological parameters values considerably follows the reported reference values Conclusions: This study highlights a puzzling situation of health status among these Hakki Pikki tribal children due to apparent change in socio cultural, lifestyle, nutrition, and urbanization. Under weight has emanated as a solemn problem unless addressed. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate the associations between sociodemographic factors and different factors of sport participation in early adolescent children. The participants were school-aged children from Kosovo (n=1813; 911 girls) aged 13.7±0.9 years who regularly attended the 8th and 9th grades of elementary school. The variables included sociodemographic data (age, gender, urban/rural living environment, parental education, and socioeconomic status) and sport factors (participation in team and individual sports, experience in sports, and competitive achievement). Differences in sport factors between groups based on sociodemographic variables were established via the Mann-Whitney test (MW) and Kruskal-Wallis ANOVA (KW) The results revealed a positive association between gender and all factors of sport participation, with boys being more involved in sports (MW=7.33 and 13.56, p<0.01 for individual and team sport participation, respectively) and for a longer time (MW=18.23, p<0.001) than girls. The urban living environment was significantly associated with all the observed sport factors (MW=5.04, 2.94, 3.82, all p<0.001). Higher socioeconomic status (KW=13.81, 22.69, and 13.01, all p<0.01), higher paternal education (KW=54.11, 17.11, and 44.83, all p<0.001), and higher maternal education were positively associated with the observed sport factors (KW=85, 11, 28.34, and 108.54, all p<0.001; for team sport, individual sport participation, and experience in sport, respectively). Sociodemographic variables are strong determinants of sport participation in children, and intensive efforts are needed to build similar opportunities for involvement in sports for all children in Kosovo. [ABSTRACT FROM AUTHOR]

The quality of Physical education (PE) largely depends on the degree of students' motivation to participate in various kinesiological activities, whereby the level and structure of the motivational space are important. The aim of this research was to analyse the level and structure of student's motivation to perform tasks in PE classes, as well as gender differences. The research was conducted on 77 female and 61 male primary-school students from Split, Croatia, aged 12 to 15. Motivation assessment was carried out using the Motivation for PE questionnaire. Analysis confirmed that basic metric characteristics of all PE motivation measures are at a satisfactory level. In the total sample, measure of PE motivation is expressed as high, with intrinsic measures of motivation being significantly higher than extrinsic forms of student motivation. In general, no differences were found in measures of motivation according to the sex of the respondents. Differences in several measures of PE motivation were found between respondents of different grades, whereby students of 5th and 6th grades show higher results of PE motivation than students of 7th and 8th grades. Using cluster analysis, three different types of PE motivation were determined for both female and male students. For female student these clusters were defined as very low, high, and extremely high motivated types, while for male students clusters were defined as low, high, and extremely high motivated types. The structure and frequency of types of PE motivation is different for sub-samples of female and male students. Knowledge of the described structure will enable teachers to recognize and intervene in students' motivation, aiming to optimise work effects in kinesiological education. [ABSTRACT FROM AUTHOR]

Background: Headache is a common complaint during childhood and adolescence. It is important to be aware of the characteristics of pediatric headaches in order to make a precise and timely diagnosis. This study investigated the clinical characteristics of pediatric headaches according to the underlying etiology and age group. Methods: We retrospectively reviewed the medical records of 3374 pediatric patients (2667 with primary headache [PH] and 707 with secondary headache [SH]) who presented with headaches at two centers between January 2012 and November 2023. Results: The incidence of PH was significantly higher in adolescents (40.1% vs. 22.9%), whereas that of SH was considerably higher in preschoolers (37.5% vs. 16.3%) (p < 0.001). The prevalence of headaches attributed to infection was significantly higher in preschool and school-aged children (90.8% vs. 80.2%, p < 0.001); adolescents exhibited significantly higher frequencies of cranial and cervical vascular disorders (3.7% vs. 1.3%, p = 0.044) and psychiatric disorders (5.6% vs. 0.6%, p < 0.001). Statistically significant differences were observed between preschool/school-aged children and adolescents in terms of headache characteristics and the prevalence of headache-associated symptoms (60.4% vs. 74.1%, p < 0.001 in PH), neurologic abnormalities (10.2% vs. 23.6%, p < 0.001 in PH; 2.4% vs. 11.7%, p < 0.001 in SH), and headache triggers (19.9% vs. 24.2%, p = 0.008 in PH; 2.0% vs. 8.0%, p < 0.001 in SH). Conclusions: Recognizing the etiology and age-specific differences in the clinical characteristics of headaches is crucial for an accurate and timely diagnosis. Tailoring the diagnostic approach accordingly helps to achieve optimal outcomes in pediatric patients with headaches. [ABSTRACT FROM AUTHOR]