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Background: The World Health Organization (WHO) recommends that children and adolescents incorporate vigorous intensity activities (VIAs) at least three days a week. This recommendation has not been sufficiently studied using objective methods, such as accelerometry. Physical education classes and extracurricular sports activities are optimal opportunities for compliance with this recommendation. Objective: To identify VIAs through bouts of vigorous physical activity (VPA-Bouts) evaluated with accelerometry and, with this, to know the compliance with the recommendation on VIAs. Methods: A cross-sectional study of the habitual physical activity of 353 children (8-9 years old) was carried out using accelerometry and participation in organized extracurricular sports activities was asked through a questionnaire. School days with and without physical education class, weekends, and the average weekly day were identified, as well as school time and out-of-school time. A VPA-Bout was defined as an interval of at least 60 minutes with a proportion of VPA of at least 16.7% in boys and 12.5% in girls (10.0 and 7.5 minutes/hour of VPA, respectively). Results: The average daily time in organized extracurricular sports activities declared by questionnaire and the average daily duration of the VPA-Bouts evaluated with accelerometers in the extracurricular period was 21.3 (SD 19.8) and 23.9 (SD 31.2) minutes, respectively, in boys, whereas, in girls it was 20.2 (SD 17.4) and 11.0 (SD 16.9) minutes, respectively. In school time including a physical education class, there was a higher proportion of VPA-Bouts than without these classes (with: 28.6%, without: 2.1%, p < 0.001). Children who reported at least three weekly hours of organized extracurricular sports activities accumulated a higher proportion of school afternoons with VPA-Bouts than those with fewer weekly hours of this type of activities (≥3 hours/week: 27.5%, <3 hours/week: 9.3%, p < 0.001). On the weekend, boys who reported at least three weekly hours of organized extracurricular sports activities performed more VPA-Bouts than those participating in less weekly hours, while in girls no significant differences were observed (weekend; boys, ≥3 hours/week: 26.0%, <3 hours/week: 9.0%, p < 0.001; girls: 8.3%, 8.0%, p = 0.917). Compliance with the recommendation to incorporate VIAs at least three days a week was 23.8%. Children who reported at least three weekly hours of extracurricular sports activities achieved higher compliance than those who reported fewer extracurricular activities (≥3 hours/week: 35.1%, <3 hours/week: 12.7%, p < 0.001). Additionally, boys showed higher compliance rates than girls (boys: 32.9%, girls: 15.3%, p < 0.001). Conclusion: One in every four children met the WHO recommendation to incorporate VIAs at least three days a week, as evaluated by accelerometry. Physical education classes and extracurricular organized sports activities contributed to compliance with this recommendation. [ABSTRACT FROM AUTHOR]

The measurement of daily step counts is a widely adopted and efficacious approach for assessing children's physical activity levels. With the aim of finding out the effect of daily PA sessions in schools on the total PA levels in terms of steps taken, two (treatment and control) Year Four classrooms (with students aged from eight to nine years old) in three participating schools in Malta participated in this study. A random sample of 45 children across all the treatment and control groups wore pedometers for five continuous school days. Additional data were logged to facilitate data analysis. Statistical analysis was conducted on data from 18 participants, as incomplete data were eliminated. The findings show that a daily physical activity programme was sufficient to make a significant difference in the number of steps taken at school. It also made the difference between Maltese schools being either under par (if not engaged in daily PA at school) or among high-performing nations (if engaged in daily PA at school) in terms of the proportional contribution of steps taken at school to children's total PA. However, the capacity for school-based activity to exert wider effects on total steps taken throughout the entire day appears to be limited. Reported engagement in additional formal sports activities outside school also had limited effects on steps overall. Finally, a statistical model incorporating sex, daily PA, sports participation, and BMI as exogenous variables accounted only for around a quarter of the variation in average daily pedometer-measured PA, leaving approximately 75% of the variation unexplained. Implications of the findings are discussed, including recommendations for alternative ways of conceptualising and promoting health-related physical activity and exercise. [ABSTRACT FROM AUTHOR]

Background: Chronic abdominal pain (CAP) is a medical condition resulting in enormous economic burden and healthcare utilization costs. One understudied source of CAP is the median arcuate ligament syndrome (MALS). MALS is often not diagnosed and treated for a variety of reasons, including the fact that MALS is highly comorbid with psychological symptoms and psychiatric disorders similar to CAP. To better inform future work on the study of MALS, we undertook a pilot study to estimate the economic impact and public health burden of this condition. We hypothesized that MALS imposes a significant public health burden. Methods: Pediatric and adult patients enrolled in a prospective study undergoing multidisciplinary evaluation and treatment for MALS at a tertiary care facility were invited to participate in a brief self-report survey, the Direct and Indirect Medical Care Impact of MALS Form, to capture health care resources including procedures, surgeries, health care visits, and absenteeism (school and work). To estimate costs from the Direct and Indirect Medical Care Impact of MALS Form, the medical care usage data self-reported by patients were converted to dollar value utilizing FSC-93 billing data and corresponding current procedural terminology (CPT) codes for procedures and provider visits one year prior to surgery and then following surgery. Descriptive analyses were conducted to characterize the sample in terms of demographics and reported absences from school and work. Results: One hundred and nineteen patients (mean age = 30.9 ± 13.0) completed the questionnaires, yielding a 57% response rate. 82.4% (n = 98) of the participants were female and 90.8% (n = 108) were non-Hispanic/Latine white. The mean and median surgical follow-up periods were 5.3 and 5.4 years, respectively. Overall, median cost of provider and ancillary healthcare provider visits for each patient was (US)$19,119 including the pre-operative and postoperative visits. The mean cost for providers alone was (US)$28,908. Wilcoxon signed-ranks tests indicated that the postoperative missed number of days of school were significantly lower than the pre-surgical number of missed school days (Z = -3.36, p = 0.001). Similarly, there were significantly less missed workdays following surgery than before for the entire sample (Z = -2.86, p = 0.004). Conclusion: Median arcuate ligament syndrome imposes a large economic burden on patients and the healthcare system. The current findings, although reflective of a homogenous population, are adding to a growing body of literature suggesting that healthcare disparities play a role in the low rates of diagnosis and treatment of MALS. [ABSTRACT FROM AUTHOR]

Background: In the United States, the number of state policies mandating recess in schools has rapidly increased over the past decade; however, few policies specify recess frequency. Informed by an ecological model of physical activity (PA) policy, this study examined and compared total amounts and intensity of PA expended during recess among children attending schools in compliance with Arizona recess policy ARS§ 15–118 mandating 2 + daily recess periods versus not. Methods: PA during recess was measured among grade three children (ages 8–10) in four randomly selected elementary schools (two complying averaging 30 daily recess minutes; two non-complying averaging 15 daily recess minutes) in Maricopa County, Arizona. Group-level PA was assessed by direct observation using the System for Observing Play and Leisure (137 observations). A subset of students (N = 134) from all schools wore ActiGraph GT3X + devices during recess to measure individual PA. General linear mixed effects models were used to analyze the impact of recess frequency on group and individual PA during recess. Results: Students attending complying schools spent significantly greater proportions of time in moderate-to-vigorous PA (MVPA) based on direct observation (5%) and accelerometry (15%) and less time being sedentary based on accelerometry (14%) during recess. Across the school day, this would equate to 5.1 more MVPA minutes based on systematic direct observation and 9.5 more MVPA minutes based on accelerometry, and 4.1 less minutes being sedentary based on accelerometry if students received two daily 15-minute recess periods compared to one. Conclusions: Students attending elementary schools implementing 2 + recesses, in accordance with state policy, demonstrated greater MVPA and less sedentary time, providing preliminary evidence that recess frequency is associated with greater PA intensity among children during recess. Schools that adhere to state-level PA policies may provide a more supportive environment for PA, resulting in increased movement among students. Specifying recess frequency should be considered in statewide recess policy. [ABSTRACT FROM AUTHOR]

Introduction: Studies have reported sex and race/ethnicity disparities in sedentary time (ST), but none have evaluated ST by well-defined periods of the weekday (before school, during school, afterschool, and evening) and weekend day (morning, afternoon, and evening). Comparing sex and race/ethnicity disparities in ST at different periods of a weekday and weekend day can deepen our understanding of disparities and inform intervention efforts. This study tests sex and race/ethnicity disparities in ST by period of day in a representative sample of US youth. Methods: Youth (N = 2,972) from the 2003–2006 NHANES waves reported demographic variables and wore an accelerometer for 7 consecutive days to assess ST. Linear regressions were conducted to test relationships between sex and race/ethnicity and ST (min/hour) during each period of a weekday and weekend day. ST differences by sex and race/ethnicity were calculated to identify the periods of the day presenting the largest opportunity to reduce disparities. Results: Females were more sedentary than males during school (p < 0∙0001), afterschool (p < 0∙0001), and weekday evenings (p < 0∙0001) after controlling for covariates. After controlling for covariates, race/ethnicity only was a significant predictor of ST during weekend mornings (p < 0∙0001). During school and afterschool emerged as the periods with the largest opportunities to reduce sex disparities in ST. Weekend mornings were identified as the largest opportunity to reduce race/ethnic disparities in ST. Conclusions: Sex disparities in ST appear to be driven mostly by the during school period of the day, while race/ethnic disparities in ST seem to be driven by the weekend morning period. Future intervention work should consider these periods when aiming to reduce ST disparities in youth. [ABSTRACT FROM AUTHOR]

Background. Research has suggested that exposure to reading can act positively on vocabulary development and other cognitive skills required in the early-school years. This paper presents the results of a quasi-experimental study that analyses the relationship between exposure to reading aloud to children and the development of basic cognitive skills, which are essential from the first days of school for the acquisition of all subsequent learning. This research has two objectives: first, to highlight the benefits of reading aloud in the first years of schooling, with particular reference to cognitive skills; second, to propose the Cognitive Assessment System Second Edition (CAS-2) as an instrument able to monitor and quantify the cognitive effects of this practice. Methods. This research involved a sample of 152 children from primary schools in Italy. After thorough teacher training on the proposed method of reading aloud, the teachers undertook daily reading training for approximately 3 months. The children in the experimental and control groups underwent ex ante and ex post individual administration of the CAS-2 test. A mixed model with a 2 × 2 design was used to verify the effect of the training. Results. With regard to the first aim, this study confirmed the hypotheses by highlighting the benefits of reading aloud training. The results on the Full CAS-2 Scale show significant increases in the experimental group compared to the control group. Furthermore, the improvement of the experimental group is evident in all the sub-dimensions investigated (Planning, Attention, Simultaneous, Successive). Conclusions. These results confirm the effect of reading aloud on cognitive skills development and the sensitivity of the CAS-2 as an instrument to detect its effects. Future research could explore the use of the CAS-2 battery in student populations of higher school grades, as well as observe the stability of the benefits over time. [ABSTRACT FROM AUTHOR]

Recommendations for physical activity (PA) typically focus on frequency, intensity, duration, and type, but timing (chrono-exercise) is also important. The objective of this study is to describe when children are active on school and weekend days and explore PA timing across sex and body mass index (BMI) categories. 359 children (53% male), aged 9.6 (0.9) y, were categorized as normal weight (≥-1 standard deviations (SD) and <1SD; n = 193), overweight (≥1SD and <2SD; n = 80), or obese (≥2SD; n = 86) using WHO BMIz. Moderate-to-vigorous PA (MVPA) was assessed using ActiGraph LS-7164. The results are described as Mean(SD). ANOVA evaluated MVPA across sexes and BMI categories. Normal weight boys were more active than boys with obesity on school (Δ20.33 min; p < 0.001) and weekend days (Δ15.04 min; p < 0.05). On school days, significant differences existed between 9:00 h-11:00 h and 12:00 h-14:00 h (p < 0.017), while on weekends, smaller differences existed throughout the day. Girls' MVPA was similar across BMI categories, on all days (p > 0.05). On school days, 12:00 h-13:00 h represented the most active hour for all participants (~14% total daily MVPA). Peak weekend MVPA was distributed across multiple hours. Differences in MVPA timing emerged on school-days and weekends. Timing may be important when examining the nuances of MVPA in relation to sex and bodyweight in children. [ABSTRACT FROM AUTHOR]

We was aimed in this study to give voice to Physical Education (PE) teachers of Basic Education (BE) to report their experiences on the first day of school and class when they started teaching in the public education network in a city in the interior from the state of Rio Grande do Sul (Brazil). We was characterized the methodological procedures as a qualitative research with an (auto)biographical approach, we was use the oral narrative that was recorded, transcribed and analyzed in light of the identification of meanings. Participated five beginners PE teachers in the BE of the mentioned education network and city. We was concluded that the insertion process of beginner PE teachers in BE, that is, the first day of school and the first day of class, constituted a moment of great importance for the beginning of the career, not only because it is a moment for getting to know the school and the students and also for teaching learning, but, above all, for the implications arising from it for the development of the professional career, since the non-confirmation by teaching is linked to negative and unpleasant experiences during professional performance and confirmation by teaching is linked to positive and pleasant experiences. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic introduced barriers to in-person learning, challenging teachers worldwide to modify their classroom activities. These changes in daily visual behavior could have long-term implications for children's eye health. Methods: Teachers (n=52) were asked to describe the platforms used for teaching, estimate the time children spent in various activities during the school day, and describe their perceptions of how children's vision may be affected by pandemic-related classroom changes. Results: During the pandemic, classroom time spent in group work decreased, while individual work increased (both p<0.005). The use of printed material decreased, whereas computer, phone, and tablet use for academic purposes increased (all p<0.005). Most teachers believed that pandemicrelated classroom changes contributed to increased amounts of near work and eye fatigue in their students. Conclusions: The adoption of digital devices for learning may have a lasting impact on eye health. Guidelines for the use of digital devices in schools should be based on evidence-based studies and prompt educators to balance teaching modalities. Given previously reported associations between visual activity with conditions such as myopia and computer vision syndrome, eye care professionals should be prepared to monitor for potential post-pandemic ocular issues in children. [ABSTRACT FROM AUTHOR]

School children's assessment of their experience in school through their cognitive opinions and their emotions, and their perception of their positive functioning and their relationships with others, have an impact on their educational well-being. The aim of the present study was to understand the elements that lead to school children's wellbeing at school. A qualitative study with a phenomenological approach was carried out to analyse the experiences of 302 primary school children, who filled in an open-ended questionnaire on well-being at school. The information was analysed inductively through a cyclical process that generated four categories: the teaching-learning process, school spaces and times, relationships, and emotions. The importance given to relationships with peers and with teachers, the demand for improvements in teaching (cooperative learning, play-based learning), time management (study time and free time) and the school and classroom environment stood out. Positive emotions predominated over negative ones, especially happiness and cheerfulness, although boredom and sadness also appeared frequently. This study will contribute to the construction of an instrument to measure well-being at school based on the categories and codes extracted from the students' cognitive and emotional evaluation of their experiences during their school day. [ABSTRACT FROM AUTHOR]

Asthma exacerbations are common in asthmatic children, even among those with good disease control. Asthma attacks result in the children and their parents missing school and work days; limit the patient's social and physical activities; and lead to emergency department visits, hospital admissions, or even fatal events. Thus, the prompt identification of asthmatic children at risk for exacerbation is crucial, as it may allow for proactive measures that could prevent these episodes. Children prone to asthma exacerbation are a heterogeneous group; various demographic factors such as younger age, ethnic group, low family income, clinical parameters (history of an exacerbation in the past 12 months, poor asthma control, poor adherence to treatment, comorbidities), Th2 inflammation, and environmental exposures (pollutants, stress, viral and bacterial pathogens) determine the risk of a future exacerbation and should be carefully considered. This paper aims to review the existing evidence regarding the predictors of asthma exacerbations in children and offer practical monitoring guidance for promptly recognizing patients at risk. [ABSTRACT FROM AUTHOR]

• Sensing technologies convert audio or location data into measures of interaction. • Data can simultaneously be collected on all interactions occurring in a classroom. • Interactions with teachers and peers drive preschool children's language development. • Sensing technologies can support advances in both research and practice. New technologies that combine digital sensors with automated processing algorithms are now being deployed to study preschool classrooms. This article provides an overview of these new sensing technologies, focusing on automated speaker classification, the analysis of children's and teachers' speech, and the detection and analysis of their movements over the course of the school day. Findings from recent studies utilizing these technologies are presented to illustrate the contribution of these sensing technologies to our understanding of classroom processes that predict children's language and social development. In particular, the potential to collect extended real-time data on the speech and movement of all children and teachers in a classroom provides a broader window on the variability of individual children's interactions with peers and teachers and their integration into classroom social networks. The article describes current challenges related to the use of sensing technologies in preschool settings, as well as advances that may overcome these challenges and allow for more in-depth investigations of children's early classroom experiences. [ABSTRACT FROM AUTHOR]

When student achievement is assessed, we seek to elicit a student's maximum performance – a goal requiring the assumption that the student is fully engaged. Otherwise, to the extent that disengagement occurs, test performance is likely to suffer. Effectively managing test-taking disengagement requires an understanding of the testing conditions under which disengagement is more likely. This study investigated the association between disengagement and the time-of-day testing occurred for a widely used low-stakes, computer-adaptive achievement test in grades 2–8. Disengagement was measured using two indicators: response time effort (RTE) and performance decline. Results showed clear evidence for a time-of-day effect for RTE, with the prevalence of students exhibiting low RTE (<.90) tripling during the school day in Math, and nearly doubling in Reading. In contrast, the prevalence of significant performance decline showed little change across time of day. Reasons for differences in results for the two disengagement indicators are discussed. [ABSTRACT FROM AUTHOR]

Background: A heavy schoolbag is one of the most common health problems worldwide among school aged children. Frequently using the heavy schoolbag and using it incorrectly during school days may cause risk of musculoskeletal symptoms (involving pains in neck, both shoulders, back, waist, elbow, hand and wrist, thigh, knee, and foot), and can be a risk factor for other health problems including a change in body posture and spinal cord deformity. The study objectives were to investigate the association between the weight of schoolbags and the occurrence of neck, lower back, and shoulders and hand/wrist symptoms among primary school children. Material & Methods: A descriptive (cross-sectional) design was carried out in public schools in Erbil city, during the academic year 2022-2023. Epi Info 7 (produced by CDC) computer program was used for sample size estimation. The sample involved 624 students aged 6 to 12 years from 12 primary schools in Erbil city. Results: The majority (79.6%) of the students were using risky (heavy) weight schoolbag. The prevalence of pain (in one or more sites) was 41.3%. There was significant association between prevalence of pain and hand type of schoolbag (p=0.022), weight of bag (p=0.011), and ratio of weight of bag/body weight of more than 10% (p=0.020). Prevalence of pain was higher among students aged =10 years, who were using hand type bag, and who used to carry risky weight bag. Regression analysis showed that the following factors were associated with pain: age (=10 years), lifting heavy weight, not practicing exercise. Conclusion: In conclusion the prevalence of Musculo-skeletal pain was relatively high, which was multi-factorial. [ABSTRACT FROM AUTHOR]

This study aimed to assess physical activity levels during 3 school days among first cycle students and its relationship with lower limb muscle strength. Twenty-eight students from the Governor of Muscat were participated in this study, (age: 11.8±0.3 years, height: 9.0±148 cm, mass Body: 14.5±34.8 kg, BMI: 5.3±19.2 kg.m-2 To assess physical activity levels, the ActiGraph GT3X device was used for 3 school days during the week (from 8:00 am to 12:00 pm, daily). All participating performed two tests of lower limb muscle strength (CMJ - FCM). Study results showed that the average physical activity levels of students during 3 school days were (455.9± 56.7minutes) and (26.3±6.6 minutes) for both sedentary physical behavior (SPA) and high-intensity physical activity (VPA), respectively. The results also revealed that the level of moderate and vigorous physical activity level (MVPA) during 3 days of school reached (67.9 ±17.01minutes), which is approximately (22.6 minutes per day), meaning that there was a noticeable decrease in the levels of physical activity practiced during school days (3 days). per week for first cycle students. The results also showed that there was no relationship between all physical activity levels (SPA, LPA, MPA, VPA, MVPA) and lower limb muscle strength tests (CMJ - FCM) among the students (0.05

Using administrative data linkage, this paper sought to quantify the impacts of family homelessness on pupil absence from school. It addresses a gap in United Kingdom (UK) homelessness research, which draws predominantly on qualitative methods and where there is a greater focus on people who fall outside of the statutory system, i.e., single people living on the streets, rather than families. Education records for the academic years 2012/13 to 2015/16 relating to pupils aged 5 to 15 years old living in a coastal city in Wales, UK, were linked to data on households assessed by the statutory housing service operating across the same region. Analysis of mean half-day sessions absent from school, and Poisson panel regression were used to explore associations between absenteeism (authorised, unauthorised, and total), and whether pupils were living in a household making a statutory homelessness application, i.e., experiencing family homelessness. On average, in any given academic year, pupils experiencing family homelessness (PEFH) missed 5 days more of school than pupils not experiencing family homelessness (PnEFH). Adjusted regression analysis found that the rate of total absence was 7% higher amongst PEFH compared to PnEFH, whilst for unauthorised absence it was 13% higher. When a student experienced family homelessness, this led to an increase in their rate of total absences by 5%--adjusting for other factors--compared to when they were not homeless. Findings have implications for statutory education and housing provision, specifically the need for greater cross-disciplinary working to prevent and alleviate the harms caused when families experience homelessness. [ABSTRACT FROM AUTHOR]

Since the practice turn, the contemporary education landscape has been shifting from mere knowledge dissemination to empowering students to solve problems. Special emphasis is given to problems on which students work for an extended period (at least several hours; frequently multiple school days). While working on such problems, it is essential to employ a variety of activities. Two of these are working with models and evaluating models and their results. One topic that has received little attention up to now is the question of to what extent educators are able to apply these skills. This study, fundamentally exploratory in nature, seeks to delve into such an assessment by evaluating the competence of n = 20 educators in estimating and evaluating building evacuation duration using digital simulations. Our results show that the participants self-assessed as being able to solve such exercises. However, this was contrasted by our external assessment of the solutions provided by the participants, which showed that the solutions lacked in quality. [ABSTRACT FROM AUTHOR]

A growing body of research demonstrates the effectiveness of computerized cognitive training (CCT) in building specific abilities (e.g., working memory) among school-age children. As a result, CCT is increasingly cited as a means to enhance and support students' academic performance and school experience. However, many studies exploring CCT as an intervention have done so outside of the school setting, limiting its potential impact with regard to students who may benefit from it but cannot access such supports. This project examined the efficacy of a CCT program implemented within the academic day for all students attending a private school. The findings showed that two CCT programs resulted in improvements in working memory, cognitive flexibility, and/or processing speed among third graders through sixth graders (N = 95). Furthermore, this project demonstrates a model for the effective integration of CCT into a school day without interrupting the academic curriculum. The present results have important implications for the current ideological shift in education that focuses on how to more broadly address students' learning differences. [ABSTRACT FROM AUTHOR]

The quality of indoor air in educational institutions is a critical determinant of the health and well-being of students. The purpose of the study was indoor air quality monitoring carried out for different age groups of students in grades IV-VIII or college classrooms (students used the classroom according to the schedule, the same group uses the room for up to 2 classes), I-III (students stay in the classroom for all classes, leaving only during breaks), kindergarten "0" (students are practically in one and the same room all day). The individual measurements included measurement of CO2 concentration, concentration of PM2.5 and PM10 particles, formaldehyde, volatile organic compounds (VOCs), along with monitoring of changes in temperature and humidity in the classroom. The results indicate that children are exposed to elevated levels of these pollutants for a significant portion of their school day, which can have implications for their health and well-being. The findings reveal significant deviations from the recommended levels, emphasizing the need for improved ventilation and monitoring practices. [ABSTRACT FROM AUTHOR]

This study explores the perspective of day school parents as they engage with questions of race with their children and in the context of their day school choice. We convened a book group in summer 2020. Nine White mothers of school-aged children met over four ninety minute sessions to discuss Margaret Hagermans' (2018) White Kids: Growing up with privilege in a racially divided America. The book served as a jumping off point for conversation about how participants experience race in their own lives, how they engage with race within the family, and how they understand their children's school to be engaging with issues of race. Hagerman followed families who chose mainly between public schools and secular private schools; our participants developed comparisons between Hagerman's schools and Jewish day schools, and between themselves and Hagerman's parents. While maintaining the uniqueness of the Jewish day school context, they also discovered commonalities with Hagerman's parents related to privilege and social class and the disconnect between good intentions and outcomes. [ABSTRACT FROM AUTHOR]

The article is a review of the book "Inclusive Physical Education Around the World" edited by Sandra Heck and Martin Block. The book explores the concept of inclusive physical education (EFI) in different countries and regions, including Africa, South Africa, Australia, North America, Brazil, Europe, Hong Kong, and Nigeria. The authors discuss the challenges and factors that influence the implementation of EFI, such as cultural and social factors, attitudes of teachers, infrastructure, and legislation. They emphasize the importance of creating inclusive environments and the need for teacher training and collaboration. The book provides evidence-based insights into the progress and challenges of EFI internationally. [Extracted from the article]

Copyright of Icelandic Journal of Education / Timarit um Uppeldi og Menntun is the property of University of Iceland, School of Education 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

The aim of the present study was to investigate the association between teachers' (N = 53) physiological and psychological stress and their visual focus of attention as well as the mediating effect of teaching practices on this association in authentic classroom settings. Data were collected using multimodal methods of measurement: salivary cortisol levels for physiological stress, a self-reported questionnaire for psychological stress, observed teaching practices during one school day, and eye-tracking video recordings of classroom teachers during one lesson for teachers' visual focus of attention. The results showed that neither teachers' physiological nor psychological stress was directly related to their visual focus of attention. However, using more child-centered teaching practices compared with teacher-directed ones was related to a higher number of fixations on students, longer total fixation duration, and more individualized distribution of visual focus of attention on students. Teacher's teaching practices mediated the effect of teachers' psychological stress on their fixation counts on students and distribution of visual focus of attention. The results suggest that teaching practices are related to the visual attention teachers' give to students and that teachers' stress affects their visual focus of attention through teaching practices. The practical implications of this study suggest that teachers should receive training and support to recognize their stress level and its association with their teaching. [ABSTRACT FROM AUTHOR]

Mental fatigue is the feeling of exhaustion that occurs after engaging in tasks that require attention and focus for a long time. Scientists have conducted studies using laboratory tasks to understand mental fatigue and have found that it can negatively impact both cognitive and physical performance. When mentally fatigued, the anterior cingulate cortex, a brain region responsible for decision-making and emotion control, becomes less active. However, strategies such as mindfulness, listening to music, physical activity, and caffeine consumption have been shown to combat mental fatigue by stimulating dopamine production. These strategies can improve focus, decision-making, and performance in daily activities. [Extracted from the article]

Critical neuropsychological capabilities such as working memory, cognitive flexibility, and processing speed are foundational to many daily activities. For children, such skills are essential for school success. Thus, children who demonstrate weaknesses in these abilities may experience impaired academic performance; this is especially true for students identified with learning differences who often exhibit less developed cognitive abilities. The purpose of this project was to examine the efficacy of a cognitive training program implemented during the school day to improve abilities predictive of academic achievement. Ninety-five children completed two training activities that were counterbalanced across participants. Analyses of baseline working memory, cognitive flexibility, and processing speed performance relative to those following training showed a strong treatment effect. Moreover, there is notable evidence of greater intervention efficacy with extended engagement with the training program. Implications for neuropsychological research and practice are discussed. [ABSTRACT FROM AUTHOR]

Headache among children and adolescents is an important health problem. In this school-based epidemiological study conducted in Istanbul, we aimed to reveal the frequency of headaches in this population, define the risk factors associated with headaches, and establish the effect of headaches on the quality of life in this population. The child and adolescent versions of the Headache-Attributed Restriction, Disability, Social Handicap and Impaired Participation structured questionnaire were conducted in 30 schools in Istanbul. The diagnosis was made based on the International Classification of Headache Disorders III-(ICHD-3) beta version. Risk factors associated with headaches were analyzed in a binary logistic regression model. Among the 5944 students (boys = 3011 [50.7%], girls 2933 [49.3%]) who completed the survey and were enrolled in this study, 3354 (56.4%) reported a headache ever. The prevalence of headaches was significantly higher in girls (62.6% vs. 50.4%, P < 0.001). Migraine prevalence was found to be 5.2%, whereas tension-type headache (TTH) prevalence was 26.1%. Being a female, age, living on the European side, and headache history in the family were found to be associated with an increased risk of having a headache. Pupils with headaches reported that they missed an average of 0.5 ± 1.5 school days due to headaches. TTH was found to be the most common headache syndrome in Istanbul metropolitan area. Considering the effect of headaches on school success and quality of life in childhood, it is clear that the correct diagnosis of headaches and careful handling of risk factors are crucial for this population. [ABSTRACT FROM AUTHOR]

Objective: To nutritionally analyse lunches provided for 3–4-year-old children attending school nurseries. Energy and nutrient content are compared with nutrient frameworks underpinning voluntary guidelines for early years settings (EYS) and mandatory standards for infant schools (4–7-year-olds). Design: A cross-sectional study, recording all main meals, vegetarian meals, jacket potato options, sandwich options and all desserts and accompaniments provided over 5 consecutive days in each school. Two portions of each meal were collected each day and weighed. Recipe and portion weight data were entered into nutrient analysis software. Setting: School nurseries where lunch was provided by the school. Subjects: Nine schools, providing a total of 161 meals. Results: Lunches contained more energy (1881 kJ/450 kcal), fat (15·5 g), free sugars (10·5 g) and Na (424 mg) than suggested by the nutrient framework for EYS. Carbohydrate (60·6 g), protein (16·8 g), fibre (6·7 g), Fe (2·4 mg), Zn (2·0 mg), Ca (202 mg), vitamin A (304 µg) and vitamin C (19 mg) also exceeded minimum recommendations. Compared with a revised nutrient framework for infant schools, energy was within range, whilst saturated fat, free sugars and Na were above maximum recommendations for this age group, and Zn was below. Sandwich meals were lower in vitamin C (P < 0·001– P = 0·05) and Fe (P = 0·012– P = 0·017) and higher in Na (P < 0·001– P = 0·003) and Ca (P < 0·001– P = 0·05). Conclusion: Lunches provided for children attending school nurseries are more in line with the framework for 4–7-year-olds. Free sugars, saturated fat and Na are areas of concern consistent with previous studies. Protein is three times more than recommended. Large portions of cakes and biscuits contribute to excess energy provision. [ABSTRACT FROM AUTHOR]

Purpose: Asthma is one of the most common chronic diseases affecting 10%– 30% of children in Saudi Arabia. Although data exist on adult asthma phenotyping and endotyping in Saudi Arabia, little is known about asthma phenotypes in Saudi children.Patients and Methods: This cross-sectional study enrolled pediatric patients diagnosed with bronchial asthma and followed in the pediatric pulmonology clinic of the Abha Maternity and Children Hospital between August 2021 and May 2023.Results: A total of 321 children (aged 5– 14 years) were analyzed. The population was classified into allergic [169 (52.6%)], eosinophilic [144 (44.9%)], and overlapping allergic and eosinophilic asthma [97 (30.2%)] phenotypes. Regarding asthma severity, 35.5%, 50.2%, and 14.3% were classified as mild, moderate, and severe, respectively. Of the 321 patients in the study, 124 (38.6%) had at least one asthma exacerbation that required hospitalization. The number of reported missed school days in the previous year was 1571 days [190 (59.2%) patients reported at least one missed school day]. The factors associated with the likelihood of uncontrolled asthma for all study participants included: emergency room (ER) visit last year (OR = 3.7, 95% CI:0.6– 15.9]), overlapping eosinophilic and allergic (OR = 3.2, 95% CI = 1.8– 5.9), and allergic phenotype (OR = 2.7, 95% CI = 1.3– 5.4). The level of asthma control differed significantly among the three asthma phenotypes (p = 0.037).Conclusion: Allergic asthma is the most prevalent asthma phenotype in this study, followed by the eosinophilic phenotype. The research has also shown that several factors predict uncontrolled asthma, including a family history of asthma, previous admission to the PICU, and previous hospitalization ever. There is, therefore, a definite need for multicenter cohort studies to better understand the phenotypes and endotypes of childhood asthma, as it could offer therapeutic and prognostic relevance. [ABSTRACT FROM AUTHOR]

ACL reconstruction is commonly performed in school-aged patients for whom missed time from school can have an impact on their education. Additionally, the COVID-19 pandemic has led to different ways of accessing school content. We sought to determine how many days of school school-aged patients should expect to miss following ACL reconstruction and how the availability of remote learning during the COVID-19 pandemic affected this. We evaluated 53 ACL reconstruction patients in grades 7–12 undergoing surgery during the school year. Demographic, medical, and educational information were collected. Patients were placed into 1 of 2 cohorts: Group A (surgery before the COVID-19 pandemic) or Group B (surgery during the COVID-19 pandemic). We calculated days missed from school after surgery until return to either virtual or in-person school. Overall, patients returned to school after missing an average of 4.4 (SD, 3.0) days of school after ACL reconstruction surgery. Patients in Group A missed an average of 5.5 (SD, 2.9) school days, while patients in Group B missed an average of 2.3 (SD, 1.4) school days (p <.001). Eighty-nine percent of Group B patients first returned to school utilizing a virtual option. Among those returning virtually, these patients missed an average of 1.9 (SD, 0.9) school days. A virtual distance learning option results in fewer missed days of school post ACL reconstruction. When given this option, school-aged patients can expect to return to school within two days post-op. Otherwise, patients should expect to miss about one week of in-person schooling. In this regard, the COVID-19 pandemic has positively impacted educational opportunities for students post-surgery, and physicians should advocate for continuing virtual options for students receiving medical treatment. [ABSTRACT FROM AUTHOR]

This article compares corporal punishment in nineteenth-century fiction with corporal punishment in the fictional recreation of the nineteenth century in twentieth-century film and television. It locates in the literature of the actual nineteenth century two creative impulses influencing the dramatic representation of Victorian schooling in modern adaptations. One is the evocation of schools in Victorian works of fiction, which became television and film adaptations. Another impulse is the subversive and covert flagellation literature of the fin de siècle. Both the respectable and the illicit literatures adduce core elements of corporal punishment: the formation of tableaux of bodies; the importance of access to the body; the subversion of what should be an act of correction because the subversion becomes permanent; and the way the restorative becomes aberrant. This article proposes that the popular culture of the twentieth century made overt what had been covert in the nineteenth century. Surveying period drama on British television and film using the 1971 adaptation of Tom Brown's School Days as a focal point, this article proposes the fusion of the overt and covert of the preceding century. Close readings of popular culture productions show, as do the reactions of contemporary viewers, that they presented corporal punishment which subverted rather than chastised and which perverted rather than restored. These twentieth-century evocations of the previous century were contiguous with debate on the use and abolition of corporal punishment in modern schools. This article weaves together the past and the present, suggesting that classic works made by modern interpreters evoked the past in ways that subverted the present. [ABSTRACT FROM AUTHOR]