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When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with [less than or equal to]1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.

Social and Emotional Learning (SEL) has five competencies: relationship skills, responsible decision-making, self-awareness, social awareness, and self-management. A promising practice to promote positive SEL is school garden programming. There is a need to understand how school gardens impact SEL by consolidating existing research. In this scoping review, we synthesized evidence describing the impact of school gardens on youth SEL. We included studies that described school garden interventions, collected data from youth, and measured SEL. We screened 1589 abstracts and 76 full-text articles. Eight studies met the inclusion criteria. While the included qualitative studies demonstrated that school garden programming can positively influence SEL, the included quantitative studies had few statistically significant results. Thus, at this time we can only say that qualitative research from five studies suggests that school garden programs have the potential to successfully enhance experiences that promote SEL but more research is needed to further investigate this claim.

Evidence suggests that Hispanic and non-Hispanic White men (NHW) have comparable prevalence rates of alcohol use. However, Hispanic men consistently have higher prevalence rates of alcohol misuse compared with NHW men. Consequently, Hispanic men experience disproportionate levels of adverse health consequences of alcohol misuse when compared with NHW men. The aim of this study was to explore Hispanic male perspectives and opinions regarding alcohol use patterns that may lead to disparate rates of alcohol misuse in Hispanic males. Demographic data were collected with questionnaires. Twenty semistructured one-on-one interviews were completed in English and Spanish with Mexican-origin Hispanic men (age: 44.6 ± 11.3 years). A thematic analysis was conducted using a hybrid deductive-inductive strategy with an a priori codebook supplemented with iterative analysis of transcripts. Results suggest that alcohol misuse patterns in Hispanic males are influenced by an interaction between alcohol-related social norms and learned expressions of masculinity; a lack of knowledge of the alcohol-related health risks that further perpetuate the normalization of alcohol misuse; and expressions of masculinity and adaptive coping that lead to alcohol misuse as an escape from life stressors. Given the rapid expansion of the Hispanic population in the United States, and the disparate consequences of alcohol misuse in this population, it is imperative to consider the complex and often compounded impact of sociocultural norms and the social context on misuse-related behaviors. Viable prevention and treatment strategies should be addressed thought multicomponent, community-level strategies that more comprehensively address the complexities of alcohol misuse in this population.

Objective: To evaluate the effectiveness of the 8-week, community health worker (CHW)–led La Vida Buena childhood obesity program among Latino children 5 to 8 years old in a rural county along the U.S.-Mexico border. Methods: This quasi-experimental study used a community-based participatory research approach to compare the effectiveness of the La Vida Buena (The Good Life) curriculum as compared with a single educational session. We took anthropomorphic measures and administered parent-reported nutrition and physical activity surveys at baseline, 3 months, and 6 months. The study took place between 2017 and 2020 in Santa Cruz County, Arizona. Results: Change in body mass index (BMI) z-score was negligible for both groups. The parent-reported behavior indicated a shift toward healthier family behaviors and environment in the intervention group. Implications for Practice: This study adds to the growing literature of CHW-led childhood obesity interventions. The engagement of the CHWs in all aspects of the intervention helped to facilitate important behavior changes. Future interventions should emphasize health and wellness rather than BMI z-score and include community, socioeconomic, and systems-level interventions to promote healthy environments. [ABSTRACT FROM AUTHOR]

The perception of bicultural stress, stress due to discrimination/prejudice, immigration, and acculturation, was investigated in relation to mental well-being in a sample of urban Latino (n = 304), European American (n = 215), and Asian American (n = 131) 8th grade students. Bicultural stress was reported by all ethnic groups and was significantly associated with more depressive symptoms and less optimism (only for females), after accounting for ethnicity, socioeconomic status, gender, and age. Latino and Asian American youth were more likely to report more stressors, although after controlling for sociodemographic variables the differences predominantly remained only between Asian Americans and European Americans. Lower socioeconomic status, male gender, and not speaking English also were associated with more stress. The negative impact of bicultural stress on adolescent depressive symptoms and optimism indicates the need for mental health researchers and service providers to consider the cultural context of stress for adolescents. (Contains 3 tables.)