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Active shooter drills are widely used in schools throughout the United States, with more than 92% of public schools having an active shooter plan. These drills can increase student stress and anxiety and can have a variety of negative effects, such as somatic complaints, anxiety, poor self-regulation of emotions and behaviors, risk for depression, and prevalence of obesity and eating disorders. This article describes the efficacy of physical activity breaks, mindful breathing techniques, and emotional regulation strategies to reduce stress reactivity and enhance recovery in elementary-age students following active shooter safety drills. A list of example activities is provided for each of the three stress management categories. Each of the activities can be adapted to various developmental levels (i.e., K-12), settings (i.e., classroom, hallway, outdoors), and time availability (i.e., one minute to 10 minutes). The strategies may also be utilized following other emergency drills or during other times of high student and classroom stress.

In this study, we examine the relationship between sleep duration and reported levels of optimism in Generation Z (i.e., born after 1996) students aged 17 to 24. This study hypothesizes that optimism and duration of sleep will have a statistically significant positive relationship. Participants in this study are Generation Z college students located in the Southeastern United States. The sample consisted of 1562 students enrolled in a required physical activity class. A Pearson's correlation determined that there was a statistically significant positive relationship between sleep and optimism. Research implications and future research trends on sleep and optimism are discussed. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2022.]

The purpose of this study was to examine the relationship between curiosity, gratitude, and life satisfaction in undergraduate college students. It was hypothesized that there would be a significant relationship between gratitude, curiosity, and satisfaction with life. College students from a southeastern college were recruited via email, in-class announcements, and throughout campus via QR codes to participate in the study. A total of 300 undergraduate students consented to participate in the research study and 231 completed the surveys. Participants completed surveys assessing curiosity, gratitude, and satisfaction with life. Data was analyzed using descriptive statistics, Pearson's r correlations, and separate one-way ANOVAs to determine group differences in gratitude, curiosity, and satisfaction with life. Hedge's g effect sizes were calculated as well. Gratitude was positively related to curiosity (r = 0.20), and satisfaction with life (r = 0.36). Furthermore, women exhibited greater gratitude as well as satisfaction with life when compared to men, [F(2,230) = 14.40, p < 0.001]. These results are consistent with the hypotheses and will be discussed in regard to previous research and future application.

Objective: To examine the relationship between college student anxiety, optimism, gratitude, and perception of the Physical Activity and Lifestyle program (PAL) instructional response/effectiveness following COVID-19. Participants: Data were collected from a southeastern, midsize university (n = 1640) during April 2020. Methods: Participants responded to a Web-based survey that included mental health factors (optimism, gratitude, anxiety) and perceptions of COVID-19 academic response. Results: The results of this study revealed a significant, negative relationship between anxiety and optimism (r = 0.36), gratitude (r = -0.12), and perceived instruction following COVID-19 (r = -0.11). There were statistically significant differences in perceived PAL instructional response/effectiveness following COVID-19 between anxiety classification, with severely anxious students expressing lower instructional response to COVID-19 when compared to moderately or mildly anxious students, [F(2,1516) = 10.60, p < 0.001]. Conclusions: The results inform educators on the importance of effective education and coping strategies following online transition during a pandemic.

The purpose of this study was to analyze the Sources of Strength program implemented at a high school in the southeastern United States using the RE-AIM framework. Students (n = 1,250) were recruited from one high school in the southeastern United States that was implementing Sources of Strength. College undergraduate students mentored high school peer leaders to implement Sources of Strength to promote opioid and suicide protective factors for the high school. This was a cross-sectional design in which a post-implementation survey assessed program effectiveness, satisfaction, and feedback for maintenance. Analysis used the RE-AIM framework of reach, effectiveness, adoption, implementation, and maintenance. Reach: 100 % of students participated in at least one campaign. Effectiveness: Mean protective factor scores were 3.83 for happiness; 3.93 for knowledge of coping skills, and 3.38 for practice of coping skills. Adoption: One high school and 100 % of classrooms participated in at least one campaign. Implementation: 18 high school peer leader meetings were facilitated by the undergraduate mentors. Maintenance: High school students qualitatively provided input on future campaign needs, and the program was continued following this RE-AIM analysis. The Sources of Strength program promoted suicide and opioid protective factors in high school students during COVID-19. Future research should compare the efficacy of Sources of Strength at baseline and follow-up with multiple high school sites.

Podcasting targets student engagement through technology-based blended learning and application of the four perspectives previously discussed. Podcast-based walking programs, based off of the Walking Classroom, promote exercise and learning without reducing educational time. The purpose of this commentary is to explain a teaching method that promotes blended learning through physical activity and podcast-based learning. Students expressed enjoyment and desire to continue this learning modality across other classes, believed they retained information better while walking, and that it helped them engage in physical activity after commuting to campus or sitting at work. Lastly, students expressed enjoyment with this style of learning because it helped energize and motivate them prior to class in the morning. The authors discussed this tailored teaching method for a university setting as well as future research implications.

Active shooter drills are widely used in schools throughout the United States, with more than 92% of public schools having an active shooter plan. These drills can increase student stress and anxiety and can have a variety of negative effects, such as somatic complaints, anxiety, poor self-regulation of emotions and behaviors, risk for depression, and prevalence of obesity and eating disorders. This article describes the efficacy of physical activity breaks, mindful breathing techniques, and emotional regulation strategies to reduce stress reactivity and enhance recovery in elementary-age students following active shooter safety drills. A list of example activities is provided for each of the three stress management categories. Each of the activities can be adapted to various developmental levels (i.e., K-12), settings (i.e., classroom, hallway, outdoors), and time availability (i.e., one minute to 10 minutes). The strategies may also be utilized following other emergency drills or during other times of high student and classroom stress. [ABSTRACT FROM AUTHOR]

The purpose of this study was to screen for mental and behavioral health risk of Division II collegiate student athletes using a novel online screening tool (i.e., Heads Up Checkup) via the Sharpen mobile platform and learn the practicality of using such a tool. Collegiate student athletes (n = 367) were recruited to complete the Heads Up Checkup mental and behavioral health screening through the Sharpen mobile application. A total of 338 out of 367 possible collegiate student athletes completed the screening for a participation rate of 92.09%. Participants self-reported mental and behavioral health symptoms, including risk and criteria for 26 ICD-10 disorders. Across the sample, 17.1% of participants (n = 63) met at least 50% of the criteria for at least one diagnosis, 18.8% of participants (n = 69) met 70–99% of diagnostic criteria for at least one diagnosis, and 15.5% of participants (n = 57) met 100% of diagnostic criteria for at least one ICD-10 diagnosis. Although the Heads Up Checkup cannot diagnose disorders, it can be a valuable screening tool to assist coaches, trainers, clinicians, and athletic staff to collaboratively care for collegiate student athletes. [ABSTRACT FROM AUTHOR]

Context: Physical activity has been shown to have physiological and psychological benefits in adults worldwide. Those in the healthcare industry, including long-term care employees, face unique occupational stressors that could be barriers to initiating and maintaining a physically active lifestyle. Objectives: 1) to describe the physical activity level of a group of long-term care employees; and 2) examined demographic and self-efficacy influences on physical activity level. Methods: The cross-sectional study included an online questionnaire with demographics, the Godin Leisure-Time Exercise Questionnaire (GLTEQ), and the Self-Efficacy for Exercise Scale, in a convenience sample of 218 participants. Findings: Results found 71.5% of the sample were classified as active, the percentage of participants who indicated they were highly active in their youth compared to adulthood decreased from 40.3% to 16.0%, and 37.3% of the sample decreased their physical activity level during COVID-19. Additionally, the GLTEQ score was significantly higher for those with high exercise self-efficacy (M = 65.97, SD = 30.78) compared to those with moderate exercise self-efficacy (M = 37.14, SD = 27.07, p = .000) and low exercise self-efficacy (M = 16.00, SD = 15.11, p = .000). Implications: Although the majority of the long-term care employees were considered active even during the COVID-19 pandemic, strategies to promote physical activity in the occupation setting are needed. Additional research is warranted to better understand if the nature of healthcare and occupational physical activity may have impacted this value.

A public service announcement is a form of public, free-space messaging in which an individual proposes an idea with the aim to influence the public's attitude toward an exciting potential (Slater 2006). In this article, the author describes implementing this method across a wide variety of undergraduate content disciplines, including psychology, physical education, sociology, and kinesiology. Four key steps to promote statistical investigation and research, creative development, and application of knowledge of the PSA project are presented so students can learn to connect theory to practice by selecting evidence-based strategies in their given topic area.

Background: Mindfulness meditation can effectively enhance every dimension of holistic wellness and learning, including cognition, attention, self-regulatory resources, and first-year academic success. Aim: This paper discusses the potential impact of a mindfulness meditation room on student wellness, education, experiential learning, and development. Methods: The program curriculum and the structure of the Wolf Wellness Lab at the University of West Georgia emphasizes a holistic approach to higher education curriculum development and student wellness and is based on the National Wellness Institute's six dimensions of wellness. The newly developed mindfulness meditation room is discussed in regard to recent research and valid, practical application as a way to improve student learning and overall wellness. Conclusions: The mindfulness meditation room provides experiential learning and high-impact practices associated with the University of West Georgia educational curriculum. The mindfulness meditation room could promote student learning and overall well-being via personal practice and opportunities to guide other students and faculty through meditation practice.

Research supports the "broaden and build" nature of positive emotions on child socio-emotional outcomes. This article describes three lesson plans that can promote learning while helping students express positive emotions.

The primary objective was to (a) test the effectiveness of an Exercise Is Medicine® on Campus (EIM-OC) program in a university setting and (b) compare the baseline levels of physical activity, mental health, and physical health with post-EIM-OC levels. Referred and consenting students (n = 9) participated in a 12-week program. At pre- and postprogram, participants completed measures of current health behaviors, obstacles to physical activity, health goals, physical activity history, biometric screening (resting heart rate, blood pressure (BP), waist-to-hip ratio, body composition percentage via bioelectrical impedance, cardiovascular and muscular endurance baseline, and flexibility), perceived stress, and self-compassion. All of the participants adhered to 100% of the program. Participants experienced a decrease in resting heart rate, body composition, and BP and an increase in sleep, physical activity, and self-compassion. The program will be implemented with a larger sample of referred students with the goal of reducing risk or prevalence of chronic disease. [ABSTRACT FROM AUTHOR]