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BACKGROUND: Despite historical and contemporary trauma, American Indian and Alaska Native (AIAN; Indigenous) communities responded with resilience to the COVID‐19 pandemic. However, AIANs experienced disproportionate rates of infection, hospitalization, death, and reduced life expectancy. School closures exacerbated disparities, leading to learning loss, economic instability, and mental health challenges among AIAN youth. METHODS: The Project SafeSchools cohort study employed a comprehensive longitudinal convergent mixed‐methods approach, integrating community‐based participatory research principles. The study enrolled Navajo Nation caregivers whose children were eligible to attend local reservation‐based schools. We conducted an analysis of caregiver self‐report baseline data collected between August 2021 and May 2022. RESULTS: A total of 242 caregivers completed at least part of the baseline assessment and were included in data analysis. Caregivers were primarily female (88.7%), non‐Hispanic (97%), and Indigenous (97%). Most caregivers were in their late 30s (mean age 38), with varying educational backgrounds and employment statuses. Children were evenly split between males and females and distributed across different age groups. Most children attended school at baseline in various formats, including in‐person, hybrid, and online‐only settings. Caregivers reported a range of psychosocial and behavioral risks, including general mental distress, depressive symptoms, and anxiety for themselves and their children. Furthermore, caregivers and children exhibited various protective factors, such as strong cultural identity, resilience, and academic self‐efficacy. CONCLUSIONS: This study highlights the higher rates of mental health distress among participating caregivers and children compared to national averages. Despite these challenges, cultural protective factors remained strong and should guide future crisis response efforts. [ABSTRACT FROM AUTHOR]

The article offers strategies for teachers to make the most of the back-to-school season by refreshing their teaching materials and practices to avoid burnout. Topics include updating repertoire and textbooks, leveraging auxiliary resources, and prioritizing personal well-being to enhance teaching effectiveness.

Background: The pre-registration BSc Nursing course in the UK is renowned for being challenging due to its requirement for 2300 hours each for theoretical and practice-based learning. It is therefore inevitable that some students may need to interrupt their study at some point during the course. In many cases, these students do not return and leave the course, which has an impact on the future nursing workforce. Aims: To examine the reasons why pre-registration student nurses interrupt their studies and consider ways to enable them to return successfully and complete the course. Methods: The research project was based in one higher education institution (HEI) in the North West region of England. Interrupted students due to return to study in semester 1 of the 2022/23 academic year (n=95) were invited to participate in semi-structured interviews. Findings: Health, including mental health was the dominant factor leading to the interruption of study for the students. Conclusion: This research has led the HEI to introduce an improved support package for students. Alongside other recommendations it is hoped the changes will reduce attrition and lead to an improved interruption/return-to-study experience. [ABSTRACT FROM AUTHOR]

This case series study aimed to investigate patients with insertional Achilles tendinopathy (IAT) who underwent radiofrequency (RF), how much do their patient-reported outcomes scores improve and what percentage return to sport, and what patient-related factors are associated with improved scores and increased odds of return to sport, at a minimum of 2-year follow-up. Between 2012 and 2018, 41 patients were followed up. The median Victorian Institute of Sports Assessment-Achilles (VISA-A) score increased from 20 (range, 3–62) to 97 (range, 53–100), the median 11-point visual analogue scale (VAS) reduced from 8 (range, 1–10) to 0 (range, 0–3) and the median Tenger score increased from 1 (range, 0–1) to 3 (range, 2–8). Thirty-eight (92.7%) patients returned to sports with a mean time of 11 ± 4.8 months. In linear regression analysis, age was significantly associated with return-to-sports outcome (b = -0.07, 95% CI = -0.13 to -0.02, p = 0.02), while in logistic regression, symptoms duration revealed a significant impact on pain presence (OR = 1.07, 95% CI = 1.01 to 1.14, p = 0.02). In summary, RF for IAT had a 68.7 ± 14.5 VISA-A improvement at 5.4 years of follow-up regarding reliable functional restoration and pain reduction; however, the current evidence remains insufficient to support RF as an effective treatment for IAT. [ABSTRACT FROM AUTHOR]

Background: Return to school supports are recommended to facilitate adolescents' re‐entry to school following a concussion. However, little is known as to what school stakeholders prefer for a return‐to‐school process. This study sought to describe the preferences of high school students, parents, and educators for a Return‐to‐School Framework for adolescents following a concussion. Methods: We conducted qualitative semi‐structured, 1‐on‐1 or group interviews with high school students (n = 6), parents (n = 5), and educators (n = 15) from Calgary, Canada. Interviews aimed to describe participants' preferences for a Return‐to‐School Framework for students following a concussion. Interviews were analyzed using conventional content analysis. Results: We organized the data into 4 main themes: (1) purpose of the Return‐to‐School Framework; (2) format and operation of the Return‐to‐School Framework; (3) communication about a student's concussion; and (4) necessity of concussion education for students and educators. Implications for School Health Policy, Practice, and Equity: A Return‐to‐School Framework following concussion should be developed in consultation with families, educators, and students and supports should be tailored to each student. Conclusions: Participants preferred a standardized and consistent Return‐to‐School Framework including ongoing communication between stakeholders as well as feasible and individualized school supports. [ABSTRACT FROM AUTHOR]

This scoping review aimed to map the breadth of available literature, and to understand the barriers and facilitators of return to study and education participation for students with SCI. The authors performed electronic searches of six databases for peer-reviewed articles published in English between January 1990 and March 2021. Key search terms included: spinal cord injury, students, education participation, academic reintegration, and school re-entry. Data charting was used to summarise the study characteristics. Eleven articles addressed the return to study and education participation of students with SCI. These studies used qualitative and quantitative methods and involved participants aged between 10 and 42 years. The findings addressed five main areas: importance of education, participation and performance in education, the physical environment, support network, and strategies for integration. This review shows that there is limited evidence available on this topic, mostly from small scale studies with variable quality. More research is needed to understand how best to support the educational participation and success of students with SCI. Policies targeted to mitigating barriers, including inaccessible environments and curricula, adequate information and supports, are also needed to better facilitate return to study and education participation of students with SCI. [ABSTRACT FROM AUTHOR]

This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children's learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children's socio-emotional well-being. Schooling of children with disabilities in Ethiopia was significantly impacted due to the lack of accessible learning materials available at home and in schools Caregivers expressed that returning to school was a strong priority for their child with disabilities Teachers and caregivers noted significant negative impact of closures on children's social and emotional well-being, with many reporting heightened feelings of sadness, loneliness, isolation, and diminished interest in learning and playing among their children. Caregivers and teachers felt that more could be done to support families and schools during such times, especially with better allocation of resources. [ABSTRACT FROM AUTHOR]

In recent years, the rates of children and adolescents hospitalized for suicidal thoughts and behaviors have increased, necessitating that schools be prepared to support students as they return to school after hospitalization. Yet, recent research shows that most schools do not have formalized policies and procedures to support students during their re-entry and reintegration. Further, although school counselors are often the members of the school community charged with organizing and implementing accommodations and interventions in support of these students, the field of school counseling has not adequately addressed the need for formalized re-entry and reintegration plans or the role that school counselors have in leading this process. To meet the needs of students returning after hospitalization for suicidal thoughts and behaviors, schools benefit from formalized and individualized re-entry and reintegration plans that are grounded in a larger framework of support. Further, school counselors are well positioned to take a leadership role in this process, and specific and practical strategies are available to guide them. We organize these recommendations using the evidence-based school counseling model. [ABSTRACT FROM AUTHOR]

Background: The Translational Science Benefit Model (TSBM) was developed to broadly capture systematic measures of health and societal benefits from scientific research, beyond traditional outcome measures. We aimed to develop a systematic process for the application of the TSBM and to then provide an example of a novel application of the TSBM to an ongoing Return-to-Learn (RTL) after youth concussion project involving partnerships with community stakeholders. Methods: We invited investigators, project advisory board, and participants of the RTL project to participate in a modified Delphi process. We first generated a list of potential translational benefits using the indicators of the TSBM as guideposts. We then prioritized the benefits on an adapted Eisenhower matrix. Results: We invited 35 concussion care or research experts to participate, yielding 20 ranked translational benefits. Six of these recommendations were ranked high priority, six were regarded as investments, and eight were ranked as either low yield or low priority. Discussion: This study found that activities such as education and training of stakeholders, development of policy and consensus statements, and innovation in dissemination, were perceived as higher priority than other activities. Our approach using a modified Delphi process and incorporating the TSBM can be replicated to generate and prioritize potential benefits to society from research studies. [ABSTRACT FROM AUTHOR]

The article describes Indigenous Community-Based Participatory Research (ICBPR) and provides an example of how it was utilized in the Project Safe-Schools (PSS) study. Topics discussed include examples of ICBPR in the PSS study, diversity within and across indigenous tribes, and cultural keepers of knowledge and strengths.

Assessing the psychological needs of students and employees as they return to campus is crucial to resuming University life in a safe and secure way. The current research aimed to explore how safety concerns, anticipatory worry, and mitigation efforts affected the well-being of individuals within a campus community. A five-part survey was distributed via student & employee listservs in the Fall 2020 at a midsize private university in the Mid-Atlantic Mid-Atlantic United States. Participants were surveyed about sources of worry regarding Covid-19, levels of anticipatory worry, amenability to various mitigation strategies and whether intended implementation of safety mitigation measures impacted worry levels. Data collected from 559 students and employees indicated a relationship between source of worry and level of distress, with the greatest source of worry being fear of getting sick. Anticipatory worry after thinking about safety mechanisms was significantly lower than anticipated worry before thinking about safety mechanisms. No differences were found between students and employee experiences of worry, and there was no moderating effect of role on the difference between anticipated worry after, as compared to before, thinking about the mechanisms. Findings highlight how different sources of concern related to Covid-19 are associated with varying levels of distress, the significant impact that the presence of mitigation strategies can have on reducing overall levels of anticipatory worry, and the universality of distress associated with Covid-19. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Oncology Nursing Journal is the property of Pappin Communications 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.)

Purpose: Establishing how the Covid-19 pandemic and related lockdowns have affected adolescent mental health is a key societal priority. Though numerous studies have examined this topic, few have focused on the wellbeing of pupils who experience school bullying. This is particularly important as pupils who experience bullying represent a vulnerable group at increased risk of mental illness. Therefore, we sought to investigate the relationship between experience of bullying and adolescent wellbeing during lockdown and subsequent re-opening of schools. Methods: We used the TeenCovidLife dataset to examine the relationship between experience of bullying and pupils' perceived stress and wellbeing across three timepoints. Pupils aged 12–17 (n = 255) completed surveys during the first Covid-19 lockdown (May-July 2020), when they returned to school after the first lockdown (August-October 2020), and during the summer term of 2021 (May-June 2021). Results: Perceived stress was higher in the group of pupils that experienced bullying than in the group that did not, though this difference between groups was smaller during lockdown than when pupils were attending school in person. Pupils who were bullied showed lower wellbeing across all timepoints. For the full sample of pupils, wellbeing was lowest (and perceived stress highest) at Time 3, one year after the first Covid-19 lockdown. Conclusion:The findings challenge previous assumptions that Covid-19 lockdowns were associated with a generalised decline in adolescent mental health. Instead, the picture is more nuanced, with perceived stress, though not wellbeing, varying according pupils' experiences of school bullying. [ABSTRACT FROM AUTHOR]

Recommendations for returning students to sports and school after concussion are well developed, but at present there are no specific guidelines for returning students to physical education (PE). Many schools utilize current return-to-play protocols for returning students to PE after concussion, which can result in students being prohibited from participation in the PE curriculum until they are symptom free, fully recovered, and medically cleared for all activities. Amid growing evidence that participation in exercise and other "normal" activities facilitates recovery from concussion, students should be allowed to return to PE class even while still experiencing concussion symptoms. A new return-to-physical education (RT-PE) process is presented here that helps to return students safely and successfully to PE while they are recovering from concussion and are still symptomatic. This process mirrors the existing return-to-play protocol, but with important differences. A key component of the proposed RT-PE process is good communication between the student, parents, PE teacher, school nurse and outside medical providers. [ABSTRACT FROM AUTHOR]

Repeat sport-related concussion (SRC) is anecdotally associated with prolonged recovery. Few studies have examined repeat concussion within the same athlete. We sought to explore differences in symptom burden and recovery outcomes in an individual athlete's initial and repeat SRC. A retrospective within-subject cohort study of athletes aged 12–23 years diagnosed with two separate SRCs from 11/2017–10/2020 was conducted. Primary outcomes were initial symptom severity and time-to-symptom-resolution. Secondary outcomes included return-to-learn (RTL) and return-to-play (RTP) duration. Of 868 athletes seen, 47 athletes presented with repeat concussions. Median time between concussions was 244 days (IQR 136–395). Comparing initial to repeat concussion, no differences were observed in time-to-clinic (4.3 ± 7.3vs.3.7 ± 4.6 days, p = 0.56) or initial PCSS (26.2 ± 25.3 vs. 30.5 ± 24.1, p = 0.32). While a difference was observed in time-to-symptom resolution between initial/repeat concussion (21.2 ± 16.3 vs. 41.7 ± 86.0 days, p = 0.30), this did not reach statistical significance. No significant differences were observed in time-to-RTL (17.8 ± 60.6 vs. 6.0 ± 8.3 days, p = 0.26) and RTP (33.2 ± 44.1 vs. 29.4 ± 39.1 days, p = 0.75). Repeat concussion was not associated with symptom resolution on univariate (HR 1.64, 95% CI 0.96–2.78, p = 0.07) and multivariable (HR 0.85, 95% CI 0.49–1.46, p = 0.55) Cox regression. No significant differences in symptom duration and RTP/RTL were seen between initial/repeat concussion. [ABSTRACT FROM AUTHOR]

In California, formerly incarcerated individuals face several challenges while pursuing higher education. To combat these challenges, there are several programs in the California higher education system that provide supportive services for formerly incarcerated college students (FICS). Yet, there have been limited scholarly evaluations of the efficacy of these programs for formerly incarcerated individuals. This study uses a mixed-methods design to fill this gap in the literature and pursue its threefold purpose: (1) investigate how formerly incarcerated college students (FICS) describe their transition into college life, (2) determine the characteristics of a successful campus-based reentry program for system-impacted students, and (3) explore the extent to which existing campus support programs have addressed their needs. Interviews conducted with 18 FICS (N = 18) reveal that FICS would benefit from a broad range of campus services—with academic, technological, financial, work, legal, and human connection components. Meanwhile, descriptive statistics show that (a) campus support programs make more than two-thirds of FICS feel welcome and (b) about a third of the study participants experienced a smooth transition into college life. These findings support reentry programs like Project Rebound and suggest a need for individual case management as well as cross-campus and community collaboration. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe the University School Training Model (USTM) (Morris & Colles, 2016). The USTM is an urban school-based anti-racism-focused training and intervention program developed, implemented, and maintained by counseling psychology faculty that has been operational for 19 years. The primary program interventions include individual and group counseling, psychoeducation, and consultation services with school community stakeholders. The USTM operates with the support of a university department that houses an APA-accredited doctoral program in counseling psychology, a college of education, a local urban school district, an elementary school serving predominantly Black children and families, and community stakeholders. The critical need for the project; information for initiating, implementing, and maintaining the program; and collected formative data are outlined. Finally, recommendations are provided to assist counseling psychology faculty members and supervisors in developing university and school-based partnerships to dismantle anti-Blackness and eradicate racism through clinical training and systemic school reform. [ABSTRACT FROM AUTHOR]

Pediatric patients with surgically placed ventricular assist devices (VADs) are a specialized population. Miniaturization of certain types of adult intracorporeal continuous flow VADs, such as HeartMate 2™ and HeartMate 3™, has enabled children ages 4 to 19 years diagnosed with heart failure to receive a VAD. These children can experience the benefits of being discharged home from the hospital and returning to their normal daily routines. Understanding the extensive process of transitioning these patients home with their VADs and the complexity of managing these patients in the outpatient setting is essential to avoid rehospitalization and potential complications. This process requires an interdisciplinary team approach with the patient and caregivers to facilitate a smooth, successful transition home. This article provides a brief overview of pediatric VADs and their use, explores the discharge process of pediatric patients with VADs, and emphasizes key components required for successful outpatient management of these patients. Using PubMed, the author conducted a clinical review of the literature from 2012 through 2022 on the discharge process and aspects of outpatient management of pediatric patients with VADs. [ABSTRACT FROM AUTHOR]

Objectives: Before the 2017-2018 school year, Pennsylvania shortened the grace period for provisional entrants—kindergarteners who are not up-to-date on vaccination and do not have medical or nonmedical exemption—from 8 months to 5 days. We analyzed the impact of this change on school-entry vaccination status. Methods: Using data from the Pennsylvania Department of Health for school years 2015-2016 through 2018-2019, we examined state-level trends in Pennsylvania kindergarteners' vaccination status, including the percentage who were up-to-date on each required vaccine, provisionally enrolled, medically exempted from vaccination, and nonmedically exempted from vaccination. Using the Spearman correlation coefficient, we assessed associations at the school level among changes in kindergarteners' vaccination status after the grace period was shortened. Results: From 2016-2017 to 2017-2018, the provisional entrance rate of kindergarteners in Pennsylvania decreased substantially after the change in the grace period (from 8.1% to 2.2%), the medical exemption rate remained stable, and the nonmedical exemption rate increased slightly (from 1.8% to 2.5%). The percentage of kindergarteners up-to-date on required vaccines increased or remained stable across the study period except for polio, which decreased from 97.9% in 2015-2016 to 96.2% in 2018-2019. The change in provisional entrance rate was negatively associated with change in kindergarteners up-to-date on required vaccines (ρ range, −0.30 to −0.70) but not with change in medical or nonmedical exemptions (ρ range, −0.01 to −0.08). Conclusions: Efforts to reduce provisional entrants may increase the percentage of kindergarteners up-to-date on vaccinations at school entry without a corresponding increase in exemptions. [ABSTRACT FROM AUTHOR]

The 6th International Consensus Conference on Concussion in Sport, Amsterdam 2022, addressed sport-related concussion (SRC) in adults, adolescents, and children. We highlight the updated evidence-base and recommendations regarding SRC in children (5--12 years) and adolescents (13--18 years). Prevention strategies demonstrate lower SRC rates with mouthguard use, policy disallowing bodychecking in ice hockey, and neuromuscular training in adolescent rugby. The Sport Concussion Assessment Tools (SCAT) demonstrate robustness with the parent and child symptom scales, with the best diagnostic discrimination within the first 72 hours postinjury. Subacute evaluation (>72 hours) requires a multimodal tool incorporating symptom scales, balance measures, cognitive, oculomotor and vestibular, mental health, and sleep assessment, to which end the Sport Concussion Office Assessment Tools (SCOAT6 [131] and Child SCOAT6 [8--12]) were developed. Rather than strict rest, early return to light physical activity and reduced screen time facilitate recovery. Cervicovestibular rehabilitation is recommended for adolescents with dizziness, neck pain, and/or headaches for greater than 10 days. Active rehabilitation and collaborative care for adolescents with persisting symptoms for more than 30 days may decrease symptoms. No tests and measures other than standardized and validated symptom rating scales are valid for diagnosing persisting symptoms after concussion. Fluid and imaging biomarkers currently have limited clinical utility in diagnosing or assessing recovery from SRC. Improved paradigms for return to school were developed. The variable nature of disability and differences in evaluating para athletes and those of diverse ethnicity, sex, and gender are discussed, as are ethical considerations and future directions in pediatric SRC research. [ABSTRACT FROM AUTHOR]

BACKGROUND: College faculty are receiving attention as influential members of the Return-to-Learn (RTL) process for students with concussion. Investigators continue to learn more about how faculty can assist students throughout recovery, yet we must also strive to determine whether such evidence is isolated or is in fact exhibited by faculty elsewhere. OBJECTIVE: We sought to determine if successive faculty cohorts demonstrate similar perspectives and RTL decision-making profiles as those from initial investigations. METHODS: Two universities in New York State were recruited to participate in a two-stage cross-sectional study. College faculty with teaching responsibilities were given the opportunity to complete an online Qualtrics survey followed by a private interview discussing their thoughts, perspectives, and/or experiences with managing students with concussion. RESULTS: Accommodations for students were allowed more often when some form of documentation was present (disability services note = 100%; multiple types of proof = 91%; doctor/medical notes = 90%; and no note = 75%). Three factors consistently scored as influential to faculty RTL decision-making: documentation, teacher-student relationship, and empathy. No significant differences in scoring were seen between male and female faculty participants. Follow-up interviews revealed two themes: legitimacy and empathy. Legitimacy outlines why faculty seek verification of concussion prior to allowing accommodations and includes two subthemes: i) note/documentation, and ii) fairness/protecting integrity. Empathy discusses how and why faculty empathetically assist students with concussion, and includes two subthemes: i) personality, and ii) past experiences/understanding of concussion. CONCLUSION: Our findings indicate that faculty from different universities display similar RTL decision-making tendencies and perspectives towards students with concussion as those from initial investigations. These data allow RTL stakeholders to better understand and appreciate the potential for faculty to act as facilitators to concussion support. As gatekeepers of the classroom environment, understanding how to produce faculty cooperation will ensure a reproducible and positive outcome for students recovering from concussion. [ABSTRACT FROM AUTHOR]

Objective. There are no guidelines to assist midwifery academics or students in determining the optimal time to return to their educational programs following pregnancy. Rather, students need to navigate balancing new motherhood with the pressures of returning to their clinical midwifery placement and completing their statutory requirements to meet the Australian Midwife Accreditation Standards before the end of their program. The aim of this study was to seek best practice information that provides guidance to academics supporting midwifery students returning to study after maternity leave. Methods. An analysis of contemporary Australian legislation, workforce guidelines, professional association statements, and university policies was undertaken to determine what guidance is available to assist midwifery academics in providing advice to midwifery students about the optimal time to return to their studies following birth. This document analysis was performed during 2021–2022 and followed Altheide and Schneider’s 12 step process divided into five stages to clarify best practice advice for midwifery academics to provide guidance to students returning to study after maternity leave. Results. Policy documents that refer to pregnancy confirm women have legal rights, and there is clear guidance on maternity leave; however, advice for midwifery students on the optimum time to return to study and clinical placements after birth is missing from the result of this document analysis search. Conclusion. Transition to motherhood during the postnatal period is an important time. Clear national guidelines are needed to provide support and recommendations regarding a safe and optimal time to return to study and placement. [ABSTRACT FROM AUTHOR]

This study examines the determinants of school re-entry among teenage mothers in the Ho and Hohoe Municipalities of the Volta Region, Ghana. These districts were selected based on their high prevalence of teenage pregnancy, their representation of urban and semi-urban areas, and the lack of existing research on the topic. Data were collected from 220 teenage mothers through a cross-sectional survey. Multivariate logistic regressions were used to estimate the factors associated with school re-engagement. Results show that 31.8% of the respondents had re-engaged in school, while 70% expressed a willingness to do so. Socioeconomic status, academic performance before pregnancy, parental support, external support, and family history of teenage pregnancy were identified as significant factors influencing school re-engagement. These findings highlight the importance of addressing socioeconomic barriers, strengthening parental and external support systems, and providing the necessary resources to facilitate the re-entry of teenage mothers into the education system. [ABSTRACT FROM AUTHOR]

Objective: To quantify students’ risk tolerance for in-person classes and willingness-to-pay for online-only instruction during the COVID-19 pandemic. Participants: 46 Columbia University public health graduate students. Methods: We developed a survey tool with a “standard gamble” exercise administered online by an interactive chat bot with full anonymity by students. Students were asked to trade between the risk of infection with COVID-19 and: (1) attending classes in-person, and (2) attending community parties. We also assessed willingness-to-pay for online-only tuition. Results: Students accepted a 23% (standard error [SE]: 4%) risk of infection to attend classes in-person and 15% of them expressed willingness to attend community parties even if the COVID-19 prevalence were high. Students were willing-to-pay only 48% (SE: 3%) of the regular, in-person tuition fees for online instruction. Conclusions: Public health students with a strong knowledge of COVID-19 transmission were willing to accept a significant risk of infection for in-person instruction. [ABSTRACT FROM AUTHOR]

Although all states have legislation pertaining to youth sports concussion, most of these laws focus on return-to-play procedures; only a few address return-to-learn (RTL) accommodations for students who have experienced a concussion. To address this gap in the legislation, some states and nongovernmental organizations have developed RTL guidelines to advise school personnel, parents, and health care providers on best practices for accommodating students' postconcussion reintegration into academic activity. In 2018, the Massachusetts Department of Public Health (MDPH) developed RTL guidelines which were disseminated to school nurses (SNs) at all public and nonpublic middle and high schools in the state. In 2020, the MDPH engaged the Injury Prevention Center at Boston Medical Center to survey Massachusetts SNs to assess the usefulness of the guidelines. The response rate was 63%; 92% found the booklet extremely useful or moderately useful; and 70% endorsed that the booklet fostered collaboration among stakeholders. [ABSTRACT FROM AUTHOR]

Objective: We examined undergraduates' concerns about returning to campus and online learning from home. Participants: Undergraduates majoring in STEM (Science, Technology, Engineering, and Mathematics) at US universities/colleges. Methods: Participants completed an online survey in July 2020. We content-analyzed responses to open-ended questions about concerns about fall 2020. Results: Students (N = 64) were 52% women, 47% low socioeconomic status (SES), and 27% non-Hispanic white. Concerns about returning to campus included student noncompliance with university COVID-19 prevention guidelines (28%), infection risk (28%), poor instructional quality (26%), inadequate university plans for preventing/handling outbreaks (25%), negative impacts on social interactions (11%), and transportation/commuting (11%). Concerns about learning from home included difficulty focusing on schoolwork (58%), lack of hands-on/experiential learning (24%), negative impacts on social interactions (19%), family/home environment (15%), concerns that online learning wastes time/money (10%), and inadequate technology/Internet access (5%). Conclusions: Universities should address student concerns and provide resources to overcome barriers to effective learning. [ABSTRACT FROM AUTHOR]

Adolescent and young adults (AYAs) currently undergoing treatment for cancer, in remission, or in survivorship, are missing a great deal of traditional academic activities during crucial formative years of their lives. To provide AYAs with exceptional opportunities for personal growth, the Adolescent and Young Adult College and Career Fair (AYACCF) was developed. The objective of the AYACCF is to meet the needs of this specific patient population in navigating the transitions from cancer treatment to academic, trade, or career life thereafter. By leveraging internal resources, the team was able to organize two in-person and one virtual event across 3 years. This article provides an overview of the process of designing, implementing, and refining an annual college and career readiness for AYA oncology patients. [ABSTRACT FROM AUTHOR]

BACKGROUND: Per Centers for Disease Control and Prevention guidance, students with COVID‐19 may end isolation after 5 days if symptoms are improving; some individuals may still be contagious. Rapid antigen testing identifies possibly infectious virus. We report on a test‐to‐return (TTR) program in a Massachusetts school district to inform policy decisions about return to school after COVID‐19. METHODS: During the 2021‐2022 Omicron BA.1 surge, students with COVID‐19 could return on day 6‐10 if they met symptom criteria and had a negative rapid test; students with positive rapid tests and those who declined TTR remained isolated until day 11. TTR positivity rates were compared by grade level, vaccination status, symptom status, and day of infection. RESULTS: 31.4% of students had a positive TTR rapid test; there were no differences by grade or vaccination status. Ever‐symptomatic students were more likely to have a positive rapid test (75/174 [43.1%] vs 18/104 [17.3%]). For ever‐symptomatic students, TTR positivity decreased by day of infection. CONCLUSIONS: A substantial proportion of students may still be contagious 6 days after onset of COVID‐19 infection. TTR programs may increase or reduce missed school days, depending on when return is otherwise allowed (day 6 or 11). The impact of TTR programs on school‐associated transmission remains unknown. [ABSTRACT FROM AUTHOR]

Purpose: To describe child pre-injury and injury factors impacting post-injury educational outcomes for students with traumatic brain injury (TBI) participating in a state-wide, school-based, school re-entry consultation program, BrainSTEPS in Pennsylvania. Method: Retrospective analysis of a BrainSTEPS annual follow-up survey. Result: A total of 296 parent surveys were completed. Analysis revealed a significant difference between levels of severity of TBI and current educational placement (p < 0.001), receipt of current therapy (p < 0.05) and need for additional consult (p < 0.05). Severity of TBI was not related to other examined educational outcome variables (i.e. school performance, current symptoms). History of TBI, symptoms and treatment were not found to be associated with educational outcomes. Conclusion: These results both support findings from previous studies, and extend previous work by highlighting ongoing needs, including continued, individualised support, of children who sustain a moderate–severe TBI during childhood, and are currently in the chronic stages of injury, with consideration of pre- and post- injury factors. Programs such as BrainSTEPS provide identification of educational needs and provide needed services and supports for children with TBI. Sensitive, validated measures are needed to further understand the role of pre-injury and injury factors on educational outcomes, particularly in programs like BrainSTEPS. [ABSTRACT FROM AUTHOR]

Copyright of TSG: Tijdschrift Voor Gezondheidswetenschappen is the property of Springer Nature 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 article focuses on school readiness among children with congenital heart disease (CHD), highlighting their increased risk for neurodevelopmental delays, mental health disorders, and academic challenges. Topics include the definition of school readiness, disparities in socioeconomic status affecting readiness, and the importance of school nurses in developing comprehensive care plans to support academic success and overall health for children with CHD.

Background: Children with neurodevelopmental conditions have high levels of school absence. During the COVID‐19 pandemic, schools closed for many students. The relationship between home learning during school closures and subsequent school attendance requires attention to better understand the impact of pandemic education policy decisions on this population. This study aims to investigate the association between home learning, hybrid learning and school learning during school closures (in January–March 2021) with subsequent school attendance (in May 2021) in children with neurodevelopmental conditions. Methods: An online survey was completed by 809 parents/carers of 5‐ to 15‐year‐old autistic children and/or children with intellectual disability. Regression models examined the association of learning location during school closures with subsequent school absence (i.e., total days missed, persistent absence and school refusal). Results: Children who were learning from home during school closures later missed 4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6 school days, respectively. The rates of school absence and persistent absence were significantly higher in the home learning group even after adjusting for confounders. Learning location was not associated with subsequent school refusal. Conclusions: Policies for school closures and learning from home during public health emergencies may exacerbate school attendance problems in this group of vulnerable children. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 (COVID-19) pandemic has been assumed to affect mental health of college students. The present cross-sectional study was conducted to examine levels of knowledge and anxiety about COVID-19, as well as attitude towards the back-to-school arrangement among college students in China in May 2020. A total of 716 students (312 males, 404 females) were included. Only 38.1% of the participants showed good knowledge about COVID-19. Moderate and severe anxiety was observed among 7.6% of the students. There were 15.6% of the participants opposing the back-to-school arrangement. Female students had more risk of having anxiety symptoms and negative attitude towards the back-to-school arrangement (p < 0.05). In addition, the level of anxiety was positively associated with the negative attitude towards the back-to-school arrangement (r = 0.11, p < 0.05). We therefore suggest that health education and psychological interventions should be given to college students, especially females and those without health-related backgrounds during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

In this qualitative study, through a testimonio methodology, we examined the working‐learner re‐entry experiences of eight Latinx students enrolled at a community college. In particular, we studied how their multiple identities influenced their educational journey as they attempted to complete their college degrees. Our findings show that the shared identities of being Latinx, low‐income, and first‐generation college students were not as salient as the working‐learner and familial roles they carried during their subsequent attempts in college. Because Latinx students represent a significant portion of noncompleters, especially in the community college, an investigation of their counterstories is vital to furthering understanding of working‐learner re‐entry students in the United States. In this article, we conclude with implications for policy and practice. [ABSTRACT FROM AUTHOR]

This paper is aimed at starting a debate on disability and the inclusion of children with disabilities in the public school system under the Primary Education Development Programme 4 in Bangladesh. The analysis is based on a strategic Design Note developed by USAID, with the author as consultant, and is guided by the rights perspective of the Convention on the Rights of Persons with Disabilities (CRPD, 2006), notably Article 24 on inclusive education, and the Sustainable Development Goals (SDG4) (UN, 2015). Extensive consultations were carried out in the course of developing the Design Note. Discussions and workshops were conducted with government agencies and stakeholders, notably civil society, organisations of persons with disabilities, the donor community and human rights organisations. Mainstreaming disability into public schooling requires a reform in the primary education system. It is necessary in order to identify, enrol, maintain and retain learners with disabilities throughout the primary cycle. Key actions entail creating an enabling environment and focusing on overcoming attitudinal barriers in the local community and school authority; improving school infrastructure; strengthening inclusion practises, notably with adapted pedagogy, as well as consolidating policy framework, coordination and governance, in addition to empowering users. These steps will enhance targeting and screening of a wide range of children with disabilities in school as well as out of school. By contributing to improved learning outcomes, fulfilling the right to education (Article 24 of CRPD) and achieving Sustainable Development Goals (SDG4), this could be a model of good practice for other countries in the region. [ABSTRACT FROM AUTHOR]

Employment is identified as a key factor that supports emerging adult Black men in reentry with making a successful the transition to adulthood. Although anti-Black racism creates barriers to them securing and maintaining legitimate employment, strength-based, education-focused alternative schools that are structured to meet their intersectional needs and experiences can help to promote their transition to employment. Yet, little is known about how these schools promote resilience and career readiness among this population and the ways in which they perceive these strategies to support their transition to employment. As such, this single, exploratory qualitative case study, which included observations, interviews, and focus groups sought to better understand how, if at all, an alternative school promotes resilience and career readiness among emerging adult Black men in reentry. Work readiness training, internships, and job search and placement assistance emerged as meaningful career and technical services and support that the young men with making the transition into employment. While working and attending school simultaneously posed challenges to school engagement and completion, the findings highlight the important promotive and protective role strength-based alternative schools can play in promoting positive educational and employment-related experiences and outcomes among emerging adult Black men in reentry. [ABSTRACT FROM AUTHOR]

Teachers and school staff (i.e., principals, coaches, trainers, educational assistants, guidance counselors, school healthcare professionals, etc.) are well positioned to support students' return-to-school post-concussion. Teachers and school staff may access concussion resources online as they are readily available; however, their quality and accuracy are unknown. To identify accurate online concussion resources suitable for Canadian teachers and school staff. A five-phased systematic search strategy was conducted: 1) initial identification of resources; 2) consultation of pediatric concussion experts; 3) inclusion and exclusion criteria; 4) content review; and, 5) material evaluation. A total of 837 resources were identified initially and 40 resources were included in the final list. Across all resources, 310 (37%) resources were excluded as they were not designed primarily for teachers and school staff. Thirty-four (43%) of 80 resources reviewed for content accuracy were excluded. Among resources reviewed for readability, usability and suitability, six (13%) were excluded. The 40 resources identified in this study can enable teachers and school staff to educate themselves about concussion and how to optimally support a student's return-to-school post-concussion. [ABSTRACT FROM AUTHOR]

The article discusses the 2022 American Association of Colleges of Nursing's (ACCN's) annual survey which found that applications in all degree levels have decreased from previous year, validating industry leaders' concerns that the pandemic would discourage enrollment in nursing programs. Topics include reason that nurses were choosing to leave the bedside according to a 2019 survey even prior to the pandemic, determining factor for going back to school, and program options for nurses.

1) To examine access and adherence to the Berlin (2016) recommendations for resuming physical and intellectual activities after mild traumatic brain injury (mTBI) (including an exploration of barriers and facilitators). 2) To assess post-mTBI symptoms in relation to recommendation adherence. 73 participants who sustained a mTBI completed an online survey with questions about access and adherence to recommendations and validated measures of symptoms. Almost all participants had received recommendations from a health professional after their mTBI. Two thirds of recommendations reported had at least moderate correspondence with the Berlin (2016) recommendations. The vast majority of participants reported weak or partial adherence to these recommendations and only 15.7% reported complete adherence. Overall, adherence to recommendations explained a significant portion of the variance in the severity and number of unresolved post-mTBI symptoms. The most common barriers were: being in a critical period for school or work, pressure to return to work or school, screen use, and presence of symptoms. Sustained efforts are required to disseminate appropriate recommendations after mTBI. Clinicians should support patients in eliminating barriers to recommendation adherence, as greater adherence may facilitate recovery. [ABSTRACT FROM AUTHOR]

BACKGROUND: For children, the post-concussion return to school process is a critical step towards achieving positive health outcomes. The process requires integration between healthcare professionals, parents, and school personnel. OBJECTIVE: This research team conducted focus groups with stakeholders including parents, education personnel, school nurses, external healthcare providers (nurses) and athletic trainers to identify communication patterns between healthcare providers outside of the school setting and school personnel. METHODS: Data from focus groups were analyzed using a Thematic Analysis approach. Researchers used an inductive (bottom-up) coding process to describe semantic themes and utilized a critical realist epistemology. RESULTS: We identified four key themes within focus group data: (1) lack of effective communication between hospital and outpatient healthcare providers to school personnel; (2) parents who were strong advocates had improved communication with healthcare professionals and garnered more accommodations for their children; (3) non-school professionals and families were often confused about who the point of contact was at a given school; and (4) differing experiences for athletes vs. non-athletes. CONCLUSION: This study suggests gaps in communication between healthcare and school professionals when children return to school following a concussion. Improving communication between healthcare providers and school staff will require a multi-faceted approach. [ABSTRACT FROM AUTHOR]

BACKGROUND: Return to school is key for community re-integration after a traumatic brain injury (TBI). School support facilitates and ensure a successful transition back to school. However, access to school services is not uniform among U.S. children. OBJECTIVE: To describe school services for children with TBI from minoritized backgrounds and highlight population-specific risk factors and facilitators for accessing services. METHODS: Narrative review of the literature including studies on return to school after a mild-complicated, moderate, or severe TBI, among children enrolled in the U.S. school system. We describe receipt of services, enabling and risk factors, and outcomes, for minority children. RESULTS: There is a gap in knowledge regarding return to school among minoritized children with TBIs. Studies have few participants from racial and ethnic minority backgrounds, or low income or rural communities. Transgender and non-binary youth are not represented in present research efforts. Studies highlight larger barriers to receipt of school services among minority children and additional barriers associated with their minority status. CONCLUSION: Diversity in the U.S pediatric population is increasing. Minoritized populations are at increased risk for TBI and poor outcomes. Research focused on the needs of these populations is required to optimize school return after TBI hospitalization and overall post-discharge care. [ABSTRACT FROM AUTHOR]

BACKGROUND: Students with traumatic brain injury (TBI) often demonstrate difficulties that impact their successful return to school (RTS). OBJECTIVE: To explore injury severity, age at injury, and time since injury as predictors for performance on measures of cognitive, social and health functioning for students' participating in a formal RTS cohort at the time of their enrollment in the School Transition After Traumatic Brain Injury (STATBI) research project. METHODS: Outcome measures across cognitive, social, and health domains were analyzed for association with the explanatory variables of interest using quantile regressions and ordinary least squares regression, as appropriate. RESULTS: Students (N = 91) injured after age 13 showed significantly lower cognitive outcomes than students whose injury occurred earlier. Additionally, students more than one-year post-injury demonstrated poorer social outcome on one measure compared to students whose injury occurred more recently. Health outcomes showed no significant association to any predictors. CONCLUSION: The results of this analysis provide a baseline for a group of students with TBI as they enter a RTS research study. This data can now be paired with longitudinal measures and qualitative data collected simultaneously to gain a deeper understanding of how students with TBI present for RTS. [ABSTRACT FROM AUTHOR]

BACKGROUND: Return-to-school processes indicate 'when' to initiate activities and 'what' activities should be accomplished, but are missing 'how' to implement the process. The SCHOOLFirst website provides the 'how' through building concussion knowledge, creating a supportive culture, and defining roles. Due to the involvement of pre-service teachers in schools during training and imminent transition to becoming teachers, it is important that pre-service teachers are trained in concussion and can optimally support current and future students. OBJECTIVE: To determine: 1) pre-service teachers' knowledge and confidence surrounding the return-to-school process before and after using the SCHOOLFirst website; 2) the usability, intended use and satisfaction of the SCHOOLFirst website from the perspective of pre-service teachers. METHODS: Thirty pre-service teachers completed the demographic survey, knowledge and confidence survey, System Usability Scale, and satisfaction and intended use survey after participating in a workshop. RESULTS: Significant increases in concussion knowledge (Z = –4.093, p < 0.001) and confidence in helping students return-to-school (Z = –4.620, p < 0.001) were measured after using the SCHOOLFirst website. Participants were satisfied with the SCHOOLFirst website (93.4%) and intend to use it in the future when supporting a student post-concussion (96.4%). CONCLUSION: The SCHOOLFirst website is a valuable tool for pre-service teachers to support students' return-to-school post-concussion. [ABSTRACT FROM AUTHOR]

BACKGROUND: Returning to education (RtE) after an acquired brain injury (ABI) can be stressful for children/young people (CYP) and families. While much can be done to support RtE, there has been limited exploration of the lived experience of parents/carers about what can both help and hinder the process. OBJECTIVE: The aim was to understand more about RtE from parents' perspectives to inform best practice and facilitate improvements in service delivery. METHODS: A service evaluation explored parent/carer views about the RtE process and the support received from healthcare professionals at a regional centre in the UK. Questionnaires (n = 59) were sent to parents of patients treated for an ABI in the last two years. RESULTS: 31 parents (response rate = 51%) completed the survey. Results highlight the many challenges of RtE. Thematic analysis of responses revealed six key themes: Parental mindset and growth; What do they need now?; Specialist support and information; Talk and share; Challenges of new and hidden needs; and Don't forget them! CONCLUSION: Parents offer crucial insight into the challenges of the RtE process. Their feedback highlights important factors for service development and reminds professionals of the key components of an effective return. [ABSTRACT FROM AUTHOR]

BACKGROUND: Appropriate concussion care in school is vital for full recovery, but school return-to-learn (RTL) programs are lacking and vary in quality. Establishing student-centered RTL programs may reduce disparities in RTL care. OBJECTIVE: To examine the effect of RISE Bundle (Return to Learn Implementation Bundle for Schools) implementation on high school adoption of a student-centered RTL program. METHODS: A convenience sample of fourteen (4 rural and 10 urban) small and large Washington (WA) State public high schools were enrolled in a stepped-wedge study with baseline, end of study, and monthly measures over the 2021–2022 academic year. Schools identified an RTL champion who led RISE Bundle implementation in 6-week steps. Concussion knowledge and impact of RTL program on concussion care were examined. RESULTS: Ten schools (71.4%) successfully completed RISE Bundle implementation and established a functional RTL program. Self-reported concussion knowledge from RTL Champions increased post intervention. Establishing RTL programs facilitated provision of tailored accommodations, and perceived variation and inequities in RTL care were reduced. CONCLUSION: RISE Bundle implementation proved feasible, supported the establishment of a functional RTL program, and perceived to reduce disparities in concussion care in rural and urban WA State public high schools of varying sizes. [ABSTRACT FROM AUTHOR]

The purpose of this exploratory qualitative study was to understand the types of mental health supports described in school district reopening plans in one southeastern state, and to understand school social workers' involvement in developing these plans during the first full academic year of the COVID-19 pandemic. Publicly accessible school district reopening plans were collected from the 80 school districts in South Carolina, and 15 school social workers participated in virtual interviews. Out of the 80 school districts, 67 had reopening plans, and of those, only 43 percent mentioned mental health services and supports. Most school district reopening plans described Tier 1 universal prevention services and supports and a process for mental health assessment, identification, and referral. Fewer included Tier 2 early intervention and Tier 3 targeted and intensive services. Of the school social workers interviewed, only four were involved in helping to develop their school district reopening plans, and when involved, advocated for mental health services and supports for their students. The article concludes with a discussion of the study's implications for school social work practice. [ABSTRACT FROM AUTHOR]