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Introduction: A healthy social–emotional functioning is vital for students' general development and wellbeing. The school environment is a major determinant of social–emotional functioning, yet little is known about school-level and student-level characteristics related to healthy social–emotional functioning. In this study, we examined school-level characteristics (school size, school disadvantage score, urbanization level, and school denomination) and student-level characteristics (grade, secondary school track, participation in a COVID-19-related catch-up program, and measurement moment - during or after COVID-19) as predictors of students' motivation for school, academic self-concept, social acceptance, and school wellbeing. Methods: In school year 2020–2021, just after the first Covid-19 outbreak, 3,764 parents of primary school students from 242 Dutch primary schools and 2,545 secondary school students from 62 secondary schools filled out online questionnaires, before and after a Covid-19 related catch-up program was implemented at their school. Reliable and validated questionnaires were used to assess students' motivation (Intrinsic Motivation Inventory), academic self-concept (Harter Self Perception Profile for Children; Self-Description Questionnaire-II), school wellbeing (Dutch School Questionnaire) and social acceptance (PRIMA Social Acceptance Questionnaire). School characteristics were derived from online databases. Student participation in a catch-up program and measurement moment (before or after the program) were taken into account. Data was analyzed via multilevel General Linear Mixed Models, separately for primary and secondary education. Results: Of the school-level factors, only school disadvantage score was a significant predictor, specifically for primary school students' motivation. Of the student-level characteristics, grade and catch-up participation were significant predictors of lower motivation, academic self-concept and school-wellbeing in primary school. In secondary school, students in higher grades had significantly lower motivation and school wellbeing; participants in catch-up program had a significantly lower academic self-concept; and perceived social-acceptance and school wellbeing were significantly lower just after COVID-19. Conclusion: School-level characteristics only played a minor role in explaining differences in students' social–emotional functioning. In both primary and secondary education, students in higher grades and participating in catch-up programs scored lower on their social–emotional functioning. Schools should be aware of students in higher grades being at risk for more problems in their social–emotional functioning. [ABSTRACT FROM AUTHOR]

Introduction: COVID-19 had a major impact on education, resulting in learning losses among students. The Dutch ministry set-up a subsidy for schools to implement catch-up programs in tackling learning losses. In this study, we examine (a) which students participated in the programs, and (b) effectiveness of these programs in remediating learning losses in secondary school students. Methods: Sixteen program in eight secondary schools were analyzed using data of 16,675 students (9,784 individual students; 1,336 participating in a catch-up program). Schools implemented three program types: tutoring, homework support, and general skills. Per school, a difference-in-difference design was used, computing two effect sizes: comparing grades of participating and nonparticipating students; and grades in tutoring-specific subjects to non-tutored subject (specifically for tutoring programs). Effect sizes were combined using meta-analytic regressions in JASP. Results: At program onset, students selected for participation had significantly lower overall grades than non-participants, or - for subject-specific tutoring - lower grades specifically in the tutored subject. Tutoring programs significantly increased students' grades: with higher grades for participants than nonparticipants, and - for students receiving subject-specific tutoring - higher grades in tutored subjects compared to those in non-tutored subjects. No significant effects were found for homework support and general study skill programs. Conclusion: Schools selected students most in need for catch-up programs. Tutoring interventions seemed to remediate part of secondary school students' learning losses, whereas general skills programs and homework support programs did not. Large between-school heterogeneity was found, implying that program implementation was at least as important as program type and content. [ABSTRACT FROM AUTHOR]

Background: Children's participation in physical education (PE) is seen as important for developing an active lifestyle and has been positively linked to academic achievement. Physical activity (PA) levels during PE are thought to be linked to PE‐motivation, although this relation is poorly understood. Aims: This study examined (1) whether children's PA‐levels during PE were predictive of their PE‐motivation and (2) whether the relation between PA‐levels and motivation was moderated by children's academic achievement. Where previous studies focused on moderate‐to‐vigorous physical activity (MVPA), disregarding the potential beneficial role of lower intensities of PA, we included MVPA, light‐intensity physical activity (LPA) and sedentary behaviour (SED). Sample: In total, 891 primary school students participated (mean age = 9.2 years). Methods: During one regular PE‐lesson, PA‐levels (using accelerometers) and PE‐motivation (Intrinsic Motivation Inventory) were measured. Academic achievement in reading, mathematics and spelling was measured with standardized tests. Results: A structural equation model revealed that LPA, MVPA and academic achievement positively predicted PE‐motivation. The interaction between academic achievement and PA‐levels was not related to PE‐motivation. SED was excluded from the models due to multicollinearity. Conclusion: Children who are more engaged in LPA and MVPA and who perform better academically generally seem to be more motivated for PE, suggesting that PA‐intensity levels and PE‐motivation are bidirectionally linked. Results underline the importance of also examining LPA. [ABSTRACT FROM AUTHOR]

Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Previous research in children has shown that higher cardiovascular fitness is related to better executive functioning. However, the available literature is hampered by methodological limitations. The present study investigates the relationship between cardiovascular fitness and executive functioning in a large sample of healthy children (N = 814). Cardiovascular fitness was assessed with estimated VO2Max from 20 m Shuttle Run Test performance. Executive functioning was assessed using a set of computerized neurocognitive tasks aimed at executive functions (working memory, motor inhibition, interference control) and lower-level neurocognitive functions (information processing and attention). Dependent measures derived from the neurocognitive tests were subjected to principal component analysis. Mixed model analyses tested the relation between cardiovascular fitness and neurocognitive functioning components. Results showed that children with higher cardiovascular fitness performed better on the neurocognitive function components Information Processing and Control, Visuospatial Working Memory and Attention Efficiency. The following measures contained in these components contributed to the observed relations: information processing measures, visuospatial working memory, and speed of alerting attention. No relationship was found between cardiovascular fitness and the other components: Verbal Working Memory, Attention Accuracy, and Interference Control. The present study suggests that there is a relationship between cardiovascular fitness and a specific set of executive functions and lower level neurocognitive functions. These findings highlight the importance of cardiovascular fitness for the overall health of school-aged children., (© 2020 The Authors. Developmental Science published by John Wiley & Sons Ltd.)

This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions.

This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group. A higher volume of moderate-to-vigorous physical activity resulted in better post-test mathematics achievement in both intervention groups, and post-test spelling achievement in the cognitively engaging intervention group. Compared to the control group, lower achievers in reading performed better in reading after the cognitively-engaging intervention. A combination of moderate-to-vigorous physical activity and cognitively-engaging exercises seems to have the most beneficial effects. Future intervention studies should take into account quantitative and qualitative aspects of physical activity, and children's baseline academic achievement.