Journal of School Health最新文献

Teacher- Versus Video-Delivered Classroom Activity Breaks and Student Physical Activity: The PAAC-3 Trial. 教师授课与视频授课课堂活动时间和学生体育活动：PAAC-3试验。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-09-01 DOI: 10.1111/josh.70225

Amanda N Szabo-Reed, Richard A Washburn, Jaehoon Lee, Anna Gorczyca, Jeffery J Honas, Joseph E Donnelly

Background: Classroom activity breaks may increase moderate-to-vigorous physical activity (MVPA); however, few studies have compared teacher and video-delivered approaches under real-world conditions.

Methods: In this cluster randomized trial, 11 elementary schools were assigned to teacher-delivered (PAAC-T; 5 schools, 192 students) or video-delivered (PAAC-V; 6 schools, 276 students) classroom activity breaks across one academic year. Teachers were trained to deliver two 10-min breaks daily. Intervention delivery was tracked via a web-based platform, and classroom MVPA was assessed using accelerometers at baseline and follow-up.

Results: Implementation fidelity was low and highly variable, but comparable between PAAC-T (42.3 ± 57.1 activity breaks/teacher/year) and PAAC-V (39.2 ± 33.9; p = 0.96), with teachers delivering ∼50% of the intended daily activity. Classroom MVPA increased significantly in both groups (PAAC-T: 9.8 ± 15.9; PAAC-V: 9.1 ± 15.3 min/day; p < 0.001), with no intervention arm-by-time interaction (p = 0.43).

Implications for school health policy, practice, and equity: Classroom physical activity breaks may increase student MVPA, but effectiveness in elementary schools appears to depend on implementation fidelity, administrative support, and equitable system-level infrastructure.

Conclusions: Modest increases in classroom MVPA were observed across both delivery formats, although low and variable implementation fidelity limited conclusions regarding effectiveness and highlighted the need for stronger implementation supports.

Trial registration: NCT03493139.

背景：课堂活动休息可以增加中等到剧烈的身体活动（MVPA）；然而，很少有研究在现实条件下比较教师和视频教学方法。方法：在此整群随机试验中，11所小学被分配为教师授课（PAAC-T， 5所学校，192名学生）或视频授课（PAAC-V， 6所学校，276名学生）的课堂活动，为期一学年。老师们接受了培训，每天有两次10分钟的休息时间。通过基于网络的平台跟踪干预措施的实施，并在基线和随访时使用加速度计评估教室MVPA。结果：实施保真度较低且变化很大，但PAAC-T（42.3±57.1次活动/教师/年）和PAAC-V（39.2±33.9次；p = 0.96）之间具有可比性，教师提供约50%的预期日常活动。两组的课堂MVPA均显著增加（PAAC-T: 9.8±15.9;PAAC-V: 9.1±15.3分钟/天）；p对学校健康政策、实践和公平性的影响：课堂体育活动休息可能会增加学生的MVPA，但在小学的有效性似乎取决于实施的保保性、行政支持和公平的系统级基础设施。结论：两种教学形式均观察到课堂MVPA的适度增加，尽管低和可变的实施保真度限制了关于有效性的结论，并强调了加强实施支持的必要性。试验注册：NCT03493139。

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引用次数: 0

Wearable-Supported Physical Education for Physical Activity and Psychosocial Beliefs in Underserved Adolescents 在服务不足的青少年中进行体育活动和心理社会信念的可穿戴式体育教育。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-26 DOI: 10.1111/josh.70219

Suryeon Ryu, Emily Kringle, Zan Gao

Background

Despite well-established health benefits of moderate-to-vigorous physical activity (MVPA), many youth, especially from low-income households, remain insufficiently active. This study examined the feasibility and preliminary efficacy of a fitness wearable-supported intervention to increase MVPA in physical education (PE) classes among underserved adolescents.

Methods

Four PE classes (N = 55 enrolled; ages 11–14) at a low-income public school were assigned to either a two-week wearable-supported PE or usual PE, and analyses included the 52 students with pre- and post-assessment data. Feasibility benchmarks (recruitment, retention, data completeness, adherence, dose, technology) were compared against benchmarks set a priori. Between-group differences in change in MVPA (actigraphy) and psychosocial beliefs (questionnaires) were analyzed using ANCOVA or non-parametric equivalent tests.

Results

Recruitment, retention, data collection, and technology adherence benchmarks were met. A significant interaction for MVPA of in-class PE was observed (F(1, 47) = 14.60, p < 0.01, $� � � �_{η}^{�} � � �$ = 0.24), favoring the intervention group. No significant improvements in psychosocial beliefs were observed in either group.

Implications for School Health Policy, Practice, and Equity

Schools and health professionals may consider integrating digital health tools, aligned with evidence-based pedagogical strategies and behavior change techniques to facilitate health-enhancing physical activity.

Conclusions

Self-monitoring and real-time feedback via fitness wearables may increase in-class engagement in MVPA among underserved adolescents, however, further studies are warranted to strengthen the evidence in this population.

背景：尽管中等至高强度身体活动（MVPA）对健康有益，但许多年轻人，特别是来自低收入家庭的年轻人，仍然缺乏足够的运动。本研究探讨了一种健身可穿戴设备支持的干预措施在缺乏服务的青少年体育课中提高MVPA的可行性和初步效果。方法：在一所低收入公立学校的四个体育班（N = 55，年龄11-14岁）被分配到为期两周的可穿戴式体育或普通体育，并分析了52名学生的评估前和评估后数据。可行性基准（招募、保留、数据完整性、依从性、剂量、技术）与先验基准进行比较。使用ANCOVA或非参数等效检验分析MVPA（活动图）和心理社会信念（问卷）变化的组间差异。结果：招聘、保留、数据收集和技术依从性达到了标准。观察到课堂内PE的MVPA存在显著的交互作用（F(1,47) = 14.60, p η p 2 = 0.24），有利于干预组。两组患者的心理社会信念均未见显著改善。对学校卫生政策、实践和公平的影响：学校和卫生专业人员可考虑将数字卫生工具与循证教学策略和行为改变技术相结合，以促进促进健康的身体活动。结论：通过可穿戴健身设备进行自我监测和实时反馈可能会增加服务不足的青少年在课堂上的MVPA参与度，然而，需要进一步的研究来加强这一人群的证据。

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引用次数: 0

Why Do Victimized Youth Feel Lonely? Cognitive Flexibility as a Mediator and Social Support as a Contextual Moderator 为什么受害青年感到孤独？认知灵活性作为中介，社会支持作为语境调节。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-26 DOI: 10.1111/josh.70222

Pengwei Liang, Yilin Yan, Xue Wen, Xiaoyan Liu

Background

Guided by the cognitive–behavioral model of loneliness and the healthy context paradox, we tested whether cognitive flexibility mediates the link between peer victimization and loneliness in adolescents and whether social support moderates this pathway.

Methods

Using a two-wave, short-term prospective design, we followed 833 Chinese first-year junior middle school students (M_age = 12.22, SD = 0.43; 49.1% male). At both waves, students completed validated measures of peer victimization, cognitive flexibility, loneliness, and perceived social support. Analyses included descriptives, mediation, and moderated mediation with bootstrap tests, adjusting for demographics and baseline outcomes.

Results

T1 peer victimization predicted lower cognitive flexibility, which in turn predicted higher T2 loneliness, supporting mediation. Social support moderated these associations: the indirect effect was significant only under high support; victimization was negatively associated with cognitive flexibility only when support was high.

Implications for School Health Policy, Practice, and Equity

Cognitive flexibility may represent one modest and potentially modifiable cognitive process to be examined in future school-based prevention and intervention research. Findings caution against assuming uniform benefits of global support. Schools should combine anti-bullying efforts with skills for flexible thinking and tailor supports to avoid inadvertent harm, ensuring equitable access.

Conclusions

Cognitive flexibility partially mediated victimization's effect on loneliness. Unexpectedly, high social support amplified adverse effects, underscoring nuanced, context-sensitive school strategies.

背景：在孤独感的认知-行为模型和健康情境悖论的指导下，我们测试了认知灵活性是否介导同伴伤害与青少年孤独感之间的联系，以及社会支持是否调节了这一途径。方法：采用两波、短期前瞻性设计，对833名中国初中生进行随访（Mage = 12.22, SD = 0.43，男性49.1%）。在两组测试中，学生都完成了同伴受害、认知灵活性、孤独感和感知社会支持的有效测量。分析包括描述性、中介和有调节的中介，采用自举检验，调整人口统计学和基线结果。结果：T1同伴伤害预测认知灵活性降低，认知灵活性反过来预测T2孤独感升高，支持中介作用。社会支持调节了这些关联：间接效应只有在高支持下才显著；只有当支持度高时，受害与认知灵活性呈负相关。对学校健康政策、实践和公平的影响：认知灵活性可能代表一种适度的、潜在的可改变的认知过程，在未来以学校为基础的预防和干预研究中有待检验。研究结果告诫人们不要假设全球支持的统一收益。学校应将反欺凌的努力与灵活思维的技能和量身定制的支持结合起来，以避免无意的伤害，确保公平获取。结论：认知灵活性部分介导了受害行为对孤独感的影响。出乎意料的是，高社会支持放大了不利影响，强调了微妙的、情境敏感的学校策略。

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引用次数: 0

Instruments for Assessing Basic Life Support Knowledge in Secondary School Students: A Scoping Review and Expert Panel 评估中学生基本生命支持知识的工具：范围审查和专家小组。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-25 DOI: 10.1111/josh.70223

Marcos Mecías-Calvo, Maria Sobrido-Prieto, Rubén Navarro-Patón

Background

Schools are essential settings for teaching Basic Life Support (BLS). However, assessment methods for students vary considerably.

Methods

A scoping review was conducted following the PRISMA-ScR guidelines and the Joanna Briggs Institute methodology. The search included the MEDLINE, CINAHL, PsycINFO, ERIC, Scopus, and Web of Science databases. Studies using questionnaires administered to secondary school students were selected. A panel of experts validated the descriptive synthesis of the data.

Results

Thirty-six studies were included. Ad hoc questionnaires are the most common and show significant variations in their structure and the dimensions they assess. Detection of cardiac arrest and the use of automated external defibrillators (AEDs) were examined less frequently than cardiopulmonary resuscitation (CPR) techniques. Studies on long-term knowledge retention are very limited. Most studies focus solely on immediate postintervention assessments.

Implications for School Health Policy, Practice, and Equity

To ensure uniform and equal training in all educational settings, BLS programs in schools must incorporate all elements of the chain of survival, promote active learning techniques, and employ standardized assessment tools.

Conclusions

Standardized and psychometrically validated instruments are needed to improve the assessment of BLS teaching in secondary schools.

背景：学校是基础生命支持（BLS）教学的必要场所。然而，学生的评估方法差异很大。方法：根据PRISMA-ScR指南和乔安娜布里格斯研究所的方法进行范围审查。检索包括MEDLINE、CINAHL、PsycINFO、ERIC、Scopus和Web of Science数据库。选取以中学生为对象进行问卷调查的研究。一个专家小组验证了对数据的描述性综合。结果：纳入36项研究。特别问卷是最常见的，在结构和评估维度上有显著差异。检测心脏骤停和使用自动体外除颤器（aed）的频率低于心肺复苏（CPR）技术。关于长期知识保留的研究非常有限。大多数研究只关注干预后的即时评估。对学校健康政策、实践和公平的影响：为了确保在所有教育环境中进行统一和平等的培训，学校的劳工统计局项目必须纳入生存链的所有要素，促进积极的学习技术，并采用标准化的评估工具。结论：需要标准化和心理测量验证的工具来改善中学劳工统计局教学的评估。

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引用次数: 0

Gender-Based Cyberviolence Prevention in European Secondary Education: A Scoping Review on the Intersection Between Comprehensive Sexuality Education and Digital Literacy 欧洲中学教育中基于性别的网络暴力预防：综合性教育与数字素养交叉的范围审查。

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-25 DOI: 10.1111/josh.70221

Valeria Piras, Arpita Chakraborty

Background

The increasing pervasiveness of digital technologies in adolescent life has heightened concerns about gender-based cyberviolence, especially toward girls, LGBTQI+ youth, and other marginalized groups. While European Union (EU) policy, including Directive (EU) 2024/1385, recognizes these harms, formal education systems in EU Member States lack integrated strategies that connect Comprehensive Sexuality Education (CSE) and Digital Literacy (DL).

Methods

This scoping review explores how academic research addresses this intersection in secondary education, drawing on 14 peer-reviewed studies published between 2014 and 2025 and sourced from Scopus, Web of Science, and Research Rabbit.

Findings

The review reveals a fragmented field: CSE and DL are often treated in isolation, and cyberviolence prevention is rarely included. Young people's perspectives remain largely absent.

Implications for School Health Policy, Practice, and Equity

These gaps highlight a misalignment between policy ambitions and educational practices. This review offers insight into how health education initiatives in schools can be reoriented to better integrate comprehensive sexuality education and digital literacy, thereby contributing to the prevention of gender-based online harm.

Conclusions

Integrating CSE and DL in secondary schools is essential to support more equitable, policy-aligned, and effective prevention of gender-based cyberviolence among adolescents.

背景：数字技术在青少年生活中的日益普及，加剧了人们对基于性别的网络暴力的担忧，尤其是针对女孩、LGBTQI+青年和其他边缘群体的网络暴力。虽然欧盟（EU）政策，包括指令（EU） 2024/1385，承认了这些危害，但欧盟成员国的正规教育系统缺乏将全面性教育（CSE）和数字扫盲（DL）联系起来的综合战略。方法：本范围综述探讨了学术研究如何解决中等教育中的这一交叉点，借鉴了2014年至2025年间发表的14项同行评议研究，这些研究来自Scopus、Web of Science和research Rabbit。调查结果：该审查揭示了一个支离破碎的领域：CSE和DL往往被孤立对待，而网络暴力预防很少被包括在内。年轻人的观点在很大程度上仍然缺失。对学校卫生政策、实践和公平的影响：这些差距突出了政策目标与教育实践之间的不一致。这篇综述深入探讨了如何重新调整学校的健康教育举措，以便更好地将综合性教育和数字素养结合起来，从而有助于预防基于性别的在线伤害。结论：在中学中整合CSE和DL对于支持更公平、更符合政策、更有效地预防青少年中基于性别的网络暴力至关重要。

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引用次数: 0

Exploratory Evaluation of a Medical Student-Led Health Literacy Program Among High School Students 医学生主导的中学生健康素养项目的探索性评价

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-20 DOI: 10.1111/josh.70220

Noah Lee Carey, Isabella Johnson, Allison Ruff, Jonathan F. Finks

Background

Low health literacy is a barrier to positive health behaviors and outcomes among adolescents, especially in marginalized communities. Sustained, youth-centered interventions for high-risk populations are limited.

Contributions to Practice

We implemented and conducted an exploratory evaluation of a year-long, medical student-led program for ninth- and tenth-grade students at two Detroit public high schools. The program demonstrated the feasibility of interactive school-based health literacy programming and identified practical considerations for future implementation. Using anonymous pre and postprogram surveys, we examined group-level response patterns in self-reported confidence on health-related knowledge and abilities (n = 71 baseline; n = 52 follow-up). Survey items reflected domains addressed during program sessions, including healthcare navigation, understanding medical terminology, identifying reliable health information, self-advocacy in healthcare settings, and emergency response skills. Postsurvey responses showed more favorable group-level response patterns across all domains.

Implications for School Health Policy, Practice, and Equity

Near-peer, school-based health literacy interventions may represent a practical strategy to support adolescent engagement with healthcare concepts in under-resourced communities. Partnerships between medical schools and secondary schools may provide scalable opportunities for community engagement and health education.

Conclusions

This exploratory evaluation supports the potential value of medical student-led health literacy programming as a community-centered model for adolescent health education.

卫生知识普及程度低是青少年，特别是边缘社区青少年积极健康行为和结果的障碍。针对高危人群的持续的、以青年为中心的干预措施是有限的。对实践的贡献我们对底特律两所公立高中九年级和十年级的学生实施并进行了为期一年的医学学生主导的项目的探索性评估。该方案证明了互动式学校卫生扫盲方案的可行性，并确定了今后实施的实际考虑因素。采用匿名计划前和计划后调查，我们检查了组水平的自我报告健康相关知识和能力的信心反应模式（基线n = 71；随访n = 52）。调查项目反映了节目期间涉及的领域，包括医疗保健导航、理解医学术语、识别可靠的健康信息、医疗保健环境中的自我宣传和应急响应技能。调查后的反应显示出更有利的群体水平的反应模式在所有领域。对学校卫生政策、实践和公平的影响近同伴、以学校为基础的卫生素养干预措施可能是支持资源不足社区青少年参与卫生保健概念的实用策略。医学院和中学之间的伙伴关系可为社区参与和健康教育提供可扩展的机会。结论医学生主导的健康素养规划作为一种以社区为中心的青少年健康教育模式，具有潜在价值。

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引用次数: 0

From Policy to Practice: School Stakeholder Perspectives on Alternative Breakfast Implementation in Utah 从政策到实践：学校利益相关者对犹他州替代早餐实施的看法

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-19 DOI: 10.1111/josh.70215

Devin Killian, J. Mitchell Vaterlaus, Sophia Galleguillos, Haley Hoelzer, Lori Andersen Spruance

Background

The School Breakfast Program (SBP) provides academic and nutritional benefits to U.S. children. In Utah, the Start Smart Utah policy requires schools with higher proportions of students from low-income backgrounds to adopt alternative breakfast models. Research suggests policy adoption does not guarantee effective implementation. This study examined school stakeholders' perspectives on implementing Start Smart Utah.

Methods

This qualitative study recruited Utah school stakeholders (n = 32) whose schools were required to implement an alternative breakfast model under Start Smart Utah. A semi-structured interview guide explored implementation experiences and perceived support. Interviews were analyzed using reliability thematic analysis.

Results

Five themes were constructed: (a) supporting students through school breakfast, (b) initial implementation: shifting strategies and support, (c) student participation in school breakfast, (d) tensions among quality, choice, and waste, and (e) recommendations for strengthening alternative breakfast models.

Implications for School Health Policy, Practice, and Equity

Findings show that clear communication, adequate resources, and stakeholder engagement are essential for policy success. Embedding funding, training, and feedback mechanisms can improve implementation and equity.

Conclusions

SBPs remain vital to student well-being and academic success. Start Smart Utah shows that expanding access through policy can yield benefits, but success depends on implementation realities.

学校早餐计划（SBP）为美国儿童提供学术和营养方面的好处。在犹他州，Start Smart Utah政策要求低收入家庭学生比例较高的学校采用替代早餐模式。研究表明，采取政策并不能保证有效实施。本研究考察了学校利益相关者对实施Start Smart Utah的看法。方法本定性研究招募了犹他州学校利益相关者（n = 32），这些学校被要求在Start Smart Utah下实施替代早餐模式。半结构化访谈指南探讨了实施经验和感知支持。访谈采用可靠性专题分析进行分析。结果构建了五个主题：(a)通过学校早餐支持学生；(b)初步实施：转变策略和支持；(c)学生参与学校早餐；(d)质量、选择和浪费之间的紧张关系；(e)加强替代早餐模式的建议。对学校卫生政策、实践和公平的影响研究结果表明，明确的沟通、充足的资源和利益相关者的参与是政策成功的关键。嵌入资金、培训和反馈机制可以改善实施和公平性。结论：sbp对学生的健康和学业成功至关重要。Start Smart Utah表明，通过政策扩大获取可以产生效益，但成功取决于实施的实际情况。

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引用次数: 0

Secular Trends in Physical Activity, Sedentary Behavior, and Weight Status Among South Korean Adolescents During 2017–2024 2017-2024年韩国青少年身体活动、久坐行为和体重状况的长期趋势

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-19 DOI: 10.1111/josh.70214

Yunmin Han, Younghwan Choi, Sungjae Yoon, Doyoung Gwak, Eun-Young Lee, Yeon Soo Kim

Background

We examined trends in physical activity (PA), sedentary behavior (SB), and weight status among Korean adolescents across the COVID-19 period and assessed subgroup disparities.

Methods

We analyzed nationally representative data from the 2017 to 2024 Korea youth risk behavior web-based survey (N = 417,243; mean age, 15.0 years). PA adherence followed World Health Organization recommendations; SB adherence was defined as ≤ 2 h/day of recreational screen time; and weight status used the 2017 Korean Growth Chart BMI percentiles. Weighted estimates and Joinpoint regression quantified annual percent changes (APCs).

Results

Underweight and obesity both increased. Underweight rose particularly among girls (APC, 6.7%), whereas obesity was more prevalent among boys (14.7%; APC, 3.2%) and high school students (13.3%; APC, 3.2%). PA adherence increased over the study period (APC, 4.0%) but remained low, especially in girls (2.4% vs. 8.6% in boys). SB adherence declined from 36.1% in 2017 to 19.2% in 2020 and partially recovered by 2024 (24.5%).

Implications for School Health Policy, Practice, and Equity

Schools should adopt gender-sensitive strategies to increase daily PA and reduce recreational SB, prioritizing girls and high school students.

Conclusions

From 2017 to 2024, weight polarization worsened among Korean adolescents, underscoring the need for equitable school-based interventions targeting PA, SB, and weight-related disparities.

我们研究了韩国青少年在2019冠状病毒病期间的身体活动（PA）、久坐行为（SB）和体重状况的趋势，并评估了亚组差异。方法分析2017 - 2024年韩国青少年危险行为网络调查中具有全国代表性的数据（N = 417,243，平均年龄15.0岁）。遵守世界卫生组织的建议；SB依从性定义为≤2小时/天的娱乐屏幕时间；体重状况使用了2017年韩国成长图表BMI百分位数。加权估计和连接点回归量化了年百分比变化（APCs）。结果体重过轻和肥胖均有所增加。体重不足的情况在女孩中尤为明显（APC, 6.7%），而肥胖在男孩（14.7%；APC, 3.2%）和高中生（13.3%；APC, 3.2%）中更为普遍。PA依从性在研究期间有所增加（APC, 4.0%），但仍然很低，特别是在女孩中（2.4%对8.6%）。SB的依从性从2017年的36.1%下降到2020年的19.2%，到2024年部分恢复（24.5%）。学校应采取对性别敏感的策略，增加每日PA，减少娱乐性SB，优先考虑女孩和高中生。从2017年到2024年，韩国青少年的体重两极分化加剧，强调需要针对PA， SB和体重相关差异进行公平的学校干预。

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引用次数: 0

A Therapeutic Greenhouse Model for School-Based Health 校本健康的治疗性温室模型

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-17 DOI: 10.1111/josh.70218

Nicole Casbarro, Pina M. Violano

Background

The Therapeutic Greenhouse Program, located at an elementary school in an underserved community, offers a sustainable and reproducible model for school-based garden programming. Developed by a school-based health center, the program integrates medical and behavioral health services within an alternative therapeutic environment. It has been maintained since 2020 through strong partnerships with school staff, families, and community organizations.

Contributions to Practice

The program bridges hands-on food literacy education with clinical care delivery. Elementary school children engage in structured sessions that combine nutrition education, experiential learning, and behavioral health support within the garden setting. Close collaboration with teachers and community partners embeds the program into the daily school routine, fostering a multidisciplinary approach to student wellness.

Implications for School Health Policy, Practice, and Equity

This model supports policies that expand school-based health services into nontraditional care environments. It demonstrates the feasibility of interdisciplinary collaboration in delivering integrated, experiential health education. Furthermore, the program advances health equity by providing inclusive, nonstigmatizing access to health promotion and fresh food.

Conclusions

By leveraging billable services, strategic partnerships, volunteer engagement, and small-scale revenue generation, the program provides a financially sustainable and replicable framework for integrating healthcare and education in school settings.

治疗温室项目位于一个服务水平低下的社区的一所小学，为学校花园规划提供了一个可持续和可复制的模式。该项目由学校健康中心开发，将医疗和行为健康服务整合到一个替代治疗环境中。自2020年以来，通过与学校员工、家庭和社区组织的牢固伙伴关系，该计划一直保持着。该项目将实践食品素养教育与临床护理服务联系起来。小学生们在花园环境中参加有组织的课程，将营养教育、体验式学习和行为健康支持结合起来。与教师和社区合作伙伴密切合作，将该项目融入学校日常工作中，培养学生健康的多学科方法。对学校卫生政策、实践和公平的影响该模型支持将学校卫生服务扩展到非传统护理环境的政策。它证明了跨学科合作提供综合体验式健康教育的可行性。此外，该计划还通过提供包容性、非污名化的健康促进和新鲜食品，促进卫生公平。通过利用收费服务、战略合作伙伴关系、志愿者参与和小规模创收，该项目为在学校环境中整合医疗保健和教育提供了一个财务上可持续和可复制的框架。

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引用次数: 0

The Association Between School Physical Education Practices and School Level Socioeconomic Status 学校体育实践与学校社会经济地位的关系

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health

Pub Date : 2026-08-16 DOI: 10.1111/josh.70217

Sam Biver, Ben D. Kern, Hans van der Mars, Enbal Shacham

Background

Youth physical activity in the United States remains low, with disparities by socioeconomic status (SES). Physical education (PE) is an effective structural intervention, yet implementation is below recommendations. This study examines whether elementary school SES is associated with the implementation of recommended PE practices.

Methods

Elementary school data from School Health Map were merged with National Center for Education Statistics data to fit four mixed-effects logistic models with SES and locale as fixed effects and state as a random intercept. Outcomes were four recommended PE practices.

Results

Schools with lower SES had higher odds of meeting recommended weekly instructional minutes compared to high-SES schools. However, low-SES schools also had higher odds of allowing students to be withheld from PE for disciplinary or academic reasons and lower odds of employing qualified PE teachers. State-level factors appeared to influence physical education minutes, class size, and teacher qualifications.

Implications for School Health Policy, Practice, and Equity

Addressing disparities in PE practices will require coordinated state, district, and school-level efforts that go beyond weekly instructional time to prevent withholding PE, ensure manageable class sizes, and support qualified teachers.

Conclusions

Low-SES schools met PE minutes more often, but other equity gaps remained.

背景：美国的青少年体育活动仍然很低，社会经济地位（SES）存在差异。体育教育（PE）是有效的结构性干预，但实施低于建议。本研究旨在探讨小学社会经济地位是否与建议的体育练习的实施有关。方法：将学校健康地图的小学数据与国家教育统计中心的数据合并，拟合以社会经济地位和地区为固定效应，以州为随机截距的四种混合效应logistic模型。结果是四种推荐的体育锻炼方法。结果：社会经济地位较低的学校与社会经济地位较高的学校相比，达到推荐的每周教学时间的几率更高。然而，低社会经济地位学校允许学生因纪律或学术原因而不上体育课的几率也更高，聘用合格体育教师的几率也更低。州一级的因素似乎会影响体育课时间、班级规模和教师资格。对学校健康政策、实践和公平的影响：解决体育实践中的差异需要州、地区和学校层面的协调努力，而不仅仅是每周的教学时间，以防止不进行体育，确保可管理的班级规模，并支持合格的教师。结论：低社会经济地位学校的体育课时间更长，但其他方面的差距仍然存在。

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引用次数: 0