Search Results (1,190)

In this pilot study, the crossing behavior of elementary school students commuting on bicycles was investigated with the objective of enhancing safety around pedestrian crossings within school zones. With a noticeable increase in crashes involving young cyclists near schools, this research assessed the effectiveness of visual nudges in the form of red strips displaying “CYCLISTS DISMOUNT” instructions. Initial observations indicated a lack of compliance with dismounting regulations. After the initial observations, a specific elementary school was selected for the implementation of the nudging intervention and additional pre- (N = 91) and post-intervention (N = 71) observations. The pre-intervention observations again revealed poor adherence to the regulations requiring cyclists to dismount at specific points. Following our targeted intervention, the post-intervention observations marked an improvement in compliance. Indeed, the visual nudge effectively communicated the necessity of dismounting at a critical location, leading to a higher rate of adherence among cyclists (52.74% pre-intervention, 97.18% post-intervention). Although it also indirectly affected the behavior of the accompanying adult, who more often held hands with their children while crossing, this effect was weaker than the direct effect on dismounting behavior (20.88% pre-intervention, 39.44% post-intervention). The findings of the current pilot study underscore the possible impact of nudging on behavior and advocate for a combined approach utilizing physical nudges to bolster safety within school zones. Follow-up research, including, for instance, multiple sites, long-term effects, or children traveling alone, is called for. Full article

Objectives: This study assessed the effectiveness of a cognitive behavioral therapy (CBT)-based fine dust education program, grounded in the Health Belief Model (HBM), on elementary students’ fine dust knowledge, related behaviors, and mental health (depression, anxiety, stress, sleep quality). Methods: From September to November 2024, 95 students (grades 4–6) living near a coal-fired power plant in midwestern South Korea were assigned to either an intervention group (n = 44) or a control group (n = 51). The intervention group completed a three-session CBT-based education program; the control group received stress management education. Assessments were conducted at weeks 1, 2, 4, and 8 using standardized mental health and behavior scales (PHQ: Patient Health Questionnaire, GAD: Generalized Anxiety Disorder Assessment, PSS: Perceived Stress Scale, ISI: Insomnia Severity Index). Results: A chi-square test was conducted to compare pre- and post-test changes in knowledge and behavior related to PM2.5. The intervention group showed significant improvements in seven fine dust-related knowledge and behavior items (e.g., PM2.5 awareness rose from 33.3% to 75.0%; p < 0.05). The control group showed limited gains. Regarding mental health, based on a mixed-design ANCOVA, anxiety scores significantly declined over time in the intervention group, with group and interaction effects also significant (p < 0.05). Depression scores showed time effects, but group and interaction effects were not significant. No significant changes were observed for stress, sleep, or group × PM2.5 interactions. Conclusions: The CBT-based education program effectively enhanced fine dust knowledge, health behaviors, and reduced anxiety among students. It presents a promising, evidence-based strategy to promote environmental and mental health in school-aged children. Full article

The relationship between self-rated personality and nonverbal intelligence has been studied in young students, but these studies have generally not considered nested data, despite their allowing us to analyse between-classroom variability. The present cross-sectional study involved third- to sixth-grade students (n = 447) who were nested into their classrooms (n = 32). The participants completed the Raven’s Coloured Progressive Matrices (CPM) as a measure of nonverbal intelligence and a personality questionnaire based on the Five Factor Model. At the class level, the study data included class size, class-average CPM scores, and class-homogeneity in CPM performances. Multilevel modelling with class-mean centring of personality predictors was applied to examine class-average differences in CPM scores and interaction effects between personality and class-homogeneity on CPM scores. The results showed significant differences in average CPM performances across classrooms, significant fixed and random slope effects linking nonverbal intelligence and Imagination, and a cross-level effect revealing that Imagination is a stronger predictor of CPM scores when class-homogeneity in intelligence is lower. Beyond confirming the intelligence–Imagination association generally observed in the literature, the present findings emphasise the importance of using nested structures when collecting personality and intelligence data in classrooms. More attention needs to be paid to how the classroom environment affects children’s self-reported personality and intelligence test performances. Full article

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, outline 17 interconnected objectives designed to promote human well-being and sustainable development worldwide. Education is recognized by the United Nations as a key factor in promoting sustainable development. To cultivate students with both global perspectives and local engagement, it is essential to integrate sustainability education into elementary curricula. Accordingly, this study aimed to enhance elementary school students’ understanding of the SDGs by designing a structured instructional activity and developing a hybrid digital-physical board game. The game was implemented as a supplementary review tool to traditional classroom teaching, leveraging the motivational and knowledge-retention benefits of physical board games while incorporating digital features to support learning process monitoring. To address the limitations of conventional review approaches—such as reduced student engagement and increased cognitive load—the instructional model incorporated the board game during review sessions following formal instruction. This was intended to maintain student attention and reduce unnecessary cognitive effort, thereby supporting learning in sustainability-related content. A quasi-experimental design was employed to evaluate the effectiveness of the instructional intervention and the board game system, focusing on three outcome variables: learning motivation, cognitive load, and learning achievement. The results indicated that students in the game-based Sustainable Development Goals group achieved significantly higher delayed posttest scores (M = 72.91, SD = 15.17) than the traditional review group (M = 61.30, SD = 22.82; p < 0.05). In addition, they reported significantly higher learning motivation (M = 4.40, SD = 0.64) compared to the traditional group (M = 3.99, SD = 0.69; p < 0.05) and lower cognitive load (M = 1.84, SD = 1.39) compared to the traditional group (M = 2.66, SD = 1.30; p < 0.05), suggesting that the proposed approach effectively supported student learning in sustainability education at the elementary level. Full article

This study investigates the impact of teacher decisions and other contextual factors on indoor air quality (IAQ) in mechanically ventilated elementary school classrooms using low-cost air quality sensors. Four classrooms at a K–8 school in San Jose, California, were monitored for airborne particulate matter (PM), carbon dioxide (CO₂), temperature, and humidity over seven weeks. Each classroom was equipped with an HVAC system and a portable air cleaner (PAC), with teachers having full autonomy over PAC usage and ventilation practices. Results revealed that teacher behaviors, such as the frequency of door/window opening and PAC operation, significantly influenced both PM and CO₂ levels. Classrooms with more active ventilation had lower CO₂ but occasionally higher PM_2.5 due to outdoor air exchange, while classrooms with minimal ventilation showed the opposite pattern. An analysis of PAC filter material and PM morphology indicated distinct differences between indoor and outdoor particle sources, with indoor air showing higher fiber content from clothing and carpets. This study highlights the critical role of teacher behavior in shaping IAQ, even in mechanically ventilated environments, and underscores the potential of low-cost sensors to support informed decision-making for healthier classroom environments. Full article

Background: Although the prevalence of dental caries in children has been decreasing in recent years, many patients still visit tertiary dental institutions with dental caries as their chief complaint. In addition, the COVID-19 pandemic that occurred around the world in 2020 may have affected the lifestyle and oral condition of children. Methods: We investigated the oral condition of new patients whose chief complaint was dental caries, and compared the results for 3 fiscal years: 2013, 2018, and 2023. The caries status was evaluated using the dmft/DMFT index. Results: The number of subjects was 129 in 2013, 163 in 2018, and 127 in 2023. The number of preschoolers in 2023 was lower than in the other years, whereas the number of elementary school students was higher, showing a statistically significant difference (p < 0.05). For the 3 years investigated, there was no change in the incidence of dental caries in primary teeth in elementary school children; however, the incidence in permanent teeth increased over time. Additionally, in the age group, the df and DMF scores were higher in 2023 than in the other years. Conclusions: At this tertiary dental institution, the number of elementary school patients, especially females, increased over the 10-year period, and the amount of dental caries in their permanent teeth also increased. It is important for dental professionals to understand this trend and focus on providing oral hygiene education to this age group. Full article

For the majority of human history, humans lived in sustenance hunter–gatherer tribes. Due to rapid cultural evolution in the past few thousand years, our biological evolution has not kept up, and many of the adaptations are, as a result, better suited to ancestral conditions than they are to modern conditions. This is known as evolutionary mismatch. While evolutionary mismatches can be seen across many facets of contemporary human life (e.g., diet, exercise, online communication), evolutionary mismatches are particularly pervasive in our elementary schools. Due to the critical nature of social learning and cultural transmission, there is a long history of learning that has shaped the evolved learning mechanisms of children. Rather than learning from hands-on, collaborative experiences as was typical for our ancestors, children today often learn in age-segregated classrooms through passive instruction and standardized curricula. In this entry, eight common school-related issues are identified and the associated evolutionary mismatch is outlined. The goal is to provide educators with a model of how an evolutionary lens can be used to better understand, and potentially improve, modern schooling systems. Full article

Ample evidence has recognized the importance of teacher support for children’s mental health. However, less is known about the factors that may play a role in the association between teacher support and children’s mental health. In the present study, we examined the mediating role of self-concept and the moderating role of area (i.e., rural vs. urban area) in the relationship between teacher support and children’s mental health (i.e., depression and anxiety). We used a sample of Chinese elementary students who enrolled in grades 3 to 6 (N = 525, aged 8–13, 44.54% girls). Results showed that children who perceived more teacher support tended to report better mental health. Moreover, the relationship between perceived teacher support and mental health was mediated by each domain of self-concept. Lastly, the association between teacher support and mental health was moderated by area, with a stronger effect found for urban children compared with rural children. These findings highlight the importance of considering both individual and contextual factors in the association between teacher support and children’s mental health. Practical strategies are proposed for school teachers, professionals, and policymakers to foster children’s psychological well-being. Full article

The shortage of skilled professionals in technical fields is further compounded by a lack of qualified teachers in STEM subjects, particularly in craft education, which is vital for developing technical competencies at the elementary level. The present study investigates the professionalisation of teachers in craft education and explores the prevalence and reasons for out-of-field teaching across three German federal states. The data presented herein were collected through an online survey administered in 2023 among teaching professionals in Mecklenburg-Vorpommern, Sachsen, and Thüringen. The questionnaire was disseminated via head teachers to 1467 elementary schools, yielding a self-selection sample of 284 craft education teachers. The survey incorporated both closed- and open-ended questions, encompassing inquiries into teacher qualifications, subject-specific competence, and lesson planning. Quantitative data were analysed descriptively. The evaluation of open-ended responses employed a content-structuring content analysis approach, utilising categories that were inductively developed. The findings indicate that a considerable proportion of craft education is taught by educators who lack formal qualifications, thereby giving rise to concerns regarding the quality of instruction. The underlying factors contributing to this phenomenon include teacher shortages, personal interests, prior experience, and limited professional development opportunities. The findings emphasise the pressing necessity for enhanced teacher education and targeted training programmes to bolster instructional quality in technically oriented subjects. Full article

Background/Objectives: On 6 June 2023, two varicella cases were reported at a highly vaccinated elementary school in Gyeonggi Province, Republic of Korea. We investigated the outbreak to describe its transmission dynamics; quantify attack rates in school, household, and private-academy settings; and assess the impact of coordinated control measures. Methods: A case-series study included 89 teachers and students who had contact with suspected patients. Using case definitions, laboratory tests, questionnaires, and environmental assessments, we evaluated exposures and factors facilitating spread. Results: Varicella developed in 23 of 89 contacts (25.8%); laboratory confirmation was obtained in 2 (8.7% of cases). The mean incubation period was 13 days. Epidemic-curve and network analyses indicated that the outbreak began with a single index case and extended through household contacts and private educational facilities, ultimately involving multiple schools. Conclusions: Breakthrough transmission can occur even when single-dose coverage exceeds 95%, particularly as vaccine-induced immunity may wane over time. Poorly regulated extracurricular facilities, such as private academies, act as bridging hubs that amplify spread across grades and even between schools. For timely detection and control, these venues should be incorporated into routine varicella surveillance, and rapid, coordinated infection-control measures are required across all educational settings. Full article

This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with 30 focus students, participated in the study. Teachers implemented a structured approach to curriculum and pedagogy based on a focus on learning outcomes, simultaneously supported by a dedicated technology platform, with the aim of encouraging a focus on differentiation to meet individual learning needs. This study employed a mainly qualitative approach involving interviews to gauge teacher perceptions of the extent to which this approach supported them in thinking more effectively about individual learning needs. Links are made to the extant literature in this area, and recommendations are made for future research using this learning outcomes approach based on a wider sample of mainstream schools and classrooms. Full article

The number of studies suggesting that social networking services (SNSs) use poses a risk to children’s body image continue to expand, but most studies have focused on adolescents. The study aimed to examine the associations between SNS use and body image among elementary school children in Japan. This study examined the relationship between SNSs use and body size perception and preference, body size misperception, and ideal body image among 1261 preadolescents (611 boys and 650 girls), aged 8–12 years (mean age = 9.64; SD =1.15; 52% girls), separately by sex. Using hierarchical multivariate linear regression analyses and logistic regression analyses, we examined body image factors and SNS use as the dependent and independent variables, respectively. Findings indicate that children who use SNSs do not significantly differ from nonusers regarding body dissatisfaction. However, SNS use is positively associated with body size misperception in girls. Additionally, for boys and girls, SNS use seems to increase the likelihood of admiring the body image of media figures rather than friends or classmates. Understanding how SNS use influences body image remains important for promoting healthy development in children. Full article

Background: Childhood obesity disproportionately affects Hispanic families in the U.S. Although parenting practices and interventions appear to be viable approaches to lower the risk of childhood obesity, there is limited information on which parenting practices would be relevant and culturally appropriate for Hispanic families. This study aimed to document the health-related factors that impact Hispanic parenting practices to inform evidence-based parenting interventions to improve child health outcomes and reduce the risk of childhood obesity. Methods: We conducted cross-sectional, formative research guided by the COREQ checklist. Hispanic parents of elementary school-aged children were recruited using purposive and snowball sampling. Eligible parents completed a brief sociodemographic survey, the Comprehensive Feeding Practices Questionnaire (CFPQ), and an individual semi-structured interview. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using a coding-based thematic approach. Results: Seventeen parents (88.2% female) participated in the study, and the majority reported Spanish as their preferred language (70.6%). According to parent-reported data, the children’s (52.9% female) mean age was 8.4 ± 1.5 years, and over half were classified as having overweight or obesity. The CFPQ analysis indicated that parents scored highest on subscales related to encouraging healthy eating and eating variety, a finding that was reinforced by interview data. Qualitative analysis identified four key themes: 1. parenting roles, routines, and strategies for promoting culturally appropriate and healthy meals; 2. beliefs of children’s health and weight; 3. beliefs on physical activity and screen time; and 4. environmental and social factors affecting access to healthy food and physical activity. Conclusions: Both quantitative and qualitative results emphasize that parents engage in healthy eating guidance and eating variety and are aware of the factors that impact parenting practices and their children’s health. To improve child health outcomes and reduce the risk of childhood obesity among Hispanic families, parenting interventions need to be culturally responsive and address the factors that influence parenting practices. The findings from this study highlight four key areas to prioritize when designing or adapting parenting interventions to lower the risk of childhood obesity among Hispanic families. Full article

Background/Objectives: This study assessed teacher self-efficacy in school-based asthma management in two southern states in the United States. Current literature focuses primarily on supporting school-based asthma management, but few studies have focused on teacher self-efficacy in the asthma management process. Methods: With data collected from a two-state survey of a randomly selected group of teachers in grades kindergarten to grade eight (n = 379), teachers’ demographic variables, general opinions about asthma management practices, and their self-perceptions on the Teacher Asthma Management and Information Seeking Scale, which assesses self-efficacy, were examined. Results: Teachers’ self-efficacy in managing asthma and seeking information was significantly higher among teachers who had completed in-service professional learning sessions and those who had access to community resources or links to community agencies. Additionally, teachers with personal experience of chronic illness, asthma, or allergies and those who had students with chronic illnesses in their classrooms reported higher self-efficacy scores. Conclusions: Findings suggest that providing professional learning about asthma for teachers, offering access to asthma action plans and community resources, and increasing awareness of chronic conditions and training for handling medical emergencies can enhance teachers’ self-efficacy and improve outcomes for students with chronic illnesses. Full article

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article