Search Results (482)

Adolescents growing up in multilingual regions experience diverse educational contexts that may shape their daily routines and psychosocial environments, but their independent relevance for mental health remains unclear. South Tyrol, with its parallel German-, Italian-, and Ladin-language school systems, provides a unique setting to examine these associations. This study assessed whether school language and home–school language mismatch are associated with mental health, psychosomatic symptoms, and health-related behaviors among adolescents. We analyzed data from a population-based survey of 2005 adolescents aged 11–19 years who provided self-reported information on mental health, psychosomatic complaints, school stress, social support, digital behaviors, lifestyle, and sleep. Multivariable regression analyses examined the independent association of home–school language mismatch with mental health outcomes, adjusting for sociodemographic and educational factors and further incorporating sleep-related behaviors. Mental health outcomes, psychosomatic symptoms, and most health-related behaviors showed little variation by school language, with generally small effect sizes. Home–school language mismatch was associated with slightly higher depressive symptom scores in unadjusted analyses but was not independently associated with mental health outcomes after adjustment. In contrast, weekly sleep problems emerged as the strongest correlate of depressive symptoms, accounting for a substantial proportion of explained variance. These findings indicate that adolescent mental health in this multilingual context is associated less with the language of schooling itself than with broader behavioral and developmental factors, highlighting sleep-related behaviors as a central and modifiable target for prevention. Full article

Background: RIDInet-Reading Trainer 2 (RT-2) is a web-platform for the remote treatment of developmental dyslexia (DD) which has been shown to improve reading performance. However, no previous studies have investigated stability in reading improvement after RT-2 training and the influence of a previous diagnosis of developmental language disorder (DLD) and of participants’ age on stability. Objectives: In a sample of 52 Italian-speaking children with DD who participated in a 3-month home-based treatment with RT-2, we aimed (1) to assess the stability in reading improvement after RT-2 training at a 3-month follow-up and the potential moderating role of DLD and age; and (2) to evaluate the impact of RT-2 training in reading comprehension. Results: By implementing linear mixed model analysis, our findings confirmed reading improvement after RT-2 training in word and text reading in DD. Moreover, we observed an overall stability in single-word and text reading speed performances after three months, regardless of the diagnosis of DLD and the age of the participants. Conversely, accuracy showed an overall stability for single-word reading, while it was significantly stable only in the younger participants in text reading. The improvement was educationally relevant as it impacted reading comprehension. Conclusions: The current study supports the use of remotely delivered DD interventions among school-aged children. Full article

Students and workers spend much of their day in school and office environments, where poor indoor air quality (IAQ) can negatively affect health and comfort. Indoor vegetation is increasingly proposed as a low-cost nature-based solution (NBS) to improve IAQ. This study evaluated the effects of phytoremediation on IAQ and indoor microclimate in schools across different regions and educational levels, as well as in office environments, under real-world conditions. Several C₃ plants (e.g., Chamaedorea, Schefflera, Ficus, Epipremnum, Yucca, and Spathiphyllum) were used, with crassulacean acid metabolism (CAM) plants (Sansevieria) included in selected settings. Temperature, relative humidity, CO₂, PM_2.5, and PM₁₀ were continuously monitored using intercalibrated low-cost sensors in absence and presence of vegetation. A comparable plant configuration was implemented in offices to assess its effects on volatile organic compounds (VOC). Indoor greenery reduced particulate matter, especially PM10 (18–20%), and improved microclimatic conditions by lowering air temperature (1–2 °C) and increasing relative humidity (6–15%). However, CO₂ reductions were limited and context-dependent. In the tested office environments, plant introduction was associated with reduced total VOC concentrations (25–50%). Overall, our results further support that indoor vegetation constitutes a robust, cost-effective nature-based solution (NBS) capable of complementing conventional ventilation systems in both school and office environments. Full article

Background/Objectives: Adolescence is a critical period for the adoption of health-risk behaviors and the development of non-communicable diseases (NCDs). Schools represent a strategic setting for health promotion interventions; however, Italian studies simultaneously assessing NCD-prevention knowledge and lifestyle behaviors in the same adolescent population remain scarce. The study aimed to evaluate improvements in knowledge regarding nutrition and other lifestyle-related behaviors among Italian adolescents following a school-based educational intervention. Secondary objectives included describing lifestyle behaviors within the study population and exploring participants’ evaluation of the intervention. Methods: A quasi-experimental pre-post study was conducted between March and May 2025 in five lower secondary schools. A total of 410 adolescents aged 11–16 years were enrolled through a two-stage cluster sampling procedure. The intervention, lasting approximately two hours, was delivered by a trained nurse-researcher and addressed four health domains: nutrition, physical activity, screen exposure, and substance use. Results: Following the intervention, a measurable increase in overall knowledge scores (mean increase: +3.9 points) was observed, with 88.9% of participants showing improvement. The largest improvements were observed in nutrition-related knowledge and awareness of passive smoking harms. Despite these gains, unhealthy behaviors remained prevalent, including low adherence to physical activity recommendations (36.1%), suboptimal dietary quality (39.9%), and high screen exposure. A linear regression model identified five independent determinants of higher knowledge improvement: older age, female gender, higher screen exposure, having at least one employed parent, and lower pre-intervention test scores. The intervention was positively evaluated, with high levels of satisfaction, clarity, and perceived usefulness. Conclusions: Nevertheless, the persistent gap between knowledge and behavior underscores the need to integrate motivational and environmental components, gender-sensitive approaches, and longitudinal evaluations to foster sustainable, healthy choices and contribute to NCD prevention. Full article

Digital transformation in education enables the integration of interactive tools that foster engagement, creativity, and sustainability awareness among young learners. GameOn! is a serious game using Minecraft Education Edition (MEE) to promote sustainability, inclusivity, and peace among primary school students aged 6–11. Grounded in Constructionism, Experiential Learning Theory, and Citizen Science (CS), it is designed to support connections between classroom experiences and real-world environmental actions. The project followed a co-design methodology involving international partners and educators to develop the GameOn! MEE world and a complementary teacher toolkit. The game was later tested in three Italian primary schools, involving 100 students through both guided and free play sessions. Findings show that 95% of students enjoyed the game, 89% learned new concepts, and teachers observed great focus and engagement during structured play. These results align with our observations: most children quickly engaged with the game, adapted to its mechanics, and demonstrated understanding of key tasks. Some usability challenges emerged, emphasizing the importance of facilitation. Overall, the findings suggest that GameOn!, consistent with the pedagogical potential of other serious games, could enhance sustainability literacy, active citizenship, and environmental awareness in early education. Future work will expand its implementation and further strengthen the integration of CS-based activities. Future work will expand implementation and strengthen the integration of CS-based activities. Full article

This mixed-methods study investigates Italian primary school teachers’ perception-based attributions of giftedness, with specific attention to how gendered classroom recognition patterns may shape the visibility of girls in everyday educational practice. International research suggests that teachers’ professional judgement can be shaped by cognitive biases and gendered classroom norms, while many girls perceived as gifted may appear less visible within classroom recognition processes because their behaviours are often interpreted as more closely aligned with school expectations. Against this backdrop, the study examines whether similar dynamics emerge in the Italian context, where early recognition often relies on teachers’ classroom observation and educational decision-making. Quantitative data were collected through an online questionnaire administered to Italian primary school teachers in 2024. The survey explored teachers’ reported experience with pupils perceived as gifted (not formally assessed), their estimates of how many such pupils are present in their class, and the gender distribution they attributed to these pupils. Qualitative data were collected in 2025 through three focus groups, designed to deepen understanding of the observational criteria teachers use and the instructional decisions associated with recognising giftedness. Focus group transcripts were analysed using thematic analysis. Across the Italian sample, teachers widely reported having taught pupils they considered gifted; however, within teachers’ perception-based attributions, recognition was more frequently associated with boys than with girls. Focus group discussions corroborated this pattern and helped clarify its educational mechanisms: teachers frequently linked giftedness to behavioural salience and participation styles (e.g., visibility, assertiveness, and, at times, disruptiveness), whereas, within teachers’ accounts, girls perceived as gifted were often represented as more compliant and discreet, which may make them less visible through informal recognition criteria centred on behavioural salience. Overall, the findings point to a visibility gap in early classroom recognition and underscore the need for teacher education and practical, gender-responsive observational tools that broaden conceptions of giftedness beyond overt performance and support more equitable differentiated instruction, reducing the risk of missed recognition of gifted girls in primary school. Full article

Background/Objectives: Cyberchondria is the compulsive and repetitive search for health-related information online. Adolescents may be vulnerable to cyberchondria due to extensive Internet use and developing health literacy skills; however, evidence from Italy remains limited. The aim of this study is to examine knowledge, attitudes, and behaviors related to cyberchondria among Italian adolescents aged 10–19 years and identify the associated factors. Methods: This cross-sectional investigation was conducted from January to March 2025 among adolescents in Naples, southern Italy. Data collection relied on a self-administered structured questionnaire, including the Cyberchondria Severity Scale-12 (CSS-12). Two multivariate logistic regression models identified independent predictors of online health information-seeking and high cyberchondria (CSS-12 ≥ 32 points). Results: Among 793 participants (mean age 15.8 ± 2.2 years; 50% female), 59.7% used the Internet to seek health information, and this behavior was independently associated with older age, female gender, lower self-perceived health, chronic conditions, and increasing CSS-12 values. The mean CSS-12 score reached 31.2 ± 8.3, and 53.4% of participants scored ≥ 32 points. Higher cyberchondria was associated with believing that the Internet is useful for health decision-making, needing more information about cyberchondria, needing more information about a health topic, perceiving the Internet as important for health resources, having a father with a high school diploma or less, and having parents without underlying chronic medical conditions. Conclusions: Italian adolescents commonly use the Internet to seek health information, and they present non-negligible cyberchondria levels. This study’s findings emphasize the need for targeted educational interventions promoting safe and critical online health information-seeking behaviors. Full article

Recent research highlights the importance of effective teaching methodologies to enhance scientific learning from the earliest years of schooling. The present study investigates the effects of the Spaced Learning (SL) methodology in science education in Italian primary schools, with particular attention to scientific knowledge and students’ scientific reasoning skills. The study involved 401 third- and fourth-grade pupils (aged 8–11) from three primary schools in Palermo, Italy, during the 2024/2025 school year. A quasi-experimental design was adopted, with classes assigned to an experimental group that adopted SL or to a control group that followed traditional teaching. The intervention lasted seven months and was supported by continuous teacher training and collaboration with university researchers. The data were collected through a pre-test/post-test questionnaire developed and validated by experts in physics education. The tool assessed the students’ general scientific reasoning skills through multiple-choice items inserted in everyday life contexts. Descriptive statistics were calculated and between-group comparisons were made by Student’s t-test or Welch’s t-test when the assumption of homogeneity of variances was not met. The results indicate that students exposed to the SL methodology achieved higher post-test scores than those who received traditional education, suggesting a positive effect of time-distributed, movement-integrated learning on science learning outcomes. Such results support the effectiveness of SL as a promising teaching approach to promote meaningful and lasting scientific learning in primary school. Full article

Background: Dental caries remain a major public health issue among Italian children, with prevalence exceeding 60% in specific subgroups and marked socioeconomic gradients. Objectives: This multicenter study aimed to describe baseline caries experience, malocclusions, and oral hygiene status in pediatric populations residing in three Italian regions and to develop and preliminarily evaluate the feasibility of an integrated care pathway for the prevention and management of caries and malocclusions. Materials and Methods: Within the CCM 2024 program (ID 10), a cross-sectional baseline assessment was conducted on 795 children aged 6–11 years, examined in school settings and via mobile dental units. Caries experience was assessed using the dmft/DMFT indices and International Caries Detection and Assessment System (ICDAS) criteria. Malocclusions were evaluated using the Index of Orthodontic Treatment Need (IOTN). Oral hygiene was assessed through standardized clinical indices. The proposed care pathway comprises three tiers: (1) universal, school-based oral health education; (2) targeted clinical preventive and interceptive interventions; and (3) telemedicine/AI-supported follow-up for high-risk children. Descriptive and multivariable statistical analyses were performed. Results: At baseline, overall caries burden was low. No statistically significant differences in dmft/DMFT were observed between males and females. A non-significant trend toward higher caries indices was found among children with a positive breastfeeding history. By contrast, oral hygiene level was strongly associated with caries indices: children with insufficient hygiene had the highest dmft/DMFT, those with moderate hygiene showed intermediate values, and those with optimal hygiene presented the lowest caries experience. In multivariable models, oral hygiene emerged as the main independent predictor of dmft/DMFT. Conclusions: In this low-caries cohort, oral hygiene was confirmed as the principal modifiable determinant of caries risk. A tiered, school- and community-based care pathway focused on hygiene promotion, early screening, and minimally invasive clinical interventions appears feasible at baseline and may be scalable, with the aim of reducing the burden of caries and malocclusions and improving equity in pediatric oral health. Full article

The rapid development of artificial intelligence (AI) and Generative AI (GenAI) based on large language models (LLMs) is reshaping teaching practices, assessment criteria, and ethical questions regarding authenticity, source reliability, and educational responsibility. Understanding teachers’ attitudes toward AI is crucial for identifying acceptance, resistance, and professional development needs. This study aimed to adapt and validate, for the Italian context, the questionnaire developed by Alsudairy and Eltantawy for assessing teachers’ attitudes toward AI in education, and to explore attitudinal differences according to selected socio-professional variables. A convenience sample of 682 in-service teachers from different school levels and Italian regions completed the 36-item questionnaire on a 3-point Likert scale. Exploratory factor analysis suggested an interpretable two-factor structure, although some items showed weak, non-salient, or cross-loadings. A confirmatory factor analysis conducted on a refined 32-item ordinal model supported a correlated two-factor solution with good global fit indices. However, the strong correlation between the two latent factors and the presence of selected weak indicators suggest that further refinement and cross-validation are needed. Educational attainment was the only socio-professional variable significantly associated with attitudes toward AI, although the effect size was small. Post hoc analyses showed a significant difference between teachers holding a postgraduate Master’s degree and those holding only a high school diploma, whereas other differences should be interpreted as descriptive trends. Taken together, these findings provide preliminary support for the Italian adaptation of the instrument and offer initial insight into the role of professional characteristics in shaping teachers’ attitudes toward AI in educational settings. Full article

School dropout is an issue that requires the attention of institutions. Related research indicates that both family (e.g., parental monitoring) and personal (e.g., academic motivation and school engagement) factors affect adolescents’ decision to quit school. As no studies have jointly examined these variables in Italian adolescents over time, this two-wave study aimed to investigate the role of parental monitoring in the relationships among academic motivation, school engagement, and dropout intention. This study enrolled 377 adolescents (boys = 178; M_age = 14.41, SD_age = 0.72) from two public upper secondary schools in Italy, and followed them over 6 months from November 2024 (T0) to May 2025 (T1). They completed a questionnaire at T0 and T1 comprising the following measures: parental monitoring, academic motivation, school engagement, and dropout intention. Structural equation modelling showed a good fit to the data, χ²₍₅₄₎ = 84.589, p = 0.005, RMSEA = 0.04 [0.02–0.05], CFI = 0.99, TLI = 0.98, SRMR = 0.02. At T0, parental monitoring was positively associated with academic motivation and school engagement and negatively associated with dropout intention. A positive reciprocal association was observed between academic motivation and school engagement at T0 and T1. Academic motivation and school engagement at T0 were negatively associated with dropout intention at T1. Parental monitoring at T0 had a significant indirect effect on dropout intention at T1 via academic motivation and school engagement at T0. These findings suggest that interventions targeting family and personal factors may reduce school dropout rates among adolescents. Full article

Background/Objectives: Unhealthy dietary behaviors and suboptimal oral hygiene practices remain common among Italian children, potentially affecting both nutritional and oral health. Dental caries, a preventable yet highly prevalent condition in pediatric populations, has a multifactorial etiology in which lifestyle factors play a key role. This study aimed to assess the prevalence of dental caries, dietary habits, and oral hygiene behaviors in school-aged children in Lombardy, and to identify factors associated with prevalent caries status. Methods: A cross-sectional study was conducted on 307 schoolchildren aged 9–10 years from ten schools in Northern Italy. Oral health status was evaluated through the plaque index and the DMFT/dmft index during school-based dental examinations. Dietary habits, lifestyle, and oral hygiene practices were collected through structured questionnaires. A mixed-effects logistic regression model was developed to explore potential associations between variables and prevalent caries status. Results: The dietary patterns, weight status, oral hygiene behaviors, and oral health conditions were generally consistent with the national data. Higher plaque index, skipping breakfast, consuming mid-morning snacks, and parental reports of previous caries experiences were retained in the final model. Internal validation suggested reasonable discriminatory ability overall, whereas calibration shows heterogeneity across schools. Conclusions: The findings highlight suboptimal dietary and oral hygiene behaviors among Lombardy schoolchildren and confirm their association with dental caries. Lifestyle-related factors, particularly oral hygiene practices and eating patterns, showed a relevant association with prevalent caries status in the analyzed sample. These results underscore the need for targeted preventive strategies integrating nutritional education and oral health promotion in pediatric populations. Full article

Ocean Literacy (OL), introduced in the early 2000s, refers to the essential knowledge individuals should acquire about the ocean by the end of formal education. Over time, the concept has expanded beyond cognitive understanding to include affective and behavioral dimensions that support attitudes and actions. Among these, emotional connections emerged as a significant driver of environmentally friendly behavior and represent a potential lever for educational practices. In this context, we conducted an informal survey involving 313 students (aged 8–12 and 14–15) living in a coastal area of northeastern Italy by means of a single open-ended question: “What is the sea to you?” Responses were analyzed through qualitative content analysis. Emotion-related expressions were the most frequent category (60.1%), followed by descriptive comments (42.8%), references to uses of the marine environment (35.8%), and statements identifying the ocean as a source of life (21.1%). Mentions of personal memories and references to the need for ocean conservation were less frequent. These findings suggest that, in our sample, frequent exposure to coastal environments may have fostered emotional connections with the ocean. Use of alternative teaching approaches (including technology-mediated ones) and further investigations into youths’ ocean connections could enhance the diffusion of OL in education settings. Full article

Background: Communication, language, and speech disorders are highly prevalent in children with cerebral palsy (CP) and substantially impact social, educational, and community participation. However, few studies have systematically characterized communicative and linguistic profiles using standardized assessments. This paper outlines the work of the ‘Italian CP & Language Network’ over the last two years, focusing on identifying research priorities, developing specialized assessment protocols, and proposing a shared classification system for speech and language disorders in children with CP. Methods: A survey was sent to 11 specialized centers to investigate clinical practices and assessment tools. Based on the results and an extensive literature review, the group developed three age- and complexity-based diagnostic protocols and a shared classification system. Results: The survey highlighted high variability in test selection, especially for speech and pragmatic assessment, and a significant need for ad hoc tools for augmentative and alternative communication (AAC). Three standardized protocols were defined: (1) early language (<48 months), (2) school-age language and pragmatics (4–12 years), and (3) minimally verbal children (6–12 years). A multi-level classification system for language and speech disorders was proposed to improve diagnostic consistency. Conclusions: Standardizing assessment is a critical step toward early identification of communicative vulnerabilities to guide tailored interventions and promote participation and quality of life across developmental stages. The group provides a framework for prospective multicenter data collection to correlate linguistic and speech phenotypes with neuroradiological features and motor outcomes. Full article

Background/Objectives: Schools may represent an ideal setting for increasing vaccine literacy and uptake. This quasi-experimental study took place between February and June 2025 with the aim of assessing the feasibility and effectiveness of a school-based educational intervention about vaccination among Italian adolescents. Methods: The European Commission’s e-Bug methodology was used to enhance vaccine knowledge in a sample of students attending four randomly chosen middle schools from Southern Italy. Pre and post-intervention vaccination knowledge was assessed through a questionnaire and compared through the Wilcoxon signed-rank test. Regression models were used to identify predictors of intervention-related outcomes. Results: A total of 262 students (mean age 12.3 ± 0.7 years, 52.3% female) participated in the study. A significant increase in vaccination knowledge score was registered from pre (5.6 ± 1.43) to post-intervention (6.79 ± 1.77). A significant improvement was found to be related to a lower number of cohabitants (OR = 0.61; 95% CI = 0.45–0.82), a lower score in the pre-test (OR = 0.60; 95% CI = 0.47–0.77), having considered the information provided completely clear (OR = 1.98; 95% CI = 1.05–3.74), and being willing to participate in similar future interventions (OR = 2.23; 95% CI = 1.12–4.42). Conclusions: These results show the effectiveness of school-based education strategies in increasing vaccine literacy within the targeted adolescent population. Similar interventions can be useful to increase compliance with vaccination in this age class. Randomized controlled studies are needed to confirm these findings. Full article