Search Results (466)

Visualising data is a key analytical and communicative tool, particularly for complex phenomena such as school dropout. This article examines how national and international educational bodies (e.g., UNESCO, the EU and the Italian Ministry of Education) depict dropout, highlighting issues stemming from non-standard definitions, heterogeneous indicators and incomplete data. These limitations reduce the effectiveness of such representations, which often fail to capture the phenomenon’s dynamic nature or guide timely interventions. The article stresses the need to improve data accessibility through clearer communication and to adopt longitudinal approaches enabling more accurate tracking of educational trajectories, thereby supporting more effective educational policies. Full article

Transparent orthographies, such as Bulgarian and Italian, feature highly consistent grapheme-phoneme correspondences, enabling rapid acquisition of decoding skills. Despite belonging to different language families and using distinct scripts (i.e., Cyrillic vs. Latin), these languages provide an ideal framework to investigate whether orthographic transparency can outweigh script differences in shaping reading development. We conducted a cross-sectional study with primary school children from Grades 2 to 5 in Bulgaria and Italy. Reading performance was recorded using a novel finger-tracking technique, which allows the capture of temporal dynamics of reading in a portable, low-cost, and classroom-friendly format. Measures of reading time and text comprehension accuracy were compared across grades and languages. Developmental trajectories for both speed and comprehension accuracy showed remarkable similarity across Bulgarian and Italian, with both languages exhibiting steady improvement from grade 2 to grade 5. Our cross-linguistic results showed that reading development in primary school children follows both universal and language-specific trajectories. While broad developmental trajectories were similar, cross-linguistic differences emerged in the impact of morphological complexity, pointing to both universal and language-specific mechanisms. Our findings indicate that orthographic transparency may exert a stronger influence on early reading development than script type, even across languages from different families. The study also highlights the potential of finger-tracking for large-scale literacy research. Establishing comparable developmental benchmarks in transparent orthographies may inform cross-linguistic screening tools and early interventions. Full article

Background/Objectives: In Italy, food waste within school meal services represents a major public health and sustainability challenge, with approximately 21.7% of meals discarded, and vegetables and legumes among the most frequently rejected components. Low consumption of these foods during childhood contributes to unhealthy dietary trajectories and increased long-term cardiometabolic risk. Evidence indicates that information-based nutrition education alone is insufficient to modify children’s eating behaviors within complex food environments. This study aimed to describe and evaluate the LO-VEg project, a school-based intervention designed to address dietary behavior and food waste simultaneously by integrating environmental nudging with child-centered communication strategies. Methods: The LO-VEg project was implemented as a quasi-experimental ecological school-based intervention combining environmental nudging strategies and multisensory communication tools to promote vegetable and legume consumption in primary school canteens. The intervention involved approximately 1500 pupils across four primary schools in the Lombardy region of Italy and was conducted over a 10-week period within routine school meal settings. Consumption outcomes were assessed through aggregated anonymous plate-waste observations collected during school meals. Results: Preliminary aggregated analyses indicated favorable trends in vegetable and legume consumption and plate-waste reduction during the intervention period. The broader intervention architecture also included communication, digital, and family-oriented components, which are described in the present manuscript as part of the implementation framework. Conclusions: The LO-VEg project suggests that integrating environmental nudging with child-centered communication strategies may represent a scalable approach to improving dietary behaviors and reducing food waste in school settings. Full article

Background: This two-year longitudinal study examined sex-specific changes and interrelations among body composition, physical fitness, physical activity (PA) enjoyment and PA levels during early adolescence. Methods: A cohort of 266 Italian middle school students (boys: n = 139; girls: n = 127) was assessed at two time points across two consecutive school years using anthropometry, field-based fitness tests, the Physical Activity Enjoyment Scale Questionnaire (Italian version) and a PA frequency questionnaire. Repeated-measures ANOVAs were used to explore time and time × sex effects, and correlations between change scores were calculated to explore associations between variables. Results: BMI increased in both sexes, while fat mass decreased in boys and increased in girls. Boys showed greater gains in cardiorespiratory fitness and muscular strength, whereas girls maintained better flexibility. Moderate PA and overall moderate-to-vigorous PA (MVPA) increased over time, with stronger positive associations between changes in PA enjoyment and MVPA in boys. Conclusion: These findings describe sex-specific patterns in physical fitness, body composition, and physical activity during early adolescence, and may help inform future research on sex-sensitive, individualized physical education approaches. Full article

This study explores the effectiveness of Baskin—an inclusive sport discipline—as a pedagogical tool to promote school inclusion, social cohesion and motivation in secondary school students. The intervention, conducted on a sample of 600 students in four Italian institutions, adopted an experimental design with pre–post measurements and a mixed methods approach. The quantitative results, obtained by means of validated psychometric instruments (PIQ, Classroom Cohesion Scale, AMS), showed significant improvements in all variables investigated in the experimental group compared with the control (p < 0.001). The qualitative analysis, based on interviews, focus groups and reflexive diaries, highlighted five thematic areas: revaluation of diversity, improvement of the classroom climate, development of self-efficacy, restructuring of interpersonal relationships and request for project continuity. Baskin emerged as a comprehensive educational practice, capable of integrating corporeity, citizenship and critical thinking. The systematic inclusion of inclusive sport in the curriculum and initial teacher training is suggested, as well as the promotion of school networks and longitudinal studies. Baskin emerges as a pedagogy of participation that contributes to transforming school culture, making inclusion concrete. Full article

Backgrounds: Cyberbullying represents a major concern for students, yet most studies rely on quantitative and adult-centered perspectives. Understanding adolescents’ views on cyberbullying is crucial for prevention. Method: We conducted sixteen focus groups with 220 Italian middle school students (ages 11–13). Transcripts were inductively analyzed to identify domains, core ideas, and the occurrence of categories (general, typical, variant) using the Consensual Qualitative Research method. Results: Four main domains emerged: definitions, behaviors, roles, and coping strategies. Adolescents defined cyberbullying as a hostile online interaction marked by publicity, often followed by anonymity; few mentioned repetition. Direct acts such as insults, threats, and non-consensual image sharing were viewed as the most harmful behaviors, followed by impersonation and identity theft, while online challenges and other forms were less mentioned. Students mainly perceived cyberbullying as a dyadic interaction between bully and victim, showing limited awareness of pro-bullies, few references to bystanders, and no mention of defenders. Finally, participants focused on victims’ responses with little attention to bystanders’ coping strategies. Conclusions: By revealing a nuanced understanding of cyberbullying, adolescents emphasize the need for prevention programs that not only address online risks but also build on their own language, perspectives, and experiences. Full article

Background: Childhood and adolescence represent a critical period for shaping long-term dietary habits, including whole grain consumption, which remains low despite well-documented health benefits. Objective: This cross-sectional study (November–December 2024) examined Slovenian adolescents’ attitudes toward whole-grain foods in the context of organized school meals. Methods: Participants aged 10–12 years and 14–19 years (N = 501; mean age 15.6 ± 2.6) completed an online questionnaire assessing knowledge, self-reported consumption frequency, preferences, motivational factors, and food neophobia using the translated Italian Child Food Neophobia Scale (ICFNS). Based on ICFNS scores, participants were classified as low (≤17), medium (18–24), or high (≥25) in food neophobia. Results: Older adolescents demonstrated better knowledge of whole-grain health benefits; however, greater knowledge was not associated with higher self-reported consumption. Food neophobia was strongly associated with lower consumption frequency and reduced willingness to try whole-grain foods, including whole-grain bread, oatmeal, buckwheat porridge and brown rice. Across all groups, taste was the most consistent motivator for trying whole-grain foods. Older adolescents prioritized health and appearance as key reasons for eating more whole grain foods. Conclusions: Findings suggest that improving taste, increasing exposure, and leveraging institutional settings such as schools, where availability, preparation, and social cues can be managed, may be effective in promoting whole-grain food consumption. Full article

Validated instruments assessing gender stereotype endorsement among adolescents are scarce and often overlook contemporary domains like digital privacy. To address this gap, this study developed and validated the Gender Stereotypes and Roles Adherence Battery for Adolescents (GAB-A) in a sample of 2955 Italian adolescents attending public secondary schools in Rome (56.4% male; mean age 14.3 years). The battery comprises three modules: the Gender Stereotyped Attitude Scale (GSAS), Gender Role Activities Scale (GRAS), and Gendered Traits Inventory (GTI). Psychometric analysis confirmed robust factor structures, notably identifying a distinct “Relational Control” factor within the GSAS that assesses beliefs normalizing partner surveillance. The results revealed a stark pattern of gender differentiation: males endorsed prescriptive attitudes (GSAS, d = 1.07) and roles (GRAS, d = 0.88) substantially more than females, particularly regarding violence myths. Conversely, essentialist trait beliefs (GTI) showed negligible gender differences (d = 0.11). Associations between stereotypes and psychological health were gender-moderated; within-group analyses indicated that endorsement predicted higher distress, hostility, and alexithymia in males, while being unrelated to well-being in females. Finally, gender-stratified normative data and operational cut-offs were established. The GAB-A provides a psychometrically sound tool for identifying elevated endorsement profiles and evaluating violence prevention interventions. Full article

Out-of-hospital cardiac arrest (OHCA) remains a leading cause of sudden death worldwide, with wide variation in reported incidence and outcomes driven by heterogeneity in registries, emergency medical services (EMS) organization, and case definitions. Despite substantial advances in resuscitation systems, survival after EMS-treated OHCA generally remains below 10%, and outcomes are critically time dependent. Delays in emergency call activation, bystander cardiopulmonary resuscitation (CPR), and—most importantly—early defibrillation are associated with a rapid decline in return of spontaneous circulation and favorable neurological recovery. This narrative review synthesizes current evidence and implementation strategies aimed at reducing “time-to-CPR” and “time-to-shock,” with a specific focus on public-access defibrillation (PAD) as a tool to mitigate avoidable delay. Randomized trials and large registry studies consistently demonstrate that automated external defibrillator (AED) use before EMS arrival is a key determinant of survival in patients with shockable rhythms. However, the real-world effectiveness of PAD remains limited by suboptimal AED placement, restricted 24/7 accessibility, low public awareness, and underutilization driven by fear and lack of confidence. We compare different PAD delivery models—including EMS-based, police and first-responder-based, and fully integrated community systems—and summarize evidence supporting targeted, high-yield AED deployment and cost-effectiveness. In addition, we review emerging strategies to reduce avoidable delay and strengthen the early links of the chain of survival, such as school-based training programs, smartphone- and SMS-based citizen-responder networks, improved dispatch recognition of cardiac arrest (including artificial intelligence–supported tools), and drone-enabled AED delivery. Across these approaches, patient benefit critically depends on system integration, alert performance, and true AED accessibility. Finally, we describe the Italian “Progetto Vita” experience as a community-integrated model explicitly designed to minimize avoidable delay through widespread AED deployment, lay responder training, and real-time integration with EMS. We conclude by outlining future priorities, including the development of robust national OHCA registries and scalable solutions for the high burden of cardiac arrests occurring at home, such as population-level deployment of low-cost, ultra-portable AEDs. Full article

Teachers play a key role as gatekeepers in adolescent suicide prevention, and knowledge about suicidality is a well-established predictor of teachers’ gatekeeper self-efficacy. However, little attention has been paid to other potential predictors, particularly teachers’ empathy and self-efficacy in collaborating with colleagues to support adolescents experiencing mental distress. This cross-sectional study examined the associations between suicide-related knowledge, teacher empathy (perspective taking, empathic concern, and personal distress), collaborative self-efficacy, and gatekeeper self-efficacy. A convenience sample of 455 Italian secondary school teachers (84% female; mean age = 46.7 years, SD = 10.5) completed an anonymous self-report questionnaire. Data was analyzed using descriptive statistics and multiple regression analyses. Overall, teachers demonstrated adequate knowledge of adolescent suicidality. However, several myths persisted, including the belief that openly talking about suicide may increase risk. Higher gatekeeper self-efficacy was associated with greater knowledge, higher levels of perspective taking and empathic concern, lower levels of empathic distress, greater collaborative self-efficacy, and prior exposure to adolescent suicidality. These findings underscore the joint contribution of personal and relational factors to teachers’ gatekeeper self-efficacy and offer important implications for the development of teacher-focused gatekeeper training programs. Full article

This study reports the design, implementation, and descriptive evaluation of “Codici del Futuro”, a STEM-oriented education pathway developed by the Italian National Research Council (CNR) to promote students’ interest in science and awareness of research-related careers and addressed to local high school students. The programme involved 167 high school students organised in 10 groups and combined an orientation session with hands-on workshops delivered in CNR research facilities (chemistry, biotechnology, artificial intelligence, eXdended Reality/Augmented Reality (XR/AR), and game design). The chemistry workshop will be described as a case study. The study addresses two research questions: (RQ1) What group-level outcomes (participation, engagement, interest, behaviour) are observed across the multidisciplinary pathway? (RQ2) What post-activity satisfaction and short-term knowledge outcomes are observed in the chemistry workshop as an embedded case study? Group-level outcomes were assessed through a facilitator-based evaluation grid, using four single-item indicators rated on a 10-point scale and including field notes. The chemistry case study included an anonymous post-activity questionnaire (satisfaction, prior experience, and an eight-item knowledge test). Results documented high levels of engagement, interest, and appropriate behaviour across groups, whereas participation showed greater variability. In the chemistry case study, students reported high satisfaction and moderate post-activity knowledge scores, with differences across knowledge domains. Overall, findings provide descriptive evidence on student responses within a research-centre-based, multi-workshop STEM pathway. Full article

The Italian National Prevention Plan (NPP) 2020–2025 calls for a joint action on environmental and urban determinants of health. The recent reforms of primary health care (DM 77/2022) highlight the role of communities and Local Health Authorities in the promotion of health in everyday settings. However, practical tools which link prevention planning to small-scale urban transformations still remain poorly described. This study explores how international approaches to children’s school-travel and urban participatory practice in street design can guide the next cycle of the NPP. An extensive review of the available international grey literature and technical guidelines identified ten operational documents (toolkits, guidelines and practice-oriented reports) addressing two categories of interventions: (1) school-travel and “school streets” schemes and (2) tactical urbanism and placemaking initiatives. Each document was then evaluated using an adapted Urban HEART framework, expanded with a sixth domain, “Applicability to the Italian National Health Service”. They all scored qualitatively (1–5) across the six domains. The analysis shows consistently high scores for Health, Physical Environment, Participation and Governance, particularly with regard to school street toolkits and child-friendly street design guides. Equity and formal links to health-system planning and evaluation remain less systematically developed. Overall, findings suggest that school-travel interventions and child-centred placemaking around the schools are closely aligned with the logic and tools outlined in the NPP. These could be considered as potential prevention actions in the future NPP cycles, provided that explicit health outcomes, minimum indicators and stable intersectoral governance arrangements are co-designed with the Local Health Authorities. Full article

Previous research indicates that cognitive and affective-motivational factors, along with gender, influence students’ educational choices, especially regarding STEM tracks. However, few longitudinal studies have examined these factors during middle school, a critical stage in shaping future academic trajectories. This study investigated the longitudinal contribution of gender, cognitive abilities, and affective-motivational factors, such as self-concept, math interest, and math anxiety, in predicting students’ school choice between STEM and non-STEM tracks at the end of middle school. Data were collected from 159 Italian students, followed from seventh to eighth grade. Findings indicated that gender and positive attitudes toward math were strongly associated with STEM school choice. Boys were more likely than girls to choose STEM tracks (b = 5.048). Higher levels of math self-concept (b = 4.848) and interest (b = 0.887) significantly predicted the likelihood of choosing a STEM school. These results highlight how gender and affective-motivational factors shape educational pathways during adolescence. Full article

This article examines the relationship between cultural heritage education and the prevention of school dropout, presenting and validating the Q-PEPAS (Questionnaire on Students’ Perception of Heritage Education and School Dropout). Unlike existing instruments, the Q-PEPAS specifically integrates the role of heritage education into the analysis of school motivation, sense of belonging, and dropout risk, thereby offering a novel contribution to the field. This study was conducted with a convenience sample of 220 secondary school students (aged 14–19) from different Italian regions (North, Central, South and Islands), ensuring geographical and sociocultural variety. Following a review of the literature on the individual, family, school, and socioeconomic factors associated with early school leaving, this paper describes the development, administration, and validation of the instrument through a mixed quantitative and qualitative approach. The findings show that heritage education can significantly enhance students’ motivation, school well-being, and sense of community, suggesting targeted strategies to reduce dropout risk. Statistical analyses confirm the reliability and validity of the tool, while thematic results underline its relevance for designing innovative educational interventions that value cultural heritage as a driver of active participation and informed citizenship. Full article

Background/Objectives: Adolescence is a critical developmental period in which individuals are required to orient themselves toward the future and construct a coherent life plan, including educational and career aspirations. Future orientation is closely linked to identity development and self-understanding, which allow adolescents to integrate past, present, and anticipated future selves. Among the personal resources supporting this process, problem-solving skills play a key role by enabling effective coping with challenges and informed, goal-directed decision-making. This study examined the association between problem-solving skills and adolescents’ aspirations for an ideal occupation, and tested whether this relationship was mediated by identity acquisition and self-understanding, with attention to gender differences. Methods: A quantitative study design was adopted. Participants were 2443 Italian adolescents (aged 15–19 years) attending upper secondary schools. They completed self-report measures assessing perceived problem-solving skills, identity acquisition, self-understanding, and aspiration for an ideal occupation. Two multigroup mediation models were tested using structural equation modeling, examining identity acquisition and self-understanding as mediators and comparing pathways across genders. Results: Problem-solving skills were indirectly associated with stronger aspirations toward an ideal occupation through identity-related processes. Identity acquisition mediated this association only among females, whereas self-understanding emerged as a significant mediator for both females and males, with partial mediation among females and full mediation among males. Conclusions: Overall, although constrained by the cross-sectional design, the findings are consistent with the notion that problem-solving skills contribute to future-oriented career aspirations chiefly by promoting identity coherence and self-clarity. These findings highlight the importance of integrating problem-solving training with identity-focused interventions in educational and career guidance programs, while considering gender-specific developmental pathways. Full article