Search Results (4,001)

Three-dimensional (3D)-printed dentures are often fabricated from a single tooth-colored resin and externally characterized using stains and glaze coatings to enhance gingival esthetics and surface properties. However, routine toothbrushing may degrade these coatings, potentially affecting surface gloss and roughness. This study evaluated the effects of stain timing and glaze application on the gloss and surface roughness of a 3D-printed denture resin following simulated toothbrushing. Eighty disc-shaped specimens (12 mm × 3 mm) were fabricated and assigned to two staining systems (OPTIGLAZE Color and Palette 2.0), with subgroups based on stain timing (before or after post-curing) and glaze application (with or without glaze) (n = 10). Specimens underwent 20,000 cycles of simulated toothbrushing, and gloss and surface roughness were measured before and after brushing. Data were analyzed using two-way ANOVA (α = 0.05). Glaze application significantly improved gloss retention for both staining systems (p < 0.001), while stain timing had no independent effect. Glaze application with Palette 2.0 demonstrated improved gloss retention when post-cured in a post-curing unit. Toothbrushing increased surface roughness in all groups, with no significant effects of stain timing or glaze. Within the limitations of this study, glaze improves gloss stability, whereas stain timing has minimal influence and does not affect surface roughness. Full article

Academic satisfaction is positioned as a fundamental psychological construct with regard to academic success, linked to well-being and cognitive engagement. The aim of the study was to evaluate the satisfaction of secondary school students with high intellectual abilities (HIA) participating in the university mentoring program in the Basque Country Autonomous Community. A quantitative methodology was used with a sample of 90 students. A purpose-developed 17-item questionnaire with 17 items used to measure the different areas that make up the multidimensionality of satisfaction. The results indicate very high levels of overall satisfaction, with particular emphasis on the quality of the bond and the mentor’s expertise. Likewise, through confirmatory factor analysis (CFA), the validity of the instrument was tested under the ‘Big Four’ model (improvement-oriented learning, individualization, feedback and practical tasks with minimal transfer). It is concluded that the mentoring program used constitutes a suitable educational response that harmonizes intellectual challenge with the psychosocial support necessary to transform potential into talent. Full article

Depression and clinical anxiety (also known as ‘internalising disorders’) are commonly experienced by autistic children. Parents play an important role in reducing their child’s risk of developing internalising disorders, and existing technology-assisted parenting programs have shown promise in empowering parents in this role. Yet, existing interventions do not currently meet the unique needs of parents of autistic children. This study aimed to co-design adaptations to an existing technology-assisted parenting program (Partners in Parenting Kids) to enhance its relevance and acceptability for parents of school-aged autistic children. An iterative two-phase co-design study was conducted with parents of autistic children (n = 5) and service providers (n = 5). In Phase 1, semi-structured interviews explored participant experiences and needs in the context of parenting support, as well as perspectives on parenting programs. In Phase 2, eight co-design workshops were conducted with parents and service providers to build on the findings from Phase 1 and to collaboratively adapt the program content, delivery, and design features. Workshops involved participatory design activities to foster collaborative sharing of ideas and decision-making. Transcripts from both phases were analysed using reflexive thematic analysis. Themes identified in Phase 1 included: (1) Day-to-day challenges of parenting an autistic child; (2) Unique parent knowledge base and skill set; and (3) Desired qualities of parenting programs. Themes from Phase 2 of the study included: (1) Meaningful connections with others in the community; (2) Acceptance of autism; and (3) Diversity within the community. These themes are described in terms of their design implications for the resultant parenting program (Partners in Parenting Kids-Autism). The findings provide critical insights into desired qualities of parenting programs for parents of autistic children. Importantly, they also shed light on key design recommendations for future work focused on empowering parents to support their child’s mental health through interventions. Full article

In modern society, adolescents experiencing mental health problems are increasing. This study aims to identify barriers to mental health care at the individual, family, school, and staff levels among at-risk adolescents, employing a mixed-methods approach. Given the ethical and practical constraints of engaging at-risk adolescents directly, the study quantitatively analyzed responses to the AMPQ-III-I survey from 47 runaway adolescents, while conducting interviews with eight school nurses serving as proxy informants. The at-risk adolescents were found to be in a state of mental health crisis characterized by somatization, self-harm, excessive digital media use, and peer imitation. Within the family environment, they experienced communication gaps with adults, concerns about mental health stigma, and the risk of disengagement from home and school. Despite experiencing physical and emotional difficulties that hindered their ability to focus on academic work, schools tended to deprioritize mental health, and these adolescents reported notably low utilization of professional counseling. School nurses, although well-positioned to identify at-risk adolescents, expressed barriers such as excessive workload and a lack of communication among teachers. These findings suggest that, to support the growing and intensifying population of at-risk adolescents, an urgent shift in awareness and the alleviation of barriers within the family–school–staff ecosystem is required. Full article

On the opening page of The Serviceberry (2024), Indigenous scholar Robin Wall Kimmerer wrote: “all flourishing is mutual.” Channeling biomimicry, Kimmerer asks, “Can we imagine a human economy with a currency that emulates the flow from Mother Earth—a currency of gifts?” (p. 14). I ask a parallel question regarding school–community relationships: can we imagine school and community as members of an ecology of schooling in which mutual flourishing is the aim? Schools often silo from communities, and interactions tend to be transactional, even though partnership language is invoked. Drawing on a case study of a K-6 rural school with a place-based agriculture immersion program in Alberta, Canada, I describe elements of collaboration between school and community using gift as a lens to interpret interview transcripts and field notes. Mutual flourishing was a function of (1) the school being viewed as an extension of the community; (2) the recentering of place as a participant in school–community relations; and (3) a school–community ecology grounded in shared values and goals rather than structured arrangements. The findings reframe partnerships from supplementary arrangements that schools enter into and wield to school–community connections or kinships that bind school and community into a reciprocal web of flourishing. 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

As aspiring school leaders or interns complete their graduate program and year-long school-based internship in an urban school setting, they receive support from an on-site school leader mentor and an external coach. This trio, coined the cooperative triad, fosters leadership development through a collaborative approach. When alumni begin their career as a school leader, they continue receiving support from the leadership program as well as an external coach. Because of their important role, this study sought to understand how coaches conceptualized their role, what influenced their ability to carry out the role, and their influence on the internship and alumni experience. Utilizing a qualitative case study design, researchers engaged in data collection and analysis across interviews with seven coaches, seven interns/alumni, and five mentors. Findings highlight the importance of creating a coaching structure while remaining flexible, building trust and community with participants, and continually developing coaches in their practice. Further, the cooperative triad model demonstrates the potential for positive school-wide impact, as the coach supports both aspiring and practicing leaders. Full article

Background: Sarcopenic obesity, defined as the coexistence of low muscle mass and excess adiposity, is an emerging public health concern in aging populations. However, longitudinal evidence on the association between socioeconomic status (SES) and incident sarcopenic obesity remains limited, particularly in Asian populations. This study aimed to investigate the association between SES and the long-term incidence of sarcopenic obesity in a large Korean cohort. Methods: We conducted a prospective cohort study using data from the Korean Genome and Epidemiology Study (KoGES). Community-dwelling adults aged ≥ 40 years without sarcopenic obesity at baseline were followed for a mean of 17 years. Sarcopenic obesity was defined as low body mass index (BMI)-adjusted skeletal muscle mass (sex-specific lowest 20th percentile) combined with obesity (BMI ≥ 25 kg/m²). SES indicators included educational attainment, household income, and marital status. Kaplan–Meier methods were used to estimate cumulative incidence, and Cox proportional hazards models were applied to calculate hazard ratios (HRs) and 95% confidence intervals (CIs) with sequential adjustment for demographic, lifestyle, and metabolic factors. Results: In the fully adjusted model, participants with elementary school education showed a higher hazard ratio of incident sarcopenic obesity compared with those with college education or higher (HR 1.39; 95% CI 1.11–1.73; p = 0.003). Similarly, individuals with a household income < 1.0 million KRW per month had a higher hazard ratio compared with those earning ≥4.0 million KRW (HR 1.31; 95% CI 1.02–1.70; p = 0.037). Unmarried participants also showed a higher hazard ratio compared with married individuals (HR 1.31; 95% CI 1.09–1.57; p = 0.003). Conclusions: Lower SES was independently associated with a higher incidence of sarcopenic obesity over long-term follow-up in this population-based cohort. These findings highlight the importance of considering socioeconomic factors in the prevention of sarcopenic obesity. Full article

Background/Objectives: Oral health promotion in early childhood depends strongly on caregivers’ preventive care at home and educational centers. The aim of this study was to investigate socioeconomic, educational, cultural, and oral health factors associated with caregivers’ decisions to decline their children’s participation in school-based oral health promotion programs. Methods: Caregivers who did not authorize their children’s participation in the project were identified through school records and contacted using available information (name, telephone number, and email address). Participants were selected through simple random sampling. Results: Among the 58 caregivers included in the study, the main reasons reported were failure to return the consent form or missing the deadline (36.2%), considering the child too young (19.0%), already receiving private dental care (13.8%), not understanding the consent form (13.8%), not having received the document (10.3%), lack of trust in the professional (3.4%), and other reasons (3.4%). Higher income was significantly associated with higher educational level (p = 0.002), increased toothbrushing frequency (p = 0.007), shorter time since the last dental visit (p < 0.001), and lower levels of embarrassment related to oral health (p < 0.001). Additionally, lower-income caregivers were more likely to seek dental care only in the presence of problems (p = 0.046), while higher-income families were more likely to report private dental care as a reason for non-authorization (p < 0.001). Conclusions: These findings associate socioeconomic and educational inequalities with adverse effects on family oral health among parents, by reducing the frequency of preventive dental examinations and daily oral hygiene practices; and among children, by limiting authorization to participate in school-based oral health promotion programs. This evidence underscores that successful promotion of children’s oral health in educational settings requires addressing social disparities while strengthening caregivers’ knowledge and motivation to support participation. Full article

This article discusses the role of Kaupapa Māori in transforming Māori educational experiences within Aotearoa (New Zealand) over the past forty years. Since the initial articulation of Kaupapa Māori from the mid-1980s, there has been an exponential growth in its development and application across Aotearoa (New Zealand). There has been extensive documentation that it was within the education sector that Kaupapa Māori initiatives were developed and initiated by Māori in response to the failure of mainstream conventional education to provide for Māori children. That response was formalized through the establishment of Te Kōhanga Reo (Māori Language Nests) and Kura Kaupapa Māori (Māori Immersion Schools), which were led by Māori. Since then, there has been an increased utilization of Kaupapa Māori theory as a foundation for understanding, explaining and critiquing key issues facing Māori and Aotearoa more broadly. In the research project “Kaupapa Māori: Creating an Indigenous Model for Systems Change”, we undertook a series of interviews (n = 80) with Māori people involved in a range of sites who utilize Kaupapa Māori as the foundation in their lives, both personally, as whānau (extended family), and in their work. A key question posed was: What are the success factors within Kaupapa Māori that can inform innovative models for systems change that will transform inequities experienced by Māori? This was asked to gain insights into how Kaupapa Māori have created transformative and meaningful change across a range of sectors and sites. Where the wider project included participation from across a broad range of social contexts, this article looks at key themes that arose from how kaikōrero (participants) saw transformative change occurring through being a part of Kaupapa Māori educational developments. Kaikōrero shared multiple ways in which transformation occurred for individuals, within their whānau (extended families), through intergenerational changes and impacts at community and systems levels. Full article

Background: In Canada, racialized communities, including African, Caribbean, and Black (ACB) people, are disproportionately affected by HIV and COVID-19. Experiencing multiple forms of discrimination in healthcare settings compromises care engagement and health outcomes. The objective of this study was to assess the forms of discrimination ACB people experienced during the COVID-19 pandemic, discrimination levels experienced before and during the pandemic and the demographic factors associated with the increased experiences of discrimination among ACB people when accessing healthcare services during the pandemic. Methods: Data were collected via an online survey co-led by the Public Health Agency of Canada, University of Ottawa, ACB community leaders and researchers across Canada. Participants were recruited via email contact. To be eligible, a participant had to be living in Canada, be aged 18 years or older, be able to read English or French, and self-identify as an ACB individual. The survey captured information on access to health services and experiences of multiple forms of discrimination before and during the pandemic. We used multivariable logistic regression to identify factors associated with discrimination. Results: Of 1556 participants, 39.6% were aged 25–39, 42.7% were resident in Ontario, and 63.2% were of African origin. Prior to the COVID-19 pandemic, 62.1% reported having experienced at least one form of discrimination in a healthcare setting. During the COVID-19 pandemic, over 66% reported having experienced at least a form of discrimination, with 25% reporting a perceived increase in the frequency with which they experienced discrimination. The perceived increase in the frequency of discrimination was 10.8%, 15.3%, 15.9%, 17.0%, 18.1%, 18.7%, and 31.2% among participants who reported having experienced sexual orientation-, gender-, substance use-, disability-, age-, economic status-, and race-based discrimination, respectively. In the multivariate logistic regression, the odds of reporting increased experiences of discrimination in participants aged 50 and above were 0.38 times (95%CI: 0.21, 0.69) those in participants who were 31–40 years of age. Conclusions: The proportion of participants who reported an increased experience of discrimination during the pandemic was high. Although there is variation in levels of experienced discrimination, the different forms of discrimination (race-, gender-, sexual orientation-, substance use-, economic status-, disability- and age-based discrimination) that participants experienced are alarming. This underscores the need for concerted efforts to address multiple forms of discrimination in healthcare settings to improve care engagement and health equity among ACB communities. There was a significant association between perceived increased experience of discrimination and only one sociodemographic factor—older age (50 and above); other factors contributing to participants’ perceived increased experience of discrimination when accessing healthcare services need to be explored. Full article

Automated Speed Enforcement (ASE), a widely known speed management strategy, extends beyond its safety benefits and is shaped by public trust, broader governance, and policy frameworks. This study evaluated public opinions of the ASE program in school zones in Georgia, United States, which has recently undergone multiple policy changes. An online survey was conducted targeting Georgia drivers aged 18 years or older, which gathered 502 responses from a representative sample based on exposure, direct school connections, and sociodemographic factors. Respondents indicated their agreement levels on a Likert scale across multiple statements about ASE and their thoughts on enhancing the program’s transparency, trustworthiness, and fairness. Data analysis was conducted using descriptive statistical techniques and cross-classification. Among all respondents, 71 percent supported the program, and among individuals who had driven through speed-enforced school zones, 81 percent reported that ASE led them to reduce speeds. Issuing the citation to the actual driver at the time of violation, publicizing revenue allocation and utilization, publicizing safety benefits, and clearly posting the speed limits and the hours under evaluation were among the key concerns. These findings highlight the significance of integrating public perceptions into ASE policy, identifying areas needing improvement, and promoting community-endorsed traffic safety interventions. Full article

Background: The COVID-19 pandemic caused disruptions in HPV vaccination and may have severely undermined global cervical cancer prevention, posing long-term risks to controlling cervical cancer and other HPV-related diseases. Objective: We conducted a scoping review to map and synthesize available evidence on how the COVID-19 pandemic has affected human papillomavirus (HPV) vaccination programs in low- and middle-income countries (LMICs) focusing on changes in vaccine delivery and coverage, determinants of uptake, economic and programmatic consequences and vaccine hesitancy. Methods: Inclusion criteria were limited to studies published in the English language between January 2020 to May 2025, and followed JBI and Arksey & O’Malley’s scoping review guidelines. The review proceeded through three stages: database searches, gray literature and citation tracking and used a PRISMA-ScR checklist to guide narrative and tabular synthesis. Results: A total of 1063 records, 57 studies were included in the final analysis, and these were spread out across 37 low- and middle-income countries (LMICs) mainly in Africa, Asia, and Latin America. Our analysis revealed that HPV vaccination coverage declined substantially during the COVID-19 pandemic, with reductions of up to 90% reported across the included studies, in the context of school closures, workforce redeployment, and supply-chain disruptions. Recovery efforts also faced major barriers including vaccine hesitancy, misinformation about COVID-19 vaccines, and travel restrictions. Strategies like digital tools, mobile clinics, and community health workers showed promise alongside integrated school- and facility-based approaches, although there is limited evidence on cost-effectiveness and long-term sustainability of these strategies. Conclusions: HPV vaccination in LMICs was significantly disrupted by the COVID-19 pandemic due to unreliable vaccine supply chains, health-worker shortages, and challenges tied to school-based vaccine delivery. Although recovery methods show potential, longer observation periods are needed to determine their full effectiveness. Full article

The scientific pursuit of understanding human “emotion” has historically been plagued by a fundamental lack of conceptual consensus. Researchers, clinicians, and the lay public frequently utilize terms such as “emotion,” “feeling,” “affect,” and “mood” as interchangeable synonyms, creating a linguistic ambiguity that hampers both experimental precision and diagnostic validity. In response to this “umbrella term” crisis, the Walla Emotion Model (WEM), also referred to as the ESCAPE Model (Emotions Convey Affective Processing Effects), introduces a redefined and distinct terminology designed to disentangle the neurophysiological, experiential, and behavioral components of affective phenomena. The essence of this new model is the removal of the umbrella aspect from the term emotion and defining “emotion” strictly as behavioral output, and “feeling” as the conscious perception of released neurochemicals, both resulting from non-conscious affective processing. By doing so, the WEM provides a logical, clear, and easy-to-apply terminological lens for diagnosing, communicating, and treating clinical conditions that include what has previously been termed “emotion” dysregulation. When “emotion” is used as an umbrella term, it depends on the school one follows how one would explain such clinical conditions. The most critical argument for introducing the WEM is that each prior school has had its focus on another set of phenomena that generate an “emotion”. The WEM terminology provides a clear separation of brain activity, subjective experience, and expression regarding affective phenomena. Various clinical conditions that include “emotion” dysregulation exist; however, to highlight the potential benefits of the WEM, the current essay has its focus on two of the most frequent conditions, namely Borderline Personality Disorder (BPD) and Major Depressive Disorder (MDD). The goal is to provide an analysis of the WEM architecture, evaluating its utility in clinical neuropsychology, and delineating its theoretical advantages when combined with traditional categorical and dimensional models. However, it is important to emphasize that this essay is only theoretical. It does not include any direct empirical support, but it suggests the replacing of existing terminology with WEM terminology. Full article

This study examines how some schools in highly challenging environments avoided learning loss—or even improved—during the COVID-19 pandemic. Using an explanatory mixed-methods research design, we first analyzed statewide administrative data to identify schools that demonstrated exceptional post-pandemic learning resiliency. Quantitative models incorporating multiple levels of school, health, and environmental data explained relatively little variation in resiliency outcomes, with district fixed effects accounting for a large share of the observed differences. To better understand these unexplained patterns, the second phase of the study involved qualitative fieldwork in four high schools identified as positive outliers. Interviews, observations, and document analysis revealed several organizational practices common across these schools, including strong relational continuity between schools and communities, visible and engaged leadership, sustained teacher collaboration, and structured routines for addressing attendance and learning loss. These findings suggest that stronger-than-expected academic recovery was not driven by prevailing demographic trends or new instructional programs, but rather by the mobilization of existing organizational assets that supported student engagement before and after the pandemic. Full article