Search Results (208)

Hand hygiene (HH) is essential for preventing disease transmission, particularly in schools where children are in close contact with other children. This study evaluated a school-based intervention on observed HH practices and hand cleanliness in six primary schools in Guatemala. Hand cleanliness was measured using the Quantitative Personal Hygiene Assessment Tool. The intervention included (1) HH behavior change promotion through Handwashing Festivals, and (2) increased access to HH materials at HH stations. Handwashing Festivals were day-long events featuring creative student presentations on HH topics. Schools were provided with soap and alcohol-based hand rub throughout the project to support HH practices. Appropriate HH practices declined from 51.2% pre-intervention to 33.1% post-intervention, despite an improvement in median Quantitative Personal Hygiene Assessment Tool scores from 6 to 8, indicating cleaner hands. Logistic regression showed higher odds of proper HH when an assistant was present. The decline in HH adherence was likely influenced by fewer assistants and changes in COVID-19 policies, while improvements in hand cleanliness may reflect observational bias. These findings emphasize the importance of sustained behavior change strategies, reliable HH material access, and targeted interventions to address gaps in HH practices, guiding school health policy and resource allocation. Full article

Background: Over the last 30 years, stress and anxiety in children have risen exponentially, especially as a result of school expectations. As no studies have examined the effect of increased outdoor recess on children’s chronic stress levels, this preliminary work focused on comparing hair cortisol concentration (HCC) scores of elementary children who received varied amounts of daily recess. Methods: HCC scores were collected from 4th grade elementary children (N = 130) from three intervention schools (45 min daily recess) (N = 64; M = 35; F = 29) and three control schools (30 min daily recess) (N = 66; M = 31; F = 35). Results: A two-way ANOVA, F(1, 123) = 5.47, p = 0.021, ω² = 0.034, showed that the intervention group reflected lower HCC levels (marginal M = 5.69, 95% CI [−1.92, 13.30]) than the control group (marginal M = 18.22, 95% CI [10.83, 25.61]). Post hoc analysis revealed an estimated marginal mean difference of −12.53 (SE = 5.36, p = 0.021). Sample t-tests compared HCC levels against the pre-COVID normative value of 7.5 pg/mg. The intervention group HCC mean (M = 5.85, SD = 6.26) was significantly lower than the normative value, t(61) = −2.08, p = 0.042. The control group’s mean HCC (M = 18.22, SD = 41.39) was significantly higher than the normative value, t(64) = 2.09, p = 0.041. Conclusions: Increasing daily recess may contribute to lower chronic stress levels among 4th grade children. With obesity and mental health disorders on the rise and American students’ academic performance on the decline, these pilot results cannot be overlooked or dismissed. Full article

Background/Objectives: Early care and education programs promote children’s social–emotional development, predicting later school success. The COVID-19 pandemic worsened an existing youth mental health crisis and increased teacher stress. Therefore, we applied an infant and early childhood mental health consultation model, Jump Start Plus COVID Support (JS+CS), aiming to decrease behavioral problems in children post-pandemic. Methods: A cluster randomized controlled trial compared JS+CS to an active control, Healthy Caregivers–Healthy Children (HC2), at 30 ECE centers in low-income areas in South Florida. Participants were not blinded to group assignment. Teachers reported on children’s social–emotional development at baseline and post-intervention using the Devereux Early Childhood Assessment and Strengths and Difficulties Questionnaire. We assessed whether teacher stress, classroom practices, and self-efficacy mediated the relationship between JS+CS and child outcomes. We also explored whether baseline behavior problems moderated JS+CS effects on child protective factors, relative to HC2. Results: Direct group-by-time differences between JS+CS and HC2 were limited. However, JS+CS demonstrated significant within-group improvements in teacher-reported child protective factors, behavior support practices, and classroom safety practices. Classroom safety practices consistently mediated positive changes in child behaviors, including the DECA total protective factor score and subdomains of initiative and self-regulation. Additionally, teacher perceptions of behavior support mediated gains in child attachment. Conclusions: JS+CS shows promise in building protective systems around children through intentional support for teachers, underscoring the value of whole-child, whole-environment approaches in early intervention. Full article

The COVID-19 pandemic highlighted the importance of indoor air quality in buildings for the well-being of their occupants. In long-term occupancy buildings such as schools, where environmental conditions also impact academic performance, this importance was heightened. Despite the significant changes in ventilation practices resulting from the pandemic, recommendations have varied across different countries. This study aimed to provide a comparative analysis of the environmental conditions and air quality in classrooms in southern Spain and northern Italy (representative Mediterranean locations with different post-pandemic heating and natural ventilation approaches). Data measured on-site during periods with similar outdoor conditions were analysed to ascertain how ventilation strategies influence thermal comfort and indoor air quality. According to the results, during mild periods, high-intensity ventilation ensures excellent indoor air quality results based on CO₂ concentrations, without compromising thermal comfort. Nevertheless, ventilation rates should be controlled in more adverse climate conditions to avoid negative effects on thermal comfort. Full article

The COVID-19 pandemic disrupted medical education as the shift from face-to-face to remote teaching raised concerns about learning outcomes and well-being. However, while established schools’ adaptations have been widely studied, the challenges faced by new institutions in the pandemic’s aftermath remain underexplored. This research provides a valuable case study examining the motivations and concerns of faculty and students at a newly established medical school in the Philippines during its inaugural academic year. Employing a mixed-methods design, data were obtained via validated Likert-based questionnaires assessing motivation and survey questions eliciting concerns. Descriptive and inferential approaches were utilized to analyze data. Results show that faculty motivations were primarily intrinsic, whereas students were driven by a mix of intrinsic and extrinsic factors. Subgroup analyses revealed no difference in motivational profiles across demographic characteristics. Faculty were primarily concerned with their readiness for academic roles, use of modern teaching technologies, and ensuring effective student learning. Students’ concerns focused on training quality, institutional capacity, and the uncertainties of being the pioneer batch. Despite the pioneer cohort’s small size, this study highlighted the importance of understanding faculty and student motivations and concerns, already shaped by post-pandemic realities, to provide targeted support for new medical programs in the evolving post-pandemic landscape. Full article

This study examines six decades (1964–2023) of changes in motor skills and body dimensions among Japanese 13-year-old students, analyzing grip strength, handball throwing, 50 m dash, endurance running, and composite scores. National Physical Fitness and Motor Skills Survey data were analyzed alongside School Health Examination Survey measurements to identify trends and correlations between performance metrics and anthropometric variables. The results revealed distinct developmental patterns, with motor skills peaking in the 1980s for both genders, followed by decline until 2000, after which boys experienced stagnation while girls showed improvement until 2019. Both genders demonstrated marked decreases following 2020, coinciding with the COVID-19 pandemic. Notably, while height increased significantly over the study period, only boys’ 50 m dash performance showed strong positive correlations with height (r = 0.779) and BMI (r = 0.854). This longitudinal analysis demonstrates how interdisciplinary factors—including educational policy shifts, reduced physical education curriculum hours, changes in urban park design, diminished outdoor play opportunities, and increased sedentary behaviors—collectively impact children’s motor development. These findings hold significant implications for public health initiatives and sports education strategies aimed at reversing concerning trends in youth physical capabilities and addressing the substantial post-pandemic decline in motor performance. Full article

Background/Purpose: Coronavirus disease 2019 (COVID-19) has become the cause of a global health crisis during the pandemic. This research aimed to study the impact of symptomatic COVID-19 on children’s oral health indices and salivary microbiome composition during the post-COVID-19 period. Methods: An observational, cross-sectional study was conducted in Tbilisi (Georgia) among children aged 7–12 years. A total of 421 children included in the study had a history of laboratory-confirmed COVID-19 within one year of exposure. No participants met the criteria for comorbid conditions or for PCC. A stratified simple random selection of schools and among selected clusters was used. The selected children were divided into two groups: the exposed group, who were patients with a history of symptomatic COVID-19, and the control group, who were patients with a history of asymptomatic COVID-19. The data were collected from August 2022 to December 2023. Oral screening, microbiological examination of saliva, and administration of questionnaires were also performed. Logistic regression was used to calculate ORs with 95% confidence intervals. The statistical processing of the data was performed with SPSS 23.0. This study was approved by the Biomedical Research Ethical Council of the University of Georgia (UGREC–04–22/9 March 2022). Results: Statistically significant differences in the means of the oral health indicators between the studied groups were detected (exposed: DMFT + deft = 5.9; MGI = 0.92; S-OHI = 1.9; control: DMFT + deft = 3.8; MGI = 0.56; S-OHI = 1.4). According to the logistic regression, symptomatic COVID-19 had a significant effect on the following oral health indicators: DMFT + deft (OR = 1.26; 95% CI = 1.14–1.39), MGI (OR = 2.31; 95% CI = 1.50–3.55), and S-OHI (OR = 3.43; 95% CI = 2.03–5.76). The effect of symptomatic COVID-19 on the frequency of eradication of the studied microbiome was also significant (OR = 2.12; 95% CI = 1.23–3.63). Conclusions: A close association was established between symptomatic COVID-19 and microbiome changes in the oral saliva of children, as well as between oral health indicators and symptomatic COVID-19. Considering the research results, it is assumed that a symptomatic course of COVID-19 may be an additional risk factor associated with poor oral health in the pediatric population in the post-COVID-19 period. Full article

Research on the dynamic mechanisms driving the accumulation of anthropogenic marine debris (AMD) in highly dynamic environments, such as extensive sandy beaches, remains limited. Unmanned aerial vehicles (UAVs) can be used to map macro-marine litter in these environments over large temporal and spatial scales, but several challenges remain in their interpretation. In this study, secondary school students participated in a citizen science initiative, during which they identified, marked, and classified waste items using a series of UAV orthophotos collected along an 800 m extended Italian beach in different seasons. A specific training program and a collection of working tools were developed to support these activities, which were carried out under the constraints imposed by the COVID-19 pandemic. The accuracy of the citizen science approach was evaluated by comparing its results with standard in situ visual census surveys conducted in the same area. This methodology not only enabled an analysis of the temporal dynamics of AMD accumulation but also served an important educational function. The effectiveness of the learning experience was estimated using pre- and post-activity questionnaires. The results indicate a clear improvement in the students’ knowledge, interest, and awareness regarding marine litter, highlighting the potential of citizen science to both support environmental monitoring and promote sustainability education among younger generations. Full article

Background: Educational neuroscience has made important contributions to show how the COVID-19 pandemic impacted schooling. In countries like Brazil, with significant educational inequality, the suspension of in-person classes worsened these disparities, as low-income families faced difficulties accessing remote learning. Methods: This study evaluated executive functions (EF) and academic skills in reading, writing, and maths for 178 public school students from the first to ninth grades in São Paulo, Brazil, comparing them with pre-pandemic norms to assess possible differences. EF were assessed using the Hayling Test, Digit Span Task, and Verbal Fluency, while academic skills were measured by the School Performance Test II. To analyse differences between the sample of this study and the pre-pandemic normative samples, one-sample t-tests were performed. Due to the small sample size, segmented by school grade and age, the bootstrapping resampling method was used, and the effect size was measured with Cohen’s d. Results: A one-sample t-test showed significant differences between times, with lower post-pandemic performance in verbal fluency (9–14 years old), working memory (10–14 years old), and inhibitory control across all age groups. Writing skills were lower from the fifth to eighth grades and reading from the fourth to eight grades. Maths skills were lower in the fourth, eighth, and ninth grades. Better post-pandemic performance was seen in working memory (6 and 7 years old). Conclusions: Students in the upper grades of elementary school during the pandemic were most impacted by the suspension of in-person teaching, highlighting the importance of schooling and the need for recovery efforts at these levels. Full article

This systematic review analyzes comprehensive indoor environmental quality (IEQ) field measurements in school classrooms from 2020 to 2024, focusing on the post-COVID-19 period. Following PRISMA guidelines, 70 studies were selected from an initial pool of 251 articles. The review examines thermal comfort, indoor air quality, acoustics, and lighting parameters, identifying measurement methodologies, correlations between parameters, and post-COVID-19 adaptations. Results indicate significant modifications in ventilation strategies and IEQ monitoring approaches, with an enhanced focus on air quality parameters. The findings provide evidence-based recommendations for IEQ monitoring and optimization in educational environments. Full article

This exploratory study examines the experiences of public elementary school educators to understand the shifting educational priorities and renegotiation of borders between home and school during and since the COVID-19 pandemic. The research uses a case study approach through a critical inquiry process that centers the voices of those on the front lines of education. Derived from individual and focus group interviews, the findings illuminate educators’ experiences during different phases of the pandemic, including: the growing scope of their responsibilities, challenges with staffing, and competing and conflicting demands on educators’ time and attention. The study is limited by its geographical concentration and sole focus on the perspectives of school-based personnel. Future studies with larger samples may include educators and parents in various locations. Recommendations based on the findings include partnering with community-based organizations (CBOs) and creating a unifying vision that draws together school staff, families, and the wider community to re-envision the purpose of school in a post-pandemic context. Full article

Research has established that relatively higher levels of educational achievement are associated with better health outcomes. Thus, while providing every student with a high-quality education is always a public health concern, this matter garnered exceptional attention following the COVID-19 pandemic. It disrupted schooling across the globe, requiring elementary and secondary schools to address many resulting issues, including their students’ learning loss, interrupted learning of grade-level curricula, the need for accelerated learning, increased absenteeism, and staffing shortages. Consequently, this paper reports the many circumstances surrounding one approach employed widely in the United States to address the learning issues resulting from the pandemic: tutoring. First, the extent of students’ academic declines following the pandemic is documented, as is the association between educational attainment and health outcomes. Next, several facets of tutoring are explained, including (a) an operational definition, (b) research support of its effectiveness before and after the pandemic, (c) the characteristics of two types of effective tutoring germane to this paper, and (d) its fit within a school’s systems of interventions for all students. The paper concludes with a case report about relevant work performed at a high-needs school in the southeastern United States to establish a sustainable tutoring program resulting from the pandemic. It is one example of how K-12 schooling in the United States has improved in response to the COVID-19 pandemic. Full article

Teacher burnout, a combination of emotional exhaustion, depersonalization, and diminished personal accomplishment has been increasing, notably during the COVID-19 pandemic. Our 2022 study revealed significant burnout levels, identifying that teachers’ pandemic experiences had adverse “Consequences” that left them feeling “Overburdened”, and “Abandoned”. Although COVID-19 has receded, recent findings indicate that Irish teachers continue to face heightened demands without adequate support. This follow-up comparative study aims to deepen understanding of post-pandemic teacher burnout by using the same questions from the 2022 study to understand and analyse these evolving stressors. A qualitative, comparative approach was employed. Participants (n = 337) were recruited from various school types across Ireland. A Study Specific Questionnaire (SSQ) with open-ended questions allowed for thematic analysis, comparing responses with 2022 themes to explore continuity and changes in burnout experiences. Thematic analysis revealed four major themes: (1) Administrative Overload—increasing paperwork and curriculum changes; (2) Unrealistic Expectations—pressures from parents, society, and authorities; (3) Lack of Community Support and Empathy—teachers reported a sense of isolation and a need for mutual support; and (4) Inadequate Mental Health and Professional Support—insufficient mental health resources for both educators and students. The study underscores the urgent need for systemic changes to address teacher burnout in Ireland. Recommendations include reducing administrative load, clarifying professional boundaries, fostering empathy within the school community, and expanding mental health services. Addressing these factors is essential for sustaining a resilient educational system in the post-pandemic context. Full article

Background/Objectives: Mycoplasma pneumoniae (M. pneumoniae), traditionally associated with mild community-acquired pneumonia in school-aged children, has experienced a delayed resurgence following the COVID-19 pandemic. The epidemiological and clinical characteristics of M. pneumoniae pneumonia in children within the context of this global resurgence have not been well established in Romania. Materials and Methods: This retrospective, single-center study analyzed children diagnosed with M. pneumoniae pneumonia who were hospitalized in the pulmonology department of “Grigore Alexandrescu” Emergency Hospital for Children in Bucharest from March to December 2024. Clinical, laboratory, and radiographic data were extracted from hospital records. M. pneumoniae infection was confirmed through polymerase chain reaction (PCR) multiplex panel detection or specific IgM antibody levels ≥ 10 AU/mL. Results: The final analysis included 63 patients who met the inclusion criteria. The cohort’s median age [IQR] was 12.6 [8–15] years, with 11.1% (n = 7) under 6 years old. The radiographic findings revealed a predominance of right lung involvement (52.4%, n = 33, p = 0.03) and a significantly higher prevalence of alveolar infiltrates compared to interstitial patterns (88.9%, n = 56, p < 0.001). Antibiotic choice did not significantly affect hospitalization duration. Pleural effusion emerged as a common complication, occurring in 27% (n = 17) of patients and associated with elevated admission leukocyte counts (p = 0.007). Rare extrapulmonary manifestations included meningoencephalitis (1.6%, n = 1) and reactive infectious mucocutaneous eruption (3.2%, n = 2). Notably, co-infections with other respiratory pathogens did not extend hospital stays. Conclusions: This study contributes to the evolving global epidemiological profile of M. pneumoniae infections in the post-pandemic era. It establishes a foundation for future multi-center analyses aimed at monitoring the changing epidemiology and clinical presentations of M. pneumoniae infections in pediatric populations. Full article

Recognizing widespread emotional and mental health issues among students during the COVID-19 pandemic, it is crucial to investigate whether recovery and resilience have emerged in the post-pandemic era. A retrospective survey was conducted with high school students in Da Nang, a Vietnamese tourist city that endured multiple waves of COVID-19 from 2020 to 2022. The survey was conducted 18 months after Da Nang was locked down and had only recently entered the ‘new normal’ phase in early 2023. Results revealed that even though the pandemic had subsided, negative emotional experiences remained vivid in students’ memories, even when the pandemic was internationally declared to have ended. Fears of illness, death, isolation, losing social connections, and disruptions in academic paths still lingered. Nevertheless, a significant rebound from predominantly negative to positive emotions was observed among the young people. Understanding which negative emotions affected students the most will allow us to devise more targeted policies and provide more effective social services in response to similar public health crises in the future. Full article