Search Results (173)

Background/Objectives: Childhood stunting remains a critical public health issue in low- and middle-income countries. Despite Malaysia’s economic growth, there is limited large-scale evidence on the determinants of stunting among children from infancy to primary school age. This cross-sectional study, part of South East Asian Nutrition Surveys II (SEANUTS II), aimed to determine sociodemographic and environmental risk factors for stunting among 2989 children aged 0.5–12 years. Methods: Children were recruited from four regions in Peninsular Malaysia (Central, East Coast, 2022–2030Northern, Southern). Standing height or recumbent length was measured, and stunting was classified based on WHO criteria (height-for-age Z-score below −2 standard deviations). Parents reported information on socioeconomic status, sanitation facilities, and hygiene practices. Multivariate binary logistic regression was used to determine the determinants of stunting. Results: Stunting prevalence was 8.9%, with infants (aOR = 2.92, 95%CI:1.14–7.52) and young children (aOR = 2.92, 95%CI:1.80–4.76) having higher odds than school-aged children. Key biological predictors included low birth weight (aOR = 2.41; 95%CI:1.40–4.13) and maternal height <150 cm (aOR = 2.24; 95%CI:1.36–3.70). Chinese (aOR = 0.56; 95%CI:0.35–0.88) and Indian children (aOR = 0.16; 95%CI:0.05–0.52) had a lower risk of stunting compared to Malays. Conclusions: This study highlights the ongoing challenge of childhood stunting in Malaysia, with age, birth weight, ethnicity, and maternal height identified as key determinants. These findings call for early identification of at-risk households and targeted support, especially through education and financial aid to foster healthy child growth. Full article

Background: Patients with Down syndrome (DS) commonly experience psychological and mental problems. Studying the quality of life (QoL) of children with DS is important because it increases knowledge related to understanding the challenges that this group may face. This study aims to examine the QoL of children with DS from a parental perspective in terms of physical, emotional, social, and school domains, depending on several factors, and identify demographic characteristics of their parents that may affect their QoL. Methods: This online survey study was conducted in Saudi Arabia between November 2024 and March 2025. The inclusion criteria targeted parents of children with confirmed DS diagnoses aged between 8 and 18 years. Results: The findings of this study showed that children with DS aged between 0 and 2 years had significantly lower QoL scores (10.18 ± 3.83) compared to other age groups (p = 0.02). In addition, gender differences were significant in the emotional (p = 0.03), social (p = 0.01), and school (p = 0.01) domains, with females scoring lower QoL scores in all areas compared to males. Moreover, educational level showed significant results across all domains, particularly for children with no education, who had the lowest QoL scores in the physical domain (22.34 ± 7.53, p = 0.004), emotional domain (10.41 ± 3.79, p = 0.003), social domain (11.22 ± 4.06, p = 0.001), and school domain (8.75 ± 5.09, p = 0.001). The findings of this study showed that children with DS who are in primary school (odds ratio (OR) = 5.90, 95% confidence interval (CI): 1.85–18.78, p = 0.003) and middle school (OR = 5.27, 95% CI: 1.44–19.31, p = 0.012) had significantly higher odds of better QoL compared to children with no formal education. Additionally, children cared for by their fathers had significantly lower odds compared to those cared for by their mothers (OR = 0.07, 95% CI: 0.01–0.90, p = 0.041). None of the demographic characteristics of caregivers reached a statistical significance level to have influence on caregivers QoL (p > 0.05). Conclusions: The findings of this study demonstrated a low level of QoL, affecting the emotional, social, and school domains, especially among female children with DS aged between 0 and 2 years with no formal education and cared for by their fathers. Governments should develop a comprehensive plan to care for these children and families in order to enhance their rights and quality of life, thereby placing emphasis on those who exhibit parameters related to a lower QoL. Full article

Background: Fundamental movement skills (FMS)—including muscular strength, endurance, and mobility—are linked to better health-related quality of life and higher physical activity in children. Rural children often score lower on FMS tests than urban peers due to resource limitations rather than ability. Thus, increasing access to FMS activities in under-resourced rural areas is essential. The primary objective was to test the feasibility of Hoosier Strength in a rural middle school sample, and the secondary objective was to observe the preliminary changes in FMS-related outcomes pre- to post-intervention and at follow-up. The exploratory objective was to explore how participants responded to different coaches on the Hoosier Strength coaching team (i.e., gender, coaching style during activities). Methods: This study used a Hybrid Type 3 design to evaluate feasibility and FMS outcomes, integrating qualitative and quantitative data. The four-week intervention included a test group (n = 24; 14 females, 10 males; mean age: females 12.4 ± 0.5 years, males 12.7 ± 0.4 years) and a control group (n = 12; 8 females, 4 males; mean age: females 12.9 ± 0.3 years, males 12.7 ± 0.3 years). Data analysis included descriptive statistics for feasibility indicators (Acceptability of Intervention Measures [AIM], Intervention Appropriateness Measure [IAM], and Feasibility of Intervention Measure [FIM]), linear regression for mobility and muscular endurance changes, t-tests for psychological need satisfaction and frustration, and regression analysis for squat knowledge and post-intervention confidence. Results: (1) There was high feasibility across the 4-week Hoosier Strength intervention and at follow-up; (2) there were no statistically significant changes in squat performance; (3) participants’ confidence in their ability to squat at the end of the intervention was significantly predicted by their squat knowledge at baseline; and (4) participants prioritized leadership and team management over tactical analysis, highlighting a preference for coaches who foster teamwork. Conclusions: The findings offer a transparent approach for evaluating the feasibility and preliminary outcomes of the Hoosier Strength intervention in an under-resourced rural middle school, thereby encouraging further investigation into strength training interventions in rural schools. Full article

Background: Over the past decade, Shanghai primary and middle schools have installed and updated direct-drinking water facilities in compliance with local policies, but few studies have assessed the schools providing direct-drinking water access. Methods: A cross-sectional study was conducted with 167 public primary, middle, and high schools across Pudong New Area, Shanghai during Autumn 2024. The type, location, and working condition of all direct-drinking water facilities throughout each school were documented by trained research staff using a direct observation protocol. Information on school direct-drinking water quality was obtained from the routine monitoring program. Data were analyzed for comprehensive assessment of direct-drinking water facilities in the schools. Results: On average, each school had one faucet of direct-water facility per 41 students; 70% of the schools met the requirement for minimum direct-drinking water access, and >90% placed facilities in high-traffic areas. In addition, 83% of the schools selected water facilities with nanofiltration and a hot water system, and most only provided hot water (above 50 degrees Celsius). For school direct-drinking water quality, the concentrations of hardness, chemical oxygen demand (COD), and total dissolved solids (TDS), as well as pH values, were improved significantly, but the total bacteria count was prone to not meeting the requirement for standards in middle and high schools, which could be caused by insufficiency of chlorination in pumping stations or neglecting to clean facilities promptly. Conclusions: Wide usage of school direct-drinking water facilities could help most public schools to meet local policies for minimum student drinking water access in Shanghai, but microbial contamination was the potential threat. Water temperature is the key factor affecting students’ drinking water, providing an optional water temperature for students’ preferences and concerns. National sanitary standards of direct-drinking water quality and relevant additional regulations should be established and implemented in China. Full article

The leadership exerted by teachers, outside the management roles in education centers, is defined as middle leadership. There is a lack of instruments to identify their practices and roles in non-English speaking countries. The aim of the present study was to report the validation of an adapted version of the MLRQ-SE by De Nobile, named MLRQ-SE-CAT. By means of a process of translation and validation by a panel of experts, a pilot questionnaire was applied to a sample of 414 cycle coordinators in Primary Schools of the Catalan education system. The results show a high degree of validity (CFI = 0.950; TLI = 0.915; RMSEA = 0.061) and reliability (Cronbach’s Alpha = 0.83), thus validating a new instrument for measuring middle leadership in similar education systems. The instrument allows us to detect 6 roles and 33 practices that teachers exert in their role as middle leaders. There is a correlation between roles, especially between the Strategic Role and the roles of Administration and Management. MLRQ-SE-CAT allows identifying the habitual practices and roles of middle leaders in an educational context, where they are becoming increasingly important. Full article

Background: Adolescence is a pivotal developmental stage marked by physiological and behavioral changes that significantly influence dietary habits and long-term health outcomes. Objectives: This study aimed to examine the associations between socio-demographic characteristics, psychological factors, and dietary behaviors among school-aged children and adolescents in Romania. Methods: A cross-sectional study was conducted using a structured, self-administered questionnaire completed by 662 children and adolescents aged 6 to 18 years, enrolled in primary, middle, and high schools across urban and rural areas. The questionnaire evaluated nutritional intake, meal patterns, hydration habits, physical activity, screen time, and psychological factors such as fatigue, stress, and mood fluctuations. Body mass index (BMI) was calculated based on self-reported height and weight. Results: The analysis reveals significant gender differences in body mass index (BMI), weight-loss behaviors, and family structure. Female adolescents were more likely to be underweight (18.27%) compared to male adolescents (10.82%), while overweight prevalence was higher among male adolescents (18.66%) than female adolescents (11.68%) (χ² = 11.457, p = 0.009). Dietary patterns varied significantly across age groups, with high-school-aged children demonstrating lower vegetable consumption and increased autonomy over food choices. Primary school children exhibited higher intake of carbonated beverages (OR = 0.185, p = 0.002 for high school; OR = 0.116, p < 0.001 for middle school), whereas teenagers showed a preference for structured meals and lower fast-food intake. Meat consumption frequency correlated with greater diversity in protein sources (χ² = 48.77, p < 0.001), while chaotic eating behaviors were more prevalent among middle and high-school-aged children (OR = 2.291, p = 0.032 for middle school; OR = 2.225, p = 0.030 for high school). Hydration habits played an essential role in dietary quality, with school-age children consuming ≥ 3 L of water daily exhibiting healthier eating patterns (OR = 7.146, p = 0.001). Additionally, psychological factors such as fatigue and stress were significantly associated with unhealthy dietary choice. Conclusions: These findings highlight the need for targeted nutritional education, school-based interventions, and family-focused strategies to improve adolescent health behaviors. Full article

This study aimed to analyze the incidence, affected areas, and types of injuries sustained during training among youth field hockey players to identify key characteristics. A survey was conducted with 374 youth field hockey players (236 males, 138 females) from middle and high school teams registered with the Korea Hockey Association in 2024. Data were collected on injury status, training hours, injury sites, and prevention methods. Chi-square tests, independent t-tests, and frequency analyses were performed to assess differences in injury incidence based on gender and school level. The analysis revealed no significant gender differences in training-related injury experiences, with 17.2% of male athletes and 10.2% of female athletes reporting injuries during training. Similarly, no significant difference was found between middle and high school athletes, although high school athletes had a significantly lower injury incidence than middle school athletes (1.54 vs. 2.28 per 1000 h, p < 0.05). The most common injury sites were the ankle and knee, with muscle injuries being the most frequent among males and ligament injuries among females. Additionally, male and high school athletes more frequently reported engaging in warm-up and cool-down exercises. There was no significant difference in injury rates between genders during training, but high school athletes tended to experience fewer injuries than middle school athletes. Ankle injuries were the most common, with muscle and ligament damage being the primary types of injuries. While warm-up exercises were commonly practiced, further research is needed to determine their actual effectiveness in injury prevention. Full article

Background: For children, the decision to play a specific musical instrument may be influenced by several factors. Among them, a relevant role is played by beliefs about gender appropriateness of musical instruments, which may guide the choice toward instruments “for boys” or “for girls”. This would limit the range of choices available, overshadowing preferences based on aesthetic and personal tastes. Methods: the current study aims to investigate stereotypical beliefs about gender appropriateness of musical instruments among Italian primary and middle school students. An online questionnaire with close-end and open-end questions has been proposed to 370 students. Qualitative and quantitative analyses have been performed. Results: indications emerged about the presence of specific beliefs about gender appropriateness for some musical instruments. There is a tendency for both girls and boys to express a major preference for those instruments which are considered “feminine” (for girls) and “masculine” (for boys). Conclusions: Among children, there still persist some gender stereotypes about specific instruments, although these are not so strong. The gender of the participants, and not their level of education and musical experience, seems to be a discriminating factor in the appearance of such beliefs. Educators should encourage students to experiment with different musical instruments. Full article

Background: Kidney transplantation outcomes are correlated to many factors, including the socioeconomics conditions and the educational level. Methods: We evaluated the role of educational level on patient and graft survival in a population of 456 kidney transplant recipients. Patients were divided into two groups on the basis of their pre-transplant educational status: patients with primary education (elementary or middle school, as low education) were compared with patients with a secondary school education (high school or a university degree, as high education). Results: Among the 456 patients considered for this analysis, 161 patients had a low educational status, and 295 had a high educational status. Patients with a low educational status were more rarely employed (66.1% vs. 32.5%, p < 0.001), with a high rate of retired patients compared to high-educational status patients (35.6% vs. 10.6%, p < 0.001). Although the educational status did not influence the graft function, the 1-year (88.1% vs. 96.2%, p = 0.0008), 5-year (77.6% vs. 88.8%, p = 0.001), and 10-year (62.1% vs. 75%, p = 0.003) graft survival rates were significantly lower in patients with low educational status compared with high-educational status patients, respectively. Patient survival at 1-year (94.4% vs. 97.6%, p = 0.073), 5-year (85% vs. 92.5%, p = 0.011), and 10-year (75.7% vs. 83.4%, p = 0.042) follow-up was significantly lower in patients with low educational status. Conclusions: Low socioeconomic conditions and educational level had a negative impact on kidney transplant outcomes. Improving access to education and providing targeted educational support and health literacy could enhance treatment adherence and reduce disparities in transplant outcomes. Full article

Teaching requires sustained emotional effort from educators, and the gap between reality and teachers’ expectations regarding student engagement can negatively affect their psychological well-being. The current research implemented a program to reduce their frustration discomfort. The main objective was to investigate the effectiveness of an intervention program based on the Rational-Emotive Behavioral Therapy (REBT) framework, specifically designed for middle school teachers. A sample of 54 teachers was gathered and conveniently divided into two equal groups: intervention and control. Participants in the intervention group participated in a weekly REBT group intervention program for six weeks, while the control group did not receive any intervention. Evaluations were conducted at four points: pretest, post-test, and follow-up assessments three and seven months after the intervention. Frustration discomfort was the primary dependent variable, while low frustration tolerance as an irrational belief, and pupil control ideology were treated as secondary dependent variables. The results indicated that the intervention effectively reduced frustration discomfort, and this positive effect was maintained during the follow-up assessments. Full article

(1) Background: Teacher job satisfaction is critical to a school’s organizational development and students’ academic success. This study investigates the job satisfaction of first- to ninth-grade teachers, focusing on the individual and organizational variables that influence and explain this phenomenon. (2) Methods: A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines, analyzing studies published between 2017 and 2022 in the Scopus, ERIC, and SciELO databases. A total of 32 studies were included in the review. (3) Results: The results indicate that demographic variables (33.5%) are the most frequently examined at the individual level concerning teacher job satisfaction. At the organizational level, variables associated with school principals are the most prominently represented (12%). (4) Conclusions: This review identifies a significant gap in the literature, with limited attention to individual and organizational variables. This finding underscores the need for further research on emerging factors, such as the impact of administrative burdens on teacher satisfaction. Additionally, this study highlights the importance of accounting for different countries’ socio-cultural and institutional contexts when exploring factors that influence teacher job satisfaction. Full article

Background/Objectives: The prevalence of neurodevelopmental and psychiatric disorders in children is a growing concern in developed countries. However, data from low- and middle-income countries (LMICs) remain scarce. The objective of this study was to ascertain the prevalence of such conditions in the school-aged children residing in Sahrawi refugee camps. In particular, the objective was to develop a bespoke screening instrument for the collection of epidemiological data and the examination of the impact of these disorders on academic performance and school life. Methods: A cross-sectional observational study was conducted in 13 primary schools within Sahrawi refugee camps, with a target sample size of 3425 children aged 7–14. The Strengths and Difficulties Questionnaire (SDQ) was administered to teachers to identify any neurodevelopmental issues. Results: A total of 74 (2.2% [95% CI: 1.7–2.7%]) of the 3425 children displayed positive SDQ results for neurodevelopmental or psychiatric difficulties. The most frequently identified issues were emotional and conduct problems, which often co-occurred. Boys exhibited higher hyperactivity rates than girls. Conclusions: This study’s findings revealed significant neurodevelopmental and psychiatric challenges in Sahrawi children, with implications for their academic and social development. The results emphasize the necessity of enhancing teacher training and mental health interventions to facilitate early identification and support. Full article

Decades of research suggest that higher levels of parental education are related to more active and effective parental involvement (PI) practices. At the same time, schools’ policies and practices facilitate family-school-community partnerships (FSCPs) to support students in attaining successful outcomes. However, it is unclear which school policies are effective in equitably involving parents with lower educational attainment. This study aims to examine the relationships between different types of FSCP practices of Hungarian majority and minority schools in Central and Eastern Europe (CEE) and create more equitable experiences for parents with lower educational attainment. We formulated the following hypotheses: H1. Higher levels of parental education relate to more active home-based and school-based parental involvement. H2. Parent educational attainment relates to parents’ perceptions of FSCP practices. H3. Parents’ perceptions of FSCP have a stronger relationship to PI than individual student and parent characteristics. The study included parents of Hungarian primary and middle school students in three CEE countries (N = 1002). Our findings suggest that parents with lower educational attainment perceive community development policies and special support as more significant compared to parents with higher educational attainment. Moreover, parents’ perceptions of FSCP practices have a stronger relationship to PI than individual factors. To create a more equitable experience for families, it is proposed that demand-driven practices be developed in schools. Full article

This study was carried out to explore the mechanism between athlete participation and team cohesion for adolescent school soccer players. We examined the mediating role of athlete engagement and collective self-esteem between athlete participation and team cohesion for adolescent soccer players. A comprehensive investigation of 1659 primary and middle school soccer players was conducted using the Athlete Participation Scale, Athlete Engagement Questionnaire, Collective Self-Esteem Scale, and Team Cohesion Scale, and we conducted correlation, regression and pathway analyses among the variables. We found the following for adolescent soccer players: (1) Athlete engagement plays a complete mediating role between athlete participation and team cohesion. (2) Collective self-esteem plays a complete mediating role between athlete participation and team cohesion. (3) Athlete participation does not directly predict team cohesion, but can influence team cohesion through the chain mediation of athlete engagement and collective self-esteem. This study built a chain mediation model showing that athlete engagement and team cohesion mediated athlete participation and team cohesion, to investigate its mediating role for adolescent soccer players. This study provides theoretical guidance and an empirical basis for the intervention of athlete participation on team cohesion in soccer sports among adolescents. Full article

In this post-pandemic hybrid world of PK12 education, the onus is still on education leaders to close achievement gaps through equitable means. There are current socioeconomic, racial, gender, and geographical disparities that limit students’ full access to computer science education (CS). This case study reports how one urban PK12 school district in the United States is addressing the “leaky pipeline” with sustainable solutions for CS education with minoritized students. Using an online engagement framework, an ethnographic lens was used with document review, to conduct a content analysis of projects, programs, and services set up through the central office for nearly 20,000 students at the primary, middle grades, and secondary levels in computer sciences. Findings acknowledge leadership’s planning for student engagement in STEM+C (science, technology, engineering, math and computer science) for virtual instruction. This study will contribute to the burgeoning knowledge of leadership for CS activities in PK12, and serve as a beacon for learning organizations bolstering CS activities in the future. Full article