Search Results (3,688)

Background: Functional abdominal pain disorders (FAPDs) are common in youth and are often associated with depressive symptoms, school absenteeism, somatic symptoms, and low quality of life. This study aims to evaluate the effects of a dance and yoga intervention on abdominal pain frequency and associated symptoms over 24 months. Methods: This study presents analyses from a randomized controlled trial including 121 girls aged 9–13 years who were diagnosed with FAPDs. The intervention consisted of twice-weekly group sessions over eight months, combining dance and yoga. The primary outcome, maximum abdominal pain at 8 months, was published in 2022. Abdominal pain, depressive symptoms, health-related quality of life, school absenteeism, and somatic symptoms were prespecified as secondary outcomes in this study’s protocol. In the present manuscript, abdominal pain is analyzed as abdominal pain frequency. These secondary outcomes were assessed at 4, 8, 12, and 24 months. Both intention-to-treat and supportive per-protocol analyses were performed. Results: The intention-to-treat analysis showed a reduction in abdominal pain frequency in the intervention group compared with controls, with a mean difference of −1.10 with respect to the 95% CI (days per week) (−2.03 to −0.16; p = 0.02) at 8 months and −1.34 (−2.28 to −0.40; p = 0.005) at 12 months. No significant group differences were observed in the other outcomes. Per-protocol analyses showed similar or greater positive effects of the intervention. Conclusion: An intervention with combined dance and yoga has the potential to contribute to reductions in abdominal pain frequency at 8 and 12 months post-baseline in girls with FAPDs. Full article

Guaranteeing equitable access to computational thinking (CT) remains a persistent challenge in computing education, particularly across socioeconomically diverse school contexts. Although prior research has demonstrated the effectiveness of block-based and physical computing environments, limited empirical evidence has examined whether structured instructional mediation can compensate for contextual disparities. This quasi-experimental pre–post study addresses this gap by analyzing CT development in three socioeconomically diverse primary schools in Chile ($N=88$, third grade), including private urban, public urban, and rural public institutions. Students engaged in scaffolded Scratch programming and Arduino simulation activities designed to explicitly support abstraction, sequencing, and debugging processes. These activities were framed within a broader STEAM learning approach, integrating computational thinking with problem-solving, experimentation, and interdisciplinary reasoning. Statistical analysis revealed significant differences in instructional time across contexts ($F(2,85)=14.62$, $p<0.001$, ${\eta }^2=0.26$), indicating structural disparities in pacing. However, no statistically significant differences were observed in CT gains ($F(2,85)=0.31$, $p=0.74$), suggesting that structured pedagogical scaffolding buffered contextual inequalities. These findings provide empirical evidence from a Latin American non-WEIRD context and advance the conceptualization of instructional mediation as a compensatory mechanism for equity in early computing education. This study contributes to digital equity research by demonstrating that instructional design quality may play a more decisive role than infrastructural availability in enabling computational thinking development for all learners. Full article

Background/Objectives: Cognitive dysfunction, or “brain fog”, following COVID-19 viral infection is strongly associated with diminished work capacity which disproportionality affects working-age adults. This study examined an existing method of cognitive rehabilitation training applied to adults struggling with workplace functioning and self-efficacy due to post-COVID-19 brain fog. Methods: Nine adults with post-COVID-19 cognitive dysfunction participated in this single arm pilot trial of a severity-adaptive cognitive training program. The participants completed 45–90 h of clinician-delivered cognitive training exercises delivered remotely in 60- to 90-min sessions, two or three times per week. The primary outcome measure was overall workplace self-efficacy with subskills of perceived workplace functioning, perception of cognitive functioning, and perception of home functioning assessed through pre and post surveys and qualitative interviews. The secondary outcome was cognitive function operationalized by an IQ score administered before and after the intervention. Results: The participants achieved significant improvements in workplace self-efficacy and cognition following cognitive training. The main qualitative themes of self-reported improvements were in executive function, health and energy, daily living activities, productivity, and socioemotional functioning. A cross-case synthesis of pre-intervention struggles, and post-intervention improvements revealed subthemes at work or school in cognitive processing and comprehension, memory, executive function, fatigue, emotional distress, confidence in work or academics, and work/academic performance impairment. As a group, the mean gain in IQ score was 10.5 points. Conclusions: This study adds to the growing body of literature examining the possibility of using cognitive rehabilitation for post-COVID-19 cognitive dysfunction impacting workplace self-efficacy and work functioning. Full article

The low participation of men in primary education is a persistent and structural phenomenon that cannot be adequately understood through homogeneous views of teachers’ motivations and experiences. This study is conducted in the Chilean context, which is characterized by a highly feminized teaching workforce and persistent challenges related to working conditions, social valuation of teaching, and teacher retention. It aims to analyze profiles of male primary school teachers, considering their motivations, perceptions, and the meanings they attribute to the teaching profession. A sequential explanatory mixed-methods design (QUAN → qual) was employed. First, 144 male in-service primary teachers completed the FIT-Choice scale and a latent class analysis was conducted. Subsequently, in-depth interviews were carried out with an intentionally selected subsample of 20 teachers, which were analyzed using qualitative content analysis. Three distinct motivational profiles were identified: altruistic, pragmatic, and critical. The qualitative findings complemented these profiles, highlighting the influence of personal trajectories and working conditions on teachers’ career choice and retention in the profession. Overall, the findings suggest that policies for training, support, and professional induction must recognize teacher heterogeneity and promote inclusive working environments, moving beyond approaches that focus exclusively on increasing the number of men in primary education. Implications for the design of policies aimed at attracting and retaining male primary school teachers are discussed. Full article

Background: Childhood obesity is a major public health concern associated with adverse metabolic outcomes later in life. Despite increased awareness, unhealthy lifestyle behaviors—including suboptimal diet quality, physical inactivity, insufficient sleep, and unfavorable body composition—remain prevalent in pediatric populations. Effective, child-centered educational tools for early prevention are still limited. Methods: We developed the Lifestyle Tridimensional Pyramid, an educational model integrating nutrition, physical activity, and sleep within a single, three-dimensional framework. The model also addresses body composition by emphasizing the balance between skeletal muscle and adipose tissue and the interdependence of lifestyle behaviors. This narrative review is supported by an umbrella review of 17 systematic reviews and meta-analyses published between 2010 and 2025, synthesizing evidence on lifestyle behaviors of pediatric obesity. Results: High- to moderate-quality evidence indicates that adherence to Mediterranean-style dietary patterns, regular moderate-to-vigorous physical activity, adequate sleep duration, and a healthier body composition might prevent the development of obesity and improved cardiometabolic profiles in children and adolescents. The pyramid provides a structured, visually accessible tool to support lifestyle counseling in pediatric outpatient settings and is adaptable to school- and community-based health promotion. Conclusions: Although prospective validation studies are warranted, the Lifestyle Tridimensional Pyramid represents a practical, evidence-informed framework to support integrated lifestyle education and improve primary and secondary prevention of pediatric obesity. Full article

Pediculosis remains a public health problem among primary schoolchildren worldwide, including in Thailand. This study aimed to determine the prevalence of pediculosis and identify associated determinants among primary schoolgirls from different socio-geographic regions of Thailand to inform effective control strategies. A cross-sectional survey was conducted among 494 schoolgirls from eastern, northeastern, and southern provinces. Data on demographic characteristics, socioeconomic status, personal hygiene practices, parental knowledge and attitudes toward head lice, and school health policies were collected using questionnaires and interviews with school administrators. Univariable analyses and a generalized linear mixed model (GLMM) with school as a random effect were used to account for clustering. The overall prevalence of pediculosis was 50.81% (95% CI: 46.31–55.20), with significant variation across provinces. In univariable analysis, several factors were associated with infestation. However, after accounting for clustering, only class level (adjusted OR = 3.09; 95% CI: 1.31–7.29) and self-performed hair washing (adjusted OR = 2.93; 95% CI: 1.57–5.49) remained significantly associated with pediculosis, while other associations were attenuated. Parental knowledge was moderate, and commonly held beliefs regarding prevention and treatment varied. None of the participating schools had routine head lice screening policies. These findings indicate that pediculosis is likely influenced by both individual and school-level factors. Control efforts may benefit from coordinated school-based approaches, alongside improved access to effective treatment and targeted health education. Full article

Computational thinking (CT) is increasingly recognized as a foundational skill in primary education, yet its developmental progression in the early school years remains underexplored. This study examined CT as a competence comprising three core concepts—sequences, loops, and conditionals—through a cognitive developmental lens. A total of 517 students in Grades 1 to 3 in Greece were assessed using the Greek adaptation of the Beginners Computational Thinking Test (BCTt), a validated tool for young learners. To examine performance trends, conceptual interrelations, and learner profiles, we employed repeated-measures ANOVAs, correlation analysis, and cluster analysis. The results showed that students performed highest in sequences, followed by loops and conditionals, with statistically significant differences across concepts. This pattern was also reflected in the cluster analysis, which identified three distinct student profiles differing in both overall performance and conceptual emphasis. Overall, the findings underscore the progressive nature of CT development and highlight the need for instruction aligned with students’ cognitive readiness and conceptual growth. Full article

Air pollution is one of the major environmental challenges threatening global sustainable development and human health. The World Health Organization identifies it as a critical factor contributing to non-communicable diseases and inequality, especially in vulnerable populations such as children. The findings highlight the negative effects of environmental degradation on physical health and underline the urgent need to incorporate health metrics, such as children’s fitness, into sustainability monitoring frameworks and public policies aiming at cleaner and healthier urban environments. The aim of this study was to examine the association between ambient particulate pollution and cardiorespiratory fitness in school-aged children from two rural villages in southern Spain characterised by relatively higher and lower levels of particulate matter. A total of 938 children (primary and secondary school levels) participated in a naturalistic pre–post study design. Cardiorespiratory fitness was assessed using the 6 min walk test, where maximal oxygen uptake (VO₂max) was estimated. Assessments were conducted before and after a period characterised by unfavourable air-quality conditions in the higher-pollution village. The students were assigned by convenience into an experimental [n = 476 (EG)] and a control group [n = 462 (CG)]. The t-test, repeated measures analysis and MANOVA test were used in order to report differences within and between groups, as well as time-points and academic levels. The significance level was set at p < 0.05. Significant differences between groups were reported within the pre-test period, showing elevated pre-test values in the CG compared to the EG. The EG showed a higher pre–post difference in estimated VO₂max compared to the CG for primary education level (16.19%, ES(d) = 0.91 vs. 3.07%, ES(d) = 0.26; p < 0.001, respectively); secondary education (EG: 12.29%, ES = 0.91 vs. CG: 1.69, ES(d) = 0.16); and the whole population (EG: 14.72%, ES = 0.91 vs. CG: 2.84, ES = 0.25). It seems that the environmental context, and specifically the air pollution in the area of residence, may be an important factor to consider in relation to the assessment of physical fitness in the school-aged youth population. Full article

Objectives: Oral health-related quality of life (OHRQoL) reflects the functional and psychosocial impacts of oral conditions on daily life. In low-resource settings such as rural Tanzania, limited access to dental care and preventive services may increase the burden of oral disease. This study assessed the association between clinical oral health conditions and OHRQoL among schoolchildren in rural Tanzania. Methods: A cross-sectional study was conducted among 293 schoolchildren at Igelehezda Primary School, Ilembula, Tanzania. Clinical examinations assessed dental caries using the DMFT index and oral hygiene using the OHI-S index. OHRQoL was measured with the Child Oral Impact on Daily Performances (C-OIDP) questionnaire. Behavioral data included sugar intake, number of daily meals, and toothbrushing-related symptoms. Associations between clinical, behavioral factors and OHRQoL were analyzed using descriptive statistics, bivariate tests, and multiple linear regression (p < 0.05). Results: All 293 children completed the study (mean age 12.2 ± 1.2 years; 157 females, 136 males). Mean DMFT was 2.7 ± 4.1, with 80.5% free of untreated caries, and mean OHI-S indicated good oral hygiene (0.4 ± 0.6). Most participants were periodontally healthy (68.3%). Toothache, gum pain, or bleeding during brushing were reported by 26.0–31.6%. Eating was the most affected daily activity (42.7%). Missing teeth, toothbrushing-related symptoms, and consumption of high-sugar sweets were significantly associated with higher C-OIDP scores (p < 0.05), while a higher number of daily meals was associated with fewer impacts. Conclusions: Missing teeth, toothbrushing-related symptoms, and high sugar intake were associated with greater impairment in daily life, particularly affecting eating. These findings highlight the need for preventive and educational oral health interventions in rural, resource-limited settings. Full article

Background: Problematic Internet use (PIU) among adolescents has emerged as a significant public health concern, associated with the types of online activities and underlying psychological processes rather than screen time alone. Methods: This cross-sectional study included 750 adolescents (46.4% female) with a mean age of 15.39 years (SD = 1.76; range = 13–19) recruited from 7th and 8th grade primary school students and secondary school students in Split-Dalmatia County (Croatia). The study investigated the associations between specific online activities, psychological variables, and PIU using hierarchical regression and multiple mediation analyses. Results: Results revealed that time spent online remains the most strongly associated with PIU. While streaming and online shopping showed significant associations with problematic use, reading and browsing for information did not. Stress and loneliness were identified as variables associated with higher that significantly statistically mediate the relationships between online engagement and PIU, whereas emotional competence functioned as a protective factor, particularly in relation to social media use. These findings support theoretical models that conceptualize PIU as a maladaptive coping strategy for psychological distress. Conclusions: Based on these findings, prevention efforts should move beyond simple screen-time reduction and focus on strengthening adolescents’ emotional competence, stress management, and self-regulatory skills to promote healthier and more adaptive patterns of digital engagement. Full article

School-based neuromuscular training interventions have the potential to mitigate dynapenia in the paediatric population and enhance movement skill outcomes; however, translating research into practice in primary school settings has been slow due to the expertise and professional learning required for implementation. This review describes the new teacher-supported intervention ‘Kids Innovative Neuromuscular Enhancement & Teacher-supported Instructional Coaching with AI’ (Kinetic AI) and presents evidence supporting its use in primary school settings. The Scale for the Assessment of Narrative Review Articles (SANRA) was used to guide the narrative and conceptual review methodology employed to synthesise peer-reviewed literature on paediatric dynapenia, school-based neuromuscular training, and AI technology-supported instructional models. This synthesis informed the development of a conceptual approach to neuromuscular training delivery in primary schools. The newly developed Kinetic AI conceptual model provides a pathway to embed neuromuscular training within active class breaks, offering adaptive feedback and targeted teacher support to facilitate implementation. This approach has the potential to bridge gaps between research, access, and practice. The Kinetic AI application is designed to support children’s muscular fitness and movement skills through school-based neuromuscular training, while addressing barriers to research translation and teacher expertise. When applied during school breaks, this approach has the potential to reduce the risk of dynapenia and contribute to scalable improvements in paediatric health and wellbeing. Full article

This study examines the design and pedagogical evaluation of Extended Reality (XR) applications, with a primary focus on location-based Augmented Reality (AR). The XR applications were implemented within an environmental education program delivered by the Education Center for the Environment and Sustainability (E.S.E.C.) of Kastoria, aiming to enhance students’ understanding of lake ecosystems and environmental awareness through immersive, situated learning experiences. The development followed the ADDIE instructional design framework and was grounded in principles of experiential and situated learning. The educational intervention was conducted in an authentic field setting along the shoreline of Lake Kastoria and combined location-based AR activities with complementary immersive VR experiences. Evaluation data were collected through a structured questionnaire administered to 271 primary and secondary school students, employing XR-relevant constructs including Challenge/Satisfaction/Enjoyment, Ease of Use, Usefulness/Knowledge, Experiential and Situated Learning, Interaction/Collaboration, and Intention to Reuse. In addition, accompanying teachers provided supplementary qualitative feedback to support the interpretation of the findings under authentic field conditions. Descriptive statistical analysis indicated consistently high scores across all constructs (M = 3.27–4.40, SD = 0.41–0.64). Pearson correlation analysis revealed strong associations between Experiential/Situated Learning and Usefulness/Knowledge (r = 0.737), Experiential/Situated Learning and Challenge/Satisfaction/Enjoyment (r = 0.642), Intention to Reuse and Challenge/Satisfaction/Enjoyment (r = 0.635), as well as Usefulness/Knowledge and Challenge/Satisfaction/Enjoyment (r = 0.619). Multiple regression analyses further supported key relationships, including Usefulness/Knowledge as a predictor of Experiential/Situated Learning (β = 0.57, p < 0.001), Experiential/Situated Learning as a predictor of Challenge/Satisfaction/Enjoyment (β = 0.47, p < 0.001), and Interaction/Collaboration as a predictor of Intention to Reuse (β = 0.31, p < 0.001). Intention to reuse was mainly associated with interaction and collaboration, enjoyment and motivation, perceived usefulness/knowledge, and ease of use. Overall, the findings indicate that XR-supported outdoor learning is positively associated with key experiential, emotional, social, and perceived learning dimensions when embedded within a coherent pedagogical framework. Full article

Background/Objectives: Ovarian cancer is typically diagnosed in postmenopausal women, so there are limited data available for young adult cancer survivors (YACS). The aim was to assess the patient perspective of YACS. Methods: In this international and multicenter cross-sectional survey study, patient history, long-term side effects, and patient perspective were assessed. Long-term survival was defined as survival of at least five years after cancer diagnosis. Two groups were defined: (1) 18–40 years and (2) ≥41 years. Results: Altogether, 1833 long-term survivors (LTS) have been recruited, with 1771 patients ≥41 years and 62 patients 18–40 years at recruitment. FIGO stages were similar; among the patients, 99.0% had received primary surgery followed by chemotherapy in 90.3%. Almost 50% still experienced long-term side effects. Patients ≤ 40 years reported more frequently not only gastrointestinal symptoms such as nausea/vomiting (44.4%, p = 0.01), bloating (59.3%, p = 0.038), and constipation (60%, p = 0.015) but also depression (31.4%, p = 0.02), lymphedema (45.3%, p = 0.026), and concentration difficulties (30.6%, p = 0.002). Distress levels were also higher in YACS, especially concerning insurance/finances, work/school, child care, worries, and sadness. Polyneuropathy and secondary cancer were the only side effects that were more frequent in the elder cohort (polyneuropathy: 20.3% vs. 4.3%, p = 0.002, and secondary cancer: 8.4% vs. 0%, p = 0.014). YACS were more physically active (p = 0.003) and interested in studies about long-term cancer survivorship in 87.2%. Conclusions: Long-term side effects are equally common in YACS after ovarian cancer, but with a focus on practical problems, mental health, gastrointestinal problems, and sexuality. This knowledge should be incorporated into follow-up care of ovarian cancer patients in order to improve quality of life. Full article

Background/Objectives: Mental fatigue in adolescents is a growing concern in educational contexts, positioning physical education (PE) teachers as key agents in designing effective mitigation strategies. This study examined the perceptions of Spanish high school PE teachers regarding the causes, consequences, and potential countermeasures for students’ mental fatigue. Methods: A total of 116 in-service teachers (81 males and 35 females; mean teaching experience 7.8 ± 5.3 years) from 12 autonomous communities throughout Spain completed a comprehensive 34-item electronic questionnaire. The instrument assessed the perceived existence, etiology, and outcomes of mental fatigue through multiple-choice, dichotomous (yes/no), and five-point Likert scale questions, with particular attention given to the role of physical activity (PA) in symptom alleviation. A quantitative frequency analysis was conducted to examine the data. Results: The main findings reveal a strong consensus among the teachers (77.6% to 87.9%) on the prevalence of mental fatigue, with its primary causes attributed to academic pressure and sedentarism. The consequences were identified as increased irritability and reduced cognitive performance. The teachers overwhelmingly endorsed moderate intensity PA as the most effective countermeasure. However, a significant gap was identified between this theoretical awareness and the systematic implementation of targeted strategies within schools. Conclusions: These results underscore the critical need for professional development programs and structural support to translate teacher knowledge into practical intervention, suggesting important directions for future research. Full article

This pilot study investigates the feasibility and preliminary outcomes of an experimental intervention based on practice variability and teaching styles’ variation, gathering preliminary data on changes in physical fitness and self-perception in primary school children. The sample consists of 142 children (boys = 76, age = 8.97 ± 0.82; girls = 66, age = 9.03 ± 0.77) recruited from one school participating in the SBAM! Project. Physical fitness components were assessed before (t₀) and after (t₁) a 4-month intervention protocol using the following physical fitness measures: BMI cutoff, standing long jump, 4 × 10 m shuttle run, medicine ball throw (1 kg), and 20 m slalom. Self-perception was assessed with a validated questionnaire. The pre-experimental didactic intervention involved motor tasks based on practice variability to promote inclusion, following the principles of non-linear pedagogy. Pre-and post-intervention changes were analyzed using multivariate analysis accounting for gender and BMI cutoff. The results showed statistically significant differences (p < 0.05) for all included variables, regardless of group. Preliminary findings suggest that this intervention is feasible in fostering positive changes and improvements in physical fitness and self-perception. Further investigations are needed to extend the generalizability of the results through more robust research designs. Full article