Search Results (117)

As mental health disorders in the U.S. increase at an alarming rate, schools are looking for prevention and mitigation interventions for their students. This study reports teachers’ perspectives on the effectiveness of a school program situated at the intersection of self-care and nature-based interventions at a vocational technical high school. Eight classes received between one and four “Intro to Well-Being” sessions, designed to take students outside and develop self-awareness, sense of connection, and reduce stress. Upon the conclusion of the program, classroom teachers were interviewed to identify the perceptions of the sessions and their impact on student and classroom outcomes. Teachers described the sessions as beneficial to students’ expression of emotions, mindfulness skills, personal/social connections, and classroom atmosphere. Teachers also reflected on challenges and provided recommendations for future implementation. Outdoor-based self-care programs, administered at schools, may be a promising program model to support the social and emotional health of students. Full article

School Atmosphere (SAt) plays a crucial role in shaping students’ academic success and emotional well-being. When students perceive a negative SAt, this can lead to feelings of School Alienation (SAl), which are associated with School Refusal (SR). Despite previous research on school climate and SR, the dimension of SAt, which encompasses the intangible aspects (quality of relationships and justice perceptions) of the school environment, remains a topic of limited examination. Furthermore, the mediating role of SAl between these variables remains underexplored. This study aims to examine how SAl (learning alienation, teacher alienation, and classmate alienation) mediates the relationship between students’ perceptions of SAt (educational climate, student–teacher relations, student relations, sense of belonging, and interpersonal justice) and SR (anxious anticipation, difficult transition, interpersonal discomfort, and school avoidance). Data were collected from 528 Italian high school students (aged 14–20), and using structural equation modeling (SEM), the direct and indirect relationships between SAt variables, dimensions of SAl, and SR were assessed. The results indicated that negative perceptions of interpersonal justice and sense of belonging were strongly associated with higher levels of learning and teacher alienation, which are linked to SR, particularly anxious anticipation and difficult transition. The results emphasize the importance of promoting fairness, belonging, and supportive student–teacher relationships to mitigate alienation and improve student success. This study highlights the need for comprehensive strategies to foster positive school environments and prevent disengagement and absenteeism, ultimately promoting academic success and student well-being. Full article

Background: During childhood and adolescence, personality development is continuous. Younger people—defined in this study as high-school students aged 14 to 18—are particularly receptive to change. The health behaviors formed during this period can significantly influence health in later life. Therefore, families and schools play a crucial role in promoting a healthy lifestyle. In our research, we examined the relationship between psychosocial resources (social support and school resources) and the regularity and intensity of physical activity. Methods: In this study, “appropriate physical activity” refers to the level and intensity of activity recommended by the World Health Organization—namely, at least 60 min per day of moderate- to vigorous-intensity aerobic activity for adolescents. We conducted our cross-sectional research in Hungary, Western Transdanubia, using convenience sampling among high-school students (n = 331). Data collected with a self-edited and standardized questionnaire (MSPSS, HBSC school resources and school social support) were analyzed using the SPSS Statistics 22 program with a t-test, ANOVA and χ² test (p < 0.05). Results: In the case of the time spent on physical activities per week, boys (p < 0.05) and younger people (p < 0.05) showed a much more favorable picture. Examining the intensity of regular physical activity among students who belonged to the appropriate range, the average values of family social support were significantly higher (p < 0.05), but this association was not observed for social support from friends or significant others (p > 0.05). The amount of movement was not differentiated by support from others (p > 0.05). The level of attitude towards their school was higher among students who performed physical activity of the appropriate quality and quantity (p < 0.05). Teachers’ assessment of school performance and the quality of the relationship with teachers showed a correlation with physical activity performed at the appropriate intensity (p < 0.05). Conclusions: We found a positive effect of family and school resources on the regularity and intensity of physical activity, which draws attention to strengthening the partnership between family and school, improving the school atmosphere and social support within the school, increasing students’ attachment to their institution. The combination of these resources can help children lead a more active and healthier life, which has a beneficial long-term impact on their physical and mental well-being. The cooperation between parents and schools is crucial in supporting young people in adopting a healthy lifestyle. Full article

Segmentation of retinal vessels from fundus images is critical for diagnosing diseases such as diabetes and hypertension. However, the inherent challenges posed by the complex geometries of vessels and the highly imbalanced distribution of thick versus thin vessel pixels demand innovative solutions for robust feature extraction. In this paper, we introduce DAF-UNet, a novel architecture that integrates advanced modules to address these challenges. Specifically, our method leverages a pre-trained deformable convolution (DC) module within the encoder to dynamically adjust the sampling positions of the convolution kernel, thereby adapting the receptive field to capture irregular vessel morphologies more effectively than traditional convolutional approaches. At the network’s bottleneck, an enhanced atrous spatial pyramid pooling (ASPP) module is employed to extract and fuse rich, multi-scale contextual information, significantly improving the model’s capacity to delineate vessels of varying calibers. Furthermore, we propose a hybrid loss function that combines pixel-level and segment-level losses to robustly address the segmentation inconsistencies caused by the disparity in vessel thickness. Experimental evaluations on the DRIVE and CHASE_DB1 datasets demonstrated that DAF-UNet achieved a global accuracy of 0.9572/0.9632 and a Dice score of 0.8298/0.8227, respectively, outperforming state-of-the-art methods. These results underscore the efficacy of our approach in precisely capturing fine vascular details and complex boundaries, marking a significant advancement in retinal vessel segmentation. Full article

To explore the influence of exercise atmosphere on college students’ physical exercise and its mechanism of action, the Exercise Atmosphere Scale, Enjoyment Scale, Exercise Self-efficacy Scale, Social Physique Anxiety Scale, and Physical Exercise Rating Scale were used to investigate 1265 college students. The results showed that: (1) exercise atmosphere directly impacted physical exercise and indirectly influenced physical exercise through three mediating pathways (e.g., the mediating role of enjoyment, the mediating role of exercise self-efficacy, and the chain mediating role of enjoyment and exercise self-efficacy); (2) social physique anxiety negatively moderated the influence of exercise atmosphere on enjoyment and exercise self-efficacy, respectively, and negatively moderated three mediating pathways of exercise atmosphere influencing physical exercise through enjoyment and exercise self-efficacy. The results are helpful in enriching the research on exercise atmosphere and college students’ physical exercise and provide useful insights for schools and related organizations to strengthen college students’ physical exercise. Full article

Teachers’ ability to manage stress and daily challenges is crucial to their professional development and well-being. By examining how Chilean elementary school teachers perceive the growth in their resilient behavior, this study seeks to determine the predominant factors that foster resilience in these individuals. Sixty-three public school teachers participated in semi-structured interviews as part of a qualitative analysis employing deductive and inductive coding. The results show that teacher resilience is built through a complex interaction between personal, professional, and contextual factors. Among the most important factors are self-care, psychosocial support, and an institutional environment that facilitates teachers’ emotional well-being. Relationships with students and their families also support this resilience, creating an atmosphere of trust and collaboration in the classroom. The study highlights that strengthening resilience not only improves the teaching experience but also has a positive impact on students’ well-being and academic performance. Integrating self-care strategies, support networks, and family alliances in teacher training and education policies is essential to developing healthy and sustainable school environments. The study concludes by emphasizing the importance of specific training programs that give teachers effective tools to manage stress and adversity better. Although limited to elementary education in Chile, this study invites future research that expands the analysis to other education levels and cultural settings, offering a more comprehensive view of resilience in education. Full article

Background: Gaseous elemental mercury (Hg⁰ or GEM) is an atmospheric form of mercury (Hg)—a toxic heavy metal—that is naturally released in volcanic environments. Research with wild mice demonstrates that chronic exposure to a hydrothermal volcanic environment leads to the bioaccumulation of Hg in the lungs, but also in both the central (CNS) and peripheric (PNS) nervous systems, with marked indications of neurotoxicity. Studies addressing human exposure to volcanogenic Hg⁰ are scarce, hence its risks are still unknown. This study aims to evaluate the level of exposure to Hg⁰ in children living in a volcanically active environment. Methodology and main findings: Two groups of school-aged children (from 6 to 9 years old) were part of this study: one with children inhabiting a hydrothermal area (exposed group) and another with children inhabiting an area without volcanic activity (non-exposed group). Hair samples were collected from each individual for Hg level analysis. It was found that the levels of Hg in the hair of exposed children were 4.2 times higher than in that of non-exposed children (≈1797.84 ± 454.92 ppb vs. 430.69 ± 66.43 ppb, respectively). Conclusion: Given the vast health risks Hg poses, the need to monitor the health of populations inhabiting volcanically active areas is highlighted. Because little is known about the fate, modifications, and effects of Hg⁰ in the human body, particularly regarding its effects on the nervous system in children, the development of further research within the scope is strongly encouraged. Full article

The lower academic performance of boys in compulsory school has long been a well-known fact, but only in the last decade has it been shown in the public debate. Various explanations for boys’ underperformance mainly include background, expectations, norms, and hierarchical gender order. Few studies have focused on what can be affected, namely the teaching in the classroom. In addition, studies have not, to any significant extent, focused on the students’ perceptions. This study was conducted through eight group interviews with 2nd and 5th-grade students and explored how boys and girls perceive learning in a classroom context. Similarities and differences in perceptions emerged through a reflexive thematic analysis from a didactic theoretical perspective—the similarities in perception concerned the teacher’s leadership, interactions, learning strategies, and learning environment. The differences were about reprimands, different developed learning strategies, confidence in the teacher, and the social atmosphere. The result indicates a need for the teacher to be more aware of the processes going on in the classroom and to build both social and learning support structures with a focus on learning strategies. Full article

Studies have shown that the school atmosphere perceived by students can play a key role in promoting their well-being and success in school. No study to date has analyzed whether the students’ perceived school atmosphere might contribute to school refusal (SR), which in turn might reduce students’ engagement and promote underachievement. A cross-sectional study was conducted with 528 Italian high school students (M_age = 16.08, SD = 1.38; 50.8% males, 47% females, and 2.3% not declared), with the aim of assessing the role of the mediation of SR (Anxious Anticipation, Difficult Transition, Interpersonal Discomfort, and School Avoidance) in the association between students’ perceived school atmosphere (Student Relations, Student–Teacher Relations, Educational Climate, Sense of Belonging, and Interpersonal Justice) and school engagement and underachievement. Data were collected using validated instruments, including the SChool REfusal EvaluatioN for school refusal, the Multidimensional School Climate Questionnaire for school atmosphere, and the Utrecht Work Engagement Scale for school engagement. To evaluate the association between variables, we performed structural equation modeling with latent variables. Mediation analysis indicated that Difficult Transition fully mediates the association between Sense of Belonging and school engagement (β = 0.20, p ≤ 0.05). This study extends the knowledge of school refusal behavior. Full article

Nature-based Solutions (NbSs) play a pivotal role in mitigating the impact of microclimates on human well-being. The effectiveness of NbSs is contingent upon the synergy between natural capital, defined by the ecological structure and functions of the ecosystem, and human-derived capital, encompassing the economic investments required for implementation. This study introduces a decision-making framework designed to evaluate the impact of NbSs and advocate for optimal solutions for human health at the local scale, amalgamating ecological and economic assessments. Physiological Equivalent Temperature (PET) was chosen as a key urban parameter to assess the efficacy of NbSs in mitigating urban microclimates and enhancing human health. The PET analysis was conducted using ENVI-met 5.0.3 software across diverse urban scenarios in Gallipoli city, Italy. Integrated with a cost–benefit analysis of NbSs considering various investment scenarios, the study aimed to identify the most effective solution. Results indicated positive effects of NbSs in open spaces and around building blocks where the PET levels remained below 30 °C. Conversely, scenarios without NbSs exhibited PETs exceeding 40 °C, with peaks of 50 °C, posing potential risks to human health. Considering the social and economic benefits associated with PET mitigation, the cost–benefit analysis suggests that implementing NbSs using a mix of young and mature plants in the initial phase is advantageous compared to using only young plants. Thus, in establishing NbSs, it is crucial to consider not only the quantity of vegetation but also the strategic timing of implementation. In conclusion, our work offers an innovative framework that combines ecological and economic perspectives, providing valuable insights for decision-makers in urban planning and promoting the practical application of NbSs for enhanced human well-being. Full article

The employment situation for college students has worsened due to the increase in the number of graduates and the impact of the COVID-19 pandemic on the economy. Consequently, the pressure to find employment has also increased, particularly for rural college students. Drawing on the Psychology of Working Theory (PWT), the present study was performed to examine the applicability of some proposed pathways in the PWT and test the relationships between family atmosphere and school climate and work volition, career adaptability, and future decent work perception within 946 rural college students (243 men and 703 women; Mage = 19.86, SD = 1.48). The study employed a cross-sectional research design, and structural equation modeling (SEM) was used. Results indicated that family atmosphere and school climate significantly positively predict work volition, career adaptability and future decent work perception. Work volition significantly predicts career adaptability and future decent work perception. Moreover, our findings supported the mediating effect of work volition, indicating that family atmosphere and school climate increased career adaptability and future decent work perception by improving work volition. Although this study has limitations, it informs future studies by highlighting the important role of family atmosphere, school climate, and work volition. Full article

Environmental characteristics, such as proximity to green spaces and exposure to roads, can significantly influence atmospheric factors like air quality. For instance, areas with abundant green spaces typically exhibit better air quality, while high road density often correlates with increased air pollution, both of which can affect students’ cognitive functioning and academic performance. This study aimed to evaluate the association between the environmental and atmospheric conditions—specifically green spaces (measured by the NDVI and green space area), roads (total road length), and wildfires—around students’ schools and homes in the Federal District (FD), Brazil, and their impact on academic performance. We analyzed data from 344,175 public school students across 256 schools in the FD, covering the years 2017 to 2020. Using a mixed-effects regression model, we investigated how neighborhood characteristics such as green spaces, road density, and wildfire frequency influence individual-level academic performance while controlling for temporal, socioeconomic, and school-specific factors. Our findings indicate that the environmental factors around schools, particularly green spaces and road density, have significant associations with academic outcomes. Specifically, a higher road density around schools was linked to lower academic performance, whereas green space presence had a generally positive impact, especially around schools. Wildfires, while negatively associated with performance around homes, had mixed effects around schools. These results underscore the importance of considering environmental and atmospheric factors in urban planning and education policy to enhance student performance. Full article

Poor indoor air quality (IAQ) in schools is associated with pupils’ health and their learning performance. This study aims to provide an overview of the outdoor factors that affect the IAQ in educational settings in order to develop public health measures. We conducted a systematic literature review to investigate the outdoor factors that affect IAQ in educational settings. The selection of articles included 17,082 search string hits from the ScienceDirect database published between 2010 and 2023, with 92 relevant studies selected based on the inclusion and exclusion criteria. Based on a systematic review of the literature, we identified the following outdoor factors: proximity to busy roads, commercial and industrial establishments, meteorological conditions, compounds from the natural environment, emissions from heating buildings, atmospheric reactions and secondary pollutants, unpaved school playgrounds, and smoking. This study provides key information on the mentioned outdoor factors and gives recommendations on measures to reduce classroom pollutant concentrations while highlighting educational settings that require special attention. Our study shows that classroom IAQ is affected by many outdoor pollutant sources, the prevalence of which depends on the educational setting’s micro location. Therefore, it is essential to develop an appropriate classroom ventilation strategy for each educational setting. Full article

Monitoring indoor air quality (IAQ) in schools is critical because children spend most of their daytime inside. One of the main air pollutant sources in urban areas is road traffic, which greatly influences air quality. Thus, this study addresses, in depth, the linkages of meteorology, ambient air pollution, and indoor activities with IAQ in a traffic-influenced school situated south of Madrid. The measurement period was from 22 November to 21 December 2017. Simultaneous measurements of indoor and outdoor PM₁, PM_2.5, and PM₁₀ mass concentrations, ultrafine particle number concentration (PNC) and equivalent black carbon (eBC) were analyzed under different meteorological conditions. PNC and eBC outdoor concentrations and their temporal trend were similar among the sampling points, with all sites being influenced in the same way by traffic emissions. Strong correlations were found between indoor and outdoor concentrations, indicating that indoor pollution levels were significantly affected by outdoor sources. Especially, PNC and eBC had the same indoor/outdoor (I/O) trend, but indoor concentrations were lower. The time delay in indoor vs. outdoor concentrations varied between 0.5 and 2 h, depending on wind speed. Significant differences were found between different meteorological conditions (ANOVA p-values < 2.14 × 10⁻⁶). Atmospheric stability periods led to an increase in indoor and outdoor pollutant levels. However, the highest I/O ratios were found during atmospheric instability, especially for eBC (an average of 1.2). This might be related to rapid changes in the outdoor air concentrations induced by meteorology. Significant variations were observed in indoor PM₁₀ concentrations during classroom occupancy (up to 230 µg m⁻³) vs. non-occupancy (up to 19 µg m⁻³) days, finding levels higher than outdoor ones. This was attributed to the scholarly activities in the classroom. Conversely, PNC and eBC concentrations only increased when the windows of the classroom were open. These findings have helped to establish practical recommendations and measures for improving the IAQ in this school and those of similar characteristics. Full article

The radon concentration activity in buildings is influenced by various factors, including meteorological elements like temperature, pressure, and precipitation, which are recognized as significant influencers. The fluctuations of indoor radon in premises are related to seasonal change. This study aimed to understand better the effects of environmental parameters on indoor radon concentration levels in the Aksu school. Indoor and outdoor temperature differentials heavily influence diurnal indoor radon patterns. The analysis indicates that the correlation between indoor radon and outdoor temperature, dew point, and air humidity is weak and negligible for atmospheric pressure, wind speed, and precipitation, as determined by the obtained values of R² and the Chaddock scale. The multiple regression model is characterized by the correlation coefficient r_xy = 0.605, which corresponds to a close relationship on the Chaddock scale. Full article