Search Results (675)

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

As digital transformation progresses, schools are increasingly confronted with psychosocial challenges such as technostress, digital overload, and unequal participation in digital (learning) environments. This article investigates the conceptual relevance of digital well-being for school development, particularly in relation to social inequality. Despite growing attention, the term remains theoretically underdefined in educational research—a gap addressed through a theory-driven review. Drawing on a systematic search, 25 key studies were analyzed for their conceptual understanding and refinement of digital well-being, with a focus on educational relevance. Findings suggest that digital well-being constitutes a multidimensional state shaped by individual, media-related, and socio-structural factors. It emerges when individuals are able to successfully manage the demands of digital environments and is closely linked to digital inequality—particularly in terms of access, usage practices, and the resulting opportunities for participation and health promotion. Since the institutional role of schools has thus far received limited attention, this article shifts the focus toward schools as key arenas for negotiating digital norms and practices and calls for an equity-sensitive and health-conscious perspective on school development in the context of digitalization. In doing so, digital well-being is repositioned as a pedagogical cross-cutting issue that requires coordinated efforts across all levels of the education system, highlighting that equitable digital transformation in schools depends on a critical reflection of power asymmetries within society and educational institutions. The article concludes by advocating for the systematic integration of digital well-being into school development processes as a way to support inclusive digital participation and to foster a health-oriented digital school culture. Full article

As the effective founder of Daoism’s Southern School, Bai Yuchan’s travels played a pivotal role in the sect’s early dissemination. Through a close analysis of his poems, prose, and letters, this study reconstructs the key itineraries and motivations of Bai Yuchan’s travels and examines how his itinerant practices shaped the early dissemination of the Southern School. His travels were divided into two phases: a pre-1212 period of Dao-seeking and a post-1216 phase of Dao-spreading, with the impetus for his later journeys arising from resolving internal alchemical cultivation dilemmas, which in reality, inaugurated his career of traveling to spread the Dao. Bai Yuchan established and disseminated the Southern School through sojourns and revisitations in various regions, with karmic opportunity (jiyuan 機緣) largely dictating the selection of sojourn locations during his journeys. Rooted in the Daoist philosophy of harmony, Bai Yuchan adhered to the principle of blending with the mundane while harmonizing one’s light (hunsu heguang 混俗和光) in his travels and interactions, maintaining active engagement within regional areas to foster harmonious relationships with local communities. This explains why Bai Yuchan was able to achieve the widespread dissemination of the Southern School through his itinerant activities over a short period. Full article

The shortage of skilled professionals in technical fields is further compounded by a lack of qualified teachers in STEM subjects, particularly in craft education, which is vital for developing technical competencies at the elementary level. The present study investigates the professionalisation of teachers in craft education and explores the prevalence and reasons for out-of-field teaching across three German federal states. The data presented herein were collected through an online survey administered in 2023 among teaching professionals in Mecklenburg-Vorpommern, Sachsen, and Thüringen. The questionnaire was disseminated via head teachers to 1467 elementary schools, yielding a self-selection sample of 284 craft education teachers. The survey incorporated both closed- and open-ended questions, encompassing inquiries into teacher qualifications, subject-specific competence, and lesson planning. Quantitative data were analysed descriptively. The evaluation of open-ended responses employed a content-structuring content analysis approach, utilising categories that were inductively developed. The findings indicate that a considerable proportion of craft education is taught by educators who lack formal qualifications, thereby giving rise to concerns regarding the quality of instruction. The underlying factors contributing to this phenomenon include teacher shortages, personal interests, prior experience, and limited professional development opportunities. The findings emphasise the pressing necessity for enhanced teacher education and targeted training programmes to bolster instructional quality in technically oriented subjects. Full article

This article examines the strategies employed by Mexican secondary school students to understand unfamiliar academic vocabulary and the relationship between these strategies and their reading proficiency. Within the broader Latin American context—where low reading comprehension levels remain prevalent—the study focused on a sample of 40 first-year secondary students, categorized according to their reading level. Using two instruments, the research identified the vocabulary learning strategies used by students and assessed their effectiveness in deriving word meaning. Findings indicate that while students across reading levels use similar strategies, those with higher reading proficiency more frequently and effectively apply complex strategies such as contextual abstraction, retrieving textual information, rereading the text, and full morphological analysis. Morphological analysis proved to be the most effective strategy, provided students possessed the metalinguistic skills necessary to decompose and reconstruct word meaning from all morphemes. The study concludes that the successful use of vocabulary strategies is closely linked to students’ reading proficiency, and that reading comprehension and academic vocabulary knowledge are mutually reinforcing. These findings highlight the importance of explicitly teaching academic vocabulary in school settings as a means to enhance students’ reading performance. Full article

Background: This study investigated the prevalence and predictors of burnout among medical students at “Dunărea de Jos” University of Galați, Faculty of Medicine and Pharmacy. Methods: Burnout was measured using the School Burnout Inventory-U 9 (SBI-U 9), and potential predictors, including social media addiction (Bergen Social Media Addiction Scale—BSMAS), procrastination, age, gender, year of study, admission grade, last annual grade, hobbies, achievements, close friends, and relationship status, were assessed using appropriate instruments. Correlation and hierarchical multiple regression analyses identified predictors of burnout. Mediation analysis tested procrastination as a mediator between BSMAS and burnout, while moderation analysis examined whether procrastination moderated this relationship. Results: Social media addiction was an independent predictor of burnout. While younger age was correlated with higher burnout, it was not a significant predictor in the multivariate model. Procrastination did not significantly mediate the link between social media addiction and burnout but significantly moderated it. The effect of social media addiction on burnout was stronger for students with lower levels of procrastination. Conclusions: The study shows increased susceptibility to burnout among younger students and identifies social media addiction as a key risk factor. Procrastination moderates this relationship, indicating the need for interventions targeting both digital habits and time management in medical education. Full article

(1) Background: As digitalisation transforms society, digital competences are increasingly essential. Yet students’ digital competences often vary significantly, largely influenced by socio-economic background. Some schools—termed “resilient schools”—effectively counter these disadvantages and foster high digital competence. This study investigates the prevalence of such schools and examines how they differ from others. (2) Methods: Drawing on representative ICILS 2023 data, quantitative secondary analyses—including descriptive statistics, t-tests, and multiple regression—were conducted. Following the identification of resilient schools, in-depth analyses focus on those countries with substantial proportions of resilient schools above 10 percent (Austria, Italy, and Portugal), as these countries seem to have effective strategies to foster school resilience. (3) Results: The findings highlight considerable cross-national variation, indicating that school resilience is context-dependent. Resilient schools consistently emphasise student learning-related factors—such as ICT-related attitudes and educational aspirations—while the influence of home environments is less pronounced than in other schools. (4) Conclusions: Strengthening student learning-related factors appears to be crucial for building digital resilience. These insights can inform policy and practice aimed at fostering educational equity and closing the digital divide, particularly in socio-economically disadvantaged contexts. Full article

Objectives/Background: With increasing awareness of the association between physical activity and mental health, promoting youth health has gained prominence. For this, education and support are needed. As psychological school-based factors could be key to affecting this behavior, this study investigates middle school students’ trust in their physical education teachers and their grit, analyzing their effects on health-promoting behaviors that could follow these adolescents through adulthood. Methods: Middle school students, aged 12–14, were recruited from three schools in Sejong City, Korea, in May 2025; 420 survey questionnaires were distributed and 390 were returned (response rate: 92.86%). After eliminating those with insincere responses, 369 valid questionnaires (boys = 186, girls = 183) were analyzed. The analysis covered the descriptive statistics, Pearson’s correlation, and structural equation modeling, with grit, trust in physical education teachers, and health-promoting behaviors as variables. Results: The correlation analysis verified multicollinearity between trust in physical education teachers (closeness, fairness, teaching method, and physical ability), grit (effort, perseverance, and interest consistency), and health-promoting behaviors (self-actualization, health management, and stress management). A positive significant correlation was found between all subfactors (p < 0.05). The research model’s fit was confirmed through several fit indices; specifically, normed χ² = 4.138, goodness-of-fit-index = 0.942, root mean square residual = 0.033, root mean square error of approximation = 0.092, incremental fit index = 0.965, Tucker–Lewis index = 0.947, and comparative fit index = 0.965, and all values were judged acceptable. The standardized coefficients of each latent variable explaining the measurement variables were 0.707 or higher. Therefore, the explanatory power of the measurement variables was also satisfactory; thus, the research model was appropriate and could be used for analysis. The model findings revealed that trust in physical education teachers had a positive effect on student grit (β = 0.505, p < 0.001) and that grit had a positive effect on health-promoting behaviors (β = 0.743, p < 0.001); however, trust in physical education teachers did not have a direct effect on health-promoting behaviors (statistically insignificant [β = 0.103, p > 0.05]). Thus, grit had a mediating effect between trust in physical education teachers and health-promoting behaviors (β = 0.375, p < 0.01). Conclusions: This study highlights the educational implications for physical education teachers of building trust and strengthening student grit as key factors in achieving sustainable health-promoting behaviors among adolescents. Full article

This article presents a structured review of literature published between 2015 and 2025 on the experiences of rural LGBTQIA+ youth. Using targeted search terms—including “LGBT*,” “rural,” “country,” “young people,” “sexual and gender minority (SGM),” “small town,” “youth,” and “students”—a research team identified 26 peer-reviewed articles that met inclusion criteria. Through team-based thematic analysis, six core themes emerged: (1) gaps in intersectional analysis, (2) mental health outcomes, (3) culturally responsive services and resources, (4) community climate and context, (5) experiences of victimization, and (6) policy. Across these themes, the review highlights the resilience, agency, and strength of LGBTQIA+ youth navigating rural environments. The literature consistently demonstrates how experiences of victimization are closely linked to mental health outcomes, while access to social support—particularly from affirming adults in systems (such as schools)—can mitigate harm and foster well-being. Implications for social work research, practice, and policy are discussed, with an emphasis on supporting LGBTQIA+ youth in U.S. Southern rural settings. Full article

School has been identified as a suitable arena for targeting improvements in the health of children and young people. Teachers are highlighted as crucial contributors to student health which has resulted in changes in the teaching profession. The aim of this study is to examine the students’ perspective on the role of the teacher in working with student health. Interviews with 34 students aged 16–19 years were carried out. Data were analysed using qualitative content analysis with theoretical underpinnings from pragmatism and symbolic interactionism. This approach identified four dominating roles for teachers: (1) a creator of joyful learning, (2) a creator of a sense of control, (3) a spreader of happiness, and (4) a creator of feeling valued. This study shows that the role of the teacher in working with student health is in acting, not in being, and that this role is constantly (re)created through interaction. The student perspective on the role of the teacher in student health work has close similarities to the role of the teacher in inclusive teaching, merging relational competence with didactic skill. In conclusion, we argue that developing teachers’ didactic as well as relational competency, along with understanding competence within a pragmatic and symbolic interactionist theoretical framework, could improve student health practices. Full article

The Morehouse School of Medicine Prevention Research Center (MSM-PRC) conducted a Community Health Needs and Assets Assessment (CHNAA) survey using a Community-Based Participatory Research (CBPR) approach. In this article, we will demonstrate the application of CBPR in informing research agenda and implementation strategies. We will discuss the practical considerations and potential benefits of engaging the community in data collection, interpretation, and utilization to address community health challenges. Emphasizing collaboration, co-learning, and respect, and guided by the CBPR principles, CHNAA ensured that community voices led to the identification and integration of the research priorities. Overseen by the Community Coalition Board (CCB) and its Data Monitoring and Evaluation (DME) Committee, the survey featured closed- and open-ended questions addressing social determinants of health. Out of 1000 targeted participants, 754 provided valid responses, with a 75% response rate. Most respondents were female and represented a racially diverse group. Descriptive statistics and thematic analysis revealed that key health concerns were diabetes, COVID-19, mental health, and high blood pressure. Barriers to care included lack of food access, affordable housing, and limited mental health services. The findings led to five public health initiatives launched between 2023 and 2024 demonstrating the CBPR model’s effectiveness in aligning community needs with actionable solutions. Full article

Toxic elements are considered a significant threat to public health in oil-producing countries. Western Kazakhstan is experiencing serious environmental problems due to the development of the oil and gas industry. This study aimed to assess the concentrations of toxic trace elements—aluminum (Al), arsenic (As), beryllium (Be), cadmium (Cd), mercury (Hg), and lead (Pb)—in the hair of children residing in Kazakhstan’s oil and gas-producing region, and to evaluate the relationship between the concentration of toxic elements and the remoteness of their residence from oil and gas fields. A cross-sectional analysis was conducted involving 1595 school-aged children. Element levels in hair samples were quantified using inductively coupled plasma mass spectrometry (ICP-MS). The association between trace element concentrations and residential distance from oil and gas fields was examined across three distance-based groups and further analyzed through multiple linear regression. The highest concentration of Al = 4.824 μg/g and Hg = 0.096 μg/g was found in the hair of children living close to oil and gas fields (0–16 km). A decrease in levels of Al (−0.072 (CI: −0.109; −0.036)) and Hg (−0.293 (CI: −0.343; −0.243)) is associated with increasing distance from oil and gas fields. As, Cd, and Pb had the lowest median concentrations in the hair of children living near oil and gas fields (0.030, 0.010, and 0.122 µg/g, respectively). There is a tendency for levels of As, Cd, and Pb to increase with distance from the fields (0.064 (CI: 0.039; 0.089), 0.093 (CI: 0.045; 0.141), and 0.244 (CI: 0.202; 0.287), respectively). Our findings indicate the need for biomonitoring of toxic elements to determine long-term temporal trends in the influence of toxic trace elements on the health of the child population of Western Kazakhstan. Full article

Online safety guidance is frequently delivered as a specialist technology issue without considering adolescents’ home lives, offline vulnerabilities, or wellbeing. Yet, while the digital world offers connection, autonomy, and entertainment, vulnerable teens also encounter more violent content, sexual exploitation, and content concerning body image, self-harm or suicide than their non-vulnerable peers. Many struggle with social inclusion or less engaged and credible caregiver e-safety support, which may contribute to their negative experiences online. To improve their online safety and resilience, caregivers and educators might consider offline factors that can mediate exposure to online harms. This study compared the experiences of 213 adolescents with family vulnerabilities to 213 age- and gender-matched non-vulnerable adolescents. The contribution of (a) e-safety education, (b) close friendships, (c) a trusted adult at school, and (d) life-affecting worry was considered. No differences were found for exposure to, or engagement with, e-safety education. However, despite having received e-safety education, those with family vulnerabilities were more at risk of encountering severe online harms. This was mediated by life-affecting worry and parental e-safety guidance. These findings provide unique insights into the impact of family vulnerabilities on adolescents’ exposure to online harms and suggest a more holistic intervention framework for caregivers. Full article

Amidst increased global migration and the close geographic proximity of Poland and Ireland, there exists a significant number of Polish speaking families in Ireland today. This study examines family language policy (FLP) within Polish transnational families in Ireland and addresses a gap in the literature by exploring the influence of forces outside of the family domain on children’s language socialisation and FLP negotiation. These forces include children’s peer groups, school, and societal dominance of English in Irish society. Data were gathered through a combination of a focus group with parents, semi-structured interviews with parents and children, and children’s reflective language diary entries. The findings reveal that, over time, Polish speaking children’s engagement with education, society, and their peers contributes to their English language socialisation. We argue that family members demonstrate an acute awareness of children being socialised into English language use and, as a result, engage in FLP negotiation and language use adaptation within the home. This study demonstrates the significance of the wider sociolinguistic context within which the families are situated, and highlights the influence of multiple forces, outside of the home, on FLP formation and negotiation within the home. Full article

Indoor environmental quality profoundly impacts student learning outcomes and teacher effectiveness, particularly in primary education, where children spend most of their developmental years. The study compares the New Zealand Ministry of Education’s Designing Quality Learning Spaces (DQLS) version 2.0 for primary school classrooms with international standards set by OECD countries to develop IAQ and thermal comfort best practices in New Zealand across six climate zones. The research evaluates indoor air quality (IAQ) and thermal comfort factors affecting students’ and teachers’ health and performance. Using Ladybug and Honeybee plugin tools in Grasshopper with Energy Plus, integrated into Rhino 7 software, the study employed advanced building optimisation methods, using multi-criteria optimisation and parametric modelling. This approach enabled a comprehensive analysis of building envelope parameters for historical classroom designs, the Avalon block (constructed between 1955 and 2000). Optimise window-to-wall ratios, ceiling heights, window placement, insulation values (R-values), clothing insulation (Clo), and window opening schedules. Our findings demonstrate that strategic modifications to the building envelope can significantly improve occupant comfort and energy performance. Specifically, increasing ceiling height by 0.8 m, raising windows by 0.3 m vertically, and reducing the window-to-wall ratio to 25% created optimal conditions across multiple performance criteria. These targeted adjustments improved adaptive thermal comfort, ventilation, carbon dioxide, and energy efficiency while maintaining local and international standards. The implications of the findings extend beyond the studied classrooms, offering evidence-based strategies for overall design and building performance guidelines in educational facilities. This research demonstrates the efficacy of applying computational design optimisation during early design phases, providing policymakers and architects with practical solutions that could inform future revisions of New Zealand’s school design standards and align them more closely with international best practices for educational environments. Full article