Search Results (1,745)

This study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary school students (49 girls; M_age = 13.66, SD = 0.72) participated in a pre-experimental, single group pretest-posttest design. Students completed the Meaningful Physical Education Scale and the Situation-in-School-Physical Education questionnaire before and after an eight-session intervention implemented by a pre-service teacher. Data were analyzed using mixed 2 (Time: pre, post) × 2 (Sex: male, female) MANOVAs and follow-up ANOVAs. The multivariate analyses revealed no significant overall Time × Sex interaction effects for either meaningful PE dimensions or (de)motivating teaching approaches. At the univariate level, significant improvements were observed in social interaction and challenge dimensions of meaningful PE, along with increased perceptions of autonomy-supportive and structuring teaching approaches and reduced controlling and awaiting approaches. However, univariate analyses showed specific sex-related differences: boys reported greater improvements in fun, challenge, and personally relevant learning, whereas girls perceived their teacher as displaying more clarifying behaviors. These findings suggest that the Sport Education Model fosters meaningful and motivating learning environments for both sexes, though the nature of these improvements may vary slightly between boys and girls. Full article

Early identification of cognitive precursors to literacy and numeracy is essential for promoting school readiness and preventing later learning difficulties. Digital assessment tools using touchscreen technology offer advantages of engagement, standardization, and efficiency. This study reports preliminary findings on the Digital Assessment for Preschoolers—Tool (DAP-T), a touchscreen-based battery for preschool children. A sample of 105 children (M = 61.43 months, SD = 10.38; age range = 38–72) completed eight tasks assessing visuomotor integration, literacy (letter knowledge, phonological awareness, notational awareness, Rapid Automatized Naming), and numeracy (non-symbolic quantity comparison, quantity recognition, counting, cardinality). A subsample (n = 47–61, depending on the measure) also completed the paper-based criterion tasks used for concurrent validity analyses. Item difficulty and discrimination, internal consistency (McDonald’s ω), concurrent validity, and factorial structure (SEM) were assessed. Results showed medium-to-low difficulty, age-related performance increases, and good discrimination in most tasks. Reliability was high (ω = 0.713–0.966), and correlations with criterion measures ranged from ρ = 0.52 to 0.95. The DAP-T showed promising psychometric properties as a rapid, standardized tool to detect early difficulties and guide targeted interventions. Full article

Background/Objectives: Many studies have investigated the Cognitive Acceleration through Science Education (CASE) programme, demonstrating its impact on students’ reasoning and learning development across different educational contexts. Likewise, numerous experimental investigations have employed the Solomon Four-Group Design (SFGD) to control for pretest sensitisation and improve the validity of intervention studies. However, despite the extensive use of both frameworks independently, no previous research has integrated them within a single study. The present research therefore combines the theoretical foundations of CASE with the methodological rigour of the SFGD to explore the influence of intervention outcomes under different pretest conditions on learners’ cognitive growth. Methods: This study examines differences associated with pretest sensitisation and the CASE programme among middle school students using a quasi-experimental research design. The study was conducted with 88 students divided into four groups, two experimental and two control, following the Solomon Four-Group Design to account for pretest sensitisation and its potential interaction with the treatment. Results: Statistical analyses revealed that the observed outcomes differed between pretested and non-pretested groups, with the pretested conditions showing larger post-test differences than the non-pretested ones. Conclusions: Rather than establishing causal effects, this study highlights key methodological considerations related to pretest sensitisation when evaluating cognitive acceleration interventions. The findings provide practical guidance for researchers and educators in designing, analysing, and interpreting classroom-based intervention studies where pretesting may influence observed outcomes. Full article

The growing prevalence of anxiety, depression, and stress among students highlights the urgent need for school-based strategies that promote psychological well-being and timely intervention. This study explores the use of artificial intelligence (AI) as a scalable and data-driven tool to support institutional mental health initiatives in higher education. Using synthetic and real datasets derived from validated psychometric instruments (the Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and the Perceived Stress Scale (PSS-14)), we trained and evaluated 32 deep neural network architectures for the early detection of emotional distress. Optimized three- and four-layer dense models achieved classification accuracies exceeding 95%, demonstrating the feasibility of deploying AI-based screening tools in educational settings. Beyond prediction, this approach can support counselors and educators in identifying at-risk students and informing proactive, school-based interventions to improve mental health and resilience in post-pandemic academic environments. Full article

Children with Developmental Coordination Disorder (DCD) experience motor competence challenges that hinder their participation in physical activities and affect daily functioning. While traditional motor skills training is commonly used, sport-based interventions offer the potential for greater benefits by providing dynamic, contextually rich environments for learning. This study aimed to evaluate the effectiveness of mini-handball training versus conventional motor skills training in improving coordination in children with DCD. Methods: Forty-four children aged 9–10 years from Khorezm, Uzbekistan, with coordination difficulties (scores below the 16th percentile in the MABC-2) were randomly assigned to three groups: mini-handball training (n = 15), motor skills training (n = 15), and control (n = 14). Both intervention groups participated in three 90 min sessions per week for 12 weeks. The mini-handball group engaged in sport-specific drills including passing, dribbling, shooting, and small-sided games, while the motor skills group performed balance, locomotor, and fine motor exercises. Pre- and post-intervention assessments were conducted using the MABC-2. Data were analyzed using linear mixed models with time, group, and their interaction as fixed effects. Results: Both intervention groups demonstrated significant improvements in motor coordination compared to controls. However, in general, the mini-handball group outperformed the other groups, particularly in domains requiring anticipatory control and visuomotor integration, including aiming and catching, balance, and overall coordination scores. Conclusions: Mini-handball represents a promising, ecologically valid intervention for children with DCD. By integrating motor skills practice with cognitive challenge, social interaction, and intrinsic motivation within a meaningful sport context, mini-handball appears more effective than traditional training approaches. These findings suggest that sport-based, open-skill interventions should be considered in therapeutic protocols, school curricula, and community programs for children with DCD. Future research should examine long-term retention, transfer to daily activities, and implementation across diverse populations. Full article

Based on the theoretical framework of psychological barriers among third-party bystanders in school bullying contexts, grounded in Protection Motivation Theory and Ecological Systems Theory, this study developed and validated the “Adolescent Bystander Intervention Barrier Perception Scale” (ABIBPS). The initial item pool was developed through literature review and semi-structured interviews, followed by item analysis, exploratory and confirmatory factor analyses across three samples (middle school students, N = 388; middle school students, N = 474; upper elementary school students, N = 547). Results revealed a robust two-factor structure comprising “Personal Risk and Fear Perception” and “Intervention Efficacy and Outcome Uncertainty.” The scale demonstrated measurement invariance across different age groups, good internal consistency reliability, structural validity, and criterion-related validity. Correlation analyses indicated that adolescent bystander intervention barrier perceptions were significantly negatively associated with prosocial behavior, positive youth development, intentional self-regulation, and self-esteem. This study provides a valid measurement tool for understanding the psychological barrier mechanisms of bystander behavior in school bullying, offering significant theoretical and practical implications for promoting active intervention behaviors among adolescents. Full article

Background/Objectives: Executive functions (EFs) and Theory of Mind (ToM) are often compromised in children with Specific Learning Disorders (SLD). Although evidence highlights the malleability of EF, studies have yet to investigate whether school-based interventions can enhance both cool and hot EF domains and support ToM development in this population. This study evaluated the effectiveness of a structured, classroom-based EF training program in improving cool EF, hot EF, and ToM in children with SLD. Methods: Forty students with SLD (aged 8–10 years) were allocated to an intervention group (n = 24) or a passive control group (n = 16). The program was delivered in small groups during regular school hours over 6–9 weeks (18 sessions). Pre- and post-intervention assessments measured cool EFs (working memory, planning, cognitive flexibility, inhibition), hot EFs (affective decision-making, delay of gratification), and ToM (false belief understanding, mental state/emotion recognition). Results: The intervention group showed significant within-group improvements in working memory, planning, and cognitive flexibility, whereas the control group showed no significant changes. Between-group comparisons revealed significant effects for working memory, planning, and ToM mental state/emotion recognition, with medium-to-large effect sizes. No significant group differences were found for hot EFs or ToM false belief understanding. Conclusions: These findings suggest that participation in a structured, school-based EF program is associated with selective improvements in specific cool EF components and one aspect of ToM in children with SLD, supporting the potential value of classroom-based interventions for cognitive and socio-cognitive development. Full article

Objectives: Despite high overall vaccination coverage in Galicia, Spain, human papillomavirus (HPV) vaccine uptake remains below the 90% target set by the World Health Organization for 2030. This study aimed to assess baseline knowledge of HPV and attitudes towards HPV vaccination among Galician adolescents and to evaluate the impact of a brief educational intervention delivered as a “pill of knowledge”. Methods: A quasi-experimental pre-/post-intervention study was conducted among 967 students aged 12–16 years from 16 secondary schools in Galicia during the 2023–2024 academic year. A concise, structured 15-min educational session termed a “pill of knowledge” was delivered, and HPV-related knowledge and vaccination intention were measured immediately before and after the intervention using a standardized questionnaire. Results: Following the “pill of knowledge”, the mean proportion of correct responses increased by 30.1 ± 16.6% across all knowledge items. Among unvaccinated participants, intention to accept HPV vaccination rose from 77.7% to 94.4% in girls and from 64.7% to 85.8% in boys. Pre-intervention predictors of vaccination intention included perceived vaccine efficacy and baseline HPV knowledge. Post-intervention independent predictors comprised being female, younger age (12–13 years), and prior sexual education delivered by teachers or parents. The overall predictive accuracy of the logistic regression model for vaccination intention improved from 75.6% before the intervention to 92.7% afterwards. Conclusions: A brief, school-based “pill of knowledge” produced substantial and immediate improvements in HPV knowledge and vaccination acceptance among Galician adolescents. These findings strongly support the systematic incorporation of short, evidence-based educational interventions of this kind into the school setting as an effective public health measure to increase HPV vaccine coverage and advance progress toward WHO elimination targets. Full article

Background: Childhood obesity continues to pose a major global health challenge, and schools offer a structured and scalable setting for implementing physical activity programs. However, the effectiveness of these interventions remains inconsistent. This systematic review synthesizes evidence from school-based physical activity interventions and evaluates their impact on obesity-related parameters, physical activity levels, physical fitness, and cardiorespiratory fitness among children. Methods: A comprehensive search of PubMed, Scopus, and the Cochrane Library identified randomized controlled trials published between January 2015 and March 2025. Eligible studies included children aged 5–18 years and assessed school-based physical activity interventions. Outcomes included BMI, body fat percentage, physical activity levels (including MVPA), physical fitness, and cardiorespiratory fitness. Due to methodological heterogeneity, a narrative synthesis was conducted. Results: A total of 28 studies met inclusion criteria. Among the 16 studies reporting obesity-related outcomes, 7 demonstrated statistically significant improvements in BMI or BMI z-scores, while 6 of 16 (37.5%) showed no measurable effect. Reductions in body fat percentage were more consistently observed (5 of 6 studies). Both short-term (<6 months) and long-term (>12 months) interventions showed comparable proportions of studies with statistically significant BMI improvements (~50%). For physical activity outcomes, 5 of 11 studies reported increased MVPA, whereas others showed no significant change. Sedentary behavior outcomes were mixed, with only 2 of 6 studies demonstrating significant reductions. Improvements in physical fitness were reported in two-thirds of studies, while cardiorespiratory fitness improvements were inconsistent, with significant gains observed primarily in higher-intensity or well-structured programs. Across outcomes, several findings were statistically significant but modest in clinical magnitude. Conclusions: School-based physical activity interventions have the potential to improve select obesity-related parameters, particularly body fat percentage and BMI in a subset of studies. However, effects on MVPA, sedentary time, overall activity levels, and cardiorespiratory fitness remain variable. The effectiveness of these programs appears influenced by intervention structure, intensity, and adherence rather than duration alone. Future interventions should incorporate tailored, multi-component approaches to enhance both clinical relevance and long-term sustainability. While several effects were statistically significant, most were modest in magnitude. However, even modest improvements in BMI z-score, body fat percentage, and fitness can be meaningful at a population level, particularly when delivered through universal, scalable school platforms that reach large numbers of children. Full article

Although physical activity has been widely investigated for potential cognitive and academic benefits in children and adolescents, the evidence base remains mixed and characterized by substantial methodological variability. The present narrative umbrella review synthesizes and critically evaluates recent meta-analyses to identify patterns, strengths, and limitations in the existing literature. A comprehensive search identified systematic reviews and meta-analyses published in recent years that examined the effects of physical activity, exercise, and sports interventions on cognitive outcomes in healthy participants aged 5 to 17 years. In total, seven meta-analyses, covering 181 primary studies with approximately 42,000 participants, met the inclusion criteria. Across reviews, small positive effects of physical activity were reported for executive functions and attention, whereas findings for academic performance were inconsistent. Substantial variation in intervention duration, exercise modality, intensity, implementation context, and cognitive assessment procedures limited comparability and constrained interpretability. Overall, the synthesis indicates modest cognitive benefits of physical activity in youth, while underscoring the need for clearer operationalization of cognitive constructs, standardized intervention protocols, and transparent methodological reporting. From an applied perspective, integrating feasible, developmentally appropriate, and cognitively engaging physical activity into school and community settings may help support attention, executive functions, and broader cognitive health in young populations. Full article

Introduction: Promoting healthy habits in childhood is fundamental for fostering long-term well-being. This study aimed to develop and psychometrically validate an app-integrated instrument to assess knowledge, habits, and attitudes related to health in children aged 8–11, within the context of the MHealth intervention Healthy Jeart. Methods: A quantitative, cross-sectional design was used. An initial item pool underwent expert content validation before being administered to a sample of 623 children from primary education centers in Andalusia, Spain. Construct validity was examined through exploratory and confirmatory factor analyses. Results: The analyses supported a coherent four-factor structure comprising 21 items: (1) Use of technologies, (2) diet and growth, (3) psychological well-being, and (4) physical activity and well-being. The instrument demonstrated satisfactory model fit and internal consistency, providing a multidimensional assessment of children’s health-related behaviors. The sample was recruited from primary schools in Andalusia (Spain), which may limit the generalizability of the findings to other regions and cultural contexts. Conclusions: The validated instrument offers a reliable and efficient means of evaluating healthy habits in children aged 8–11, particularly when embedded within digital interventions such as Healthy Jeart. It represents a valuable tool for educators and pediatric nursing professionals working in school settings, enabling early identification of gaps in health literacy and supporting targeted interventions that promote holistic child well-being. Full article

Food allergies in school-aged children are a growing public health concern, requiring coordinated strategies to ensure safety in educational settings. This study aimed to evaluate the safety conditions for children and young people with food allergies in public schools of the municipality of Matosinhos, Portugal. A descriptive, cross-sectional, quantitative study was conducted during the 2022/2023 academic year, targeting coordinating teachers from all public schools. Data were collected using a structured questionnaire based on national guidelines for managing food allergies in schools. Results revealed significant gaps in preparedness: 35.99% of respondents reported the absence of a formal document on food allergies, 66.01% indicated no school training plan on the topic, and bar and canteen staff were often excluded from training (50.00% and 42.00%, respectively). Furthermore, 83.02% stated that preventive measures were not consistently adopted, and 49.99% felt insufficiently trained to act in emergencies. Based on these findings, an intervention project with tailored training sessions for coordinating teachers was proposed to improve safety and inclusion for students with food allergies. The study highlights the urgent need for standardized protocols, inclusive training, and preventive measures in schools to mitigate risks and foster a safe learning environment for children with food allergies. Full article

Background: Although there is a considerable body of research evidence on active school travel (AST), the number of children walking to school has decreased over the years in Australia, as well as around the world. Different factors influence AST; the most cited in Melbourne is traffic safety perception. Traffic safety perception is influenced by built environment elements, and improving the built environment can enhance parental perception of traffic safety. Studies have shown that lateral separation from traffic and the provision of a buffer improve the perception of traffic safety, and this has to be explored for children walking to school based on the existing ground situation on a typical street near a school in Melbourne. Based on this background, a pilot study was carried out before the main study to test the reliability and validity of the survey questionnaire. Methods: The survey instrument was developed based on perceptions and/or AST studies, and included safety and probability aspects of the perception construct to elicit responses on perception. The perception of traffic safety was to be rated based on the streetscape videos embedded in the survey. The reliability was tested using Cronbach’s alpha and validity was explored through exploratory factor analysis. The study also checked the feasibility of the recruitment method and whether there would be an observable outcome from the study. The participants were recruited online through community Facebook groups. Results: The survey instrument had excellent reliability (α = 0.945) and was valid. The recruitment method through a Facebook community group was apt for recruiting participants. The preliminary analysis of the pilot data revealed a difference in perception ratings based on the streetscape element intervention. Conclusions: The survey instrument can be used for similar AST research, as it proved to be reliable and valid. Full article

Although much research in environmental and sustainability education has focused on knowledge and awareness, fewer studies have examined how school-based projects can foster young learners’ capacity for action. This study investigates how emancipatory, school-based environmental projects can foster young learners’ foundational capacities for contributing to a more sustainable and caring future. Grounded in the Bildung perspective and the action competence framework, a 16-week intervention was implemented with Grade 8 students who collaboratively identified and addressed authentic environmental issues—such as waste mismanagement, sanitation concerns, and safety risks—within their school community. Using a concurrent mixed-methods design, quantitative data from the Student Action Competence Questionnaire were integrated with qualitative evidence from worksheets and reflective journals. Results show consistent improvement across all dimensions of action competence, particularly in democratic collaboration and students’ willingness to take shared responsibility for environmental well-being. Qualitative findings reveal the development of critical reflection, co-creation with school stakeholders, and a growing sense of social responsibility, as students engaged in activities ranging from redesigning waste systems to proposing improvements through official communication channels. Rather than focusing on large-scale environmental outcomes, the projects cultivated everyday practices of care, participation, and ethical awareness—key dispositions for inspiring long-term change toward a greener and more sustainable future. The study highlights how context-based, dialogic learning can empower students as emerging environmental citizens within their immediate communities. Full article

Background: The elementary school years are a critical period for children’s social development, during which interactions with peers play a central role. While previous research highlights the importance of integration into the peer group, this study investigated the From “Me” to “We” school-based intervention, designed to enhance peer acceptance by encouraging children to move from an individualistic “Me” perspective toward a more group-oriented “We” mindset. Methods: Participants were 594 fourth- and fifth-graders (Mage = 9.57 years; 46% male, 54% female) from four schools in Israel. Students were assigned to an intervention group (N = 270) or a control group (N = 324). The From “Me” to “We” intervention, led by teachers with psychologist support, spanned three months and included six classroom sessions. Peer acceptance was evaluated using pre- and post-test social status questionnaires that assessed children’s actual social interactions with classmates. Results: Analyses revealed a significant interaction between the intervention and children’s acceptance within the group, such that among the intervention group, children’s social status significantly increased, whereas the control group showed no significant change. Conclusions: The From “Me” to “We” intervention led to a small but statistically significant increase in children’s peer acceptance. While these findings highlight the potential of group-oriented approaches to support social development in elementary school, future research is needed to examine the long-term effects and generalizability of the intervention across diverse classroom and cultural contexts. Full article