School Health

Understanding Perceived Barriers to and Responsibility for Implementing Recommended Hygiene Activities in US Schools K-12: A Needs Assessment among Caregivers and Educators

An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Monique Gabrielle Carry, PhD, MA
Rieza Hawarina Soelaeman, PhD, MPH
Samaria K. Aluko-Estrella, MPH
Amanda G. Garcia-Williams, PhD
Linda K. West, MSPH
Julia C. Haston, MD, MS
Bethlehem Nigussie Besrat, MPH
Jose Aponte, BS
Shantrice L. Jones, MPH
Candace D. Rutt, PhD

Objective:

Schools’ ability to implement recommended hygiene-related activities is critical in preventing the spread of gastrointestinal and respiratory illness. We conducted this study to improve understanding of perceived barriers to, and responsibility for implementing recommended activities related to hand hygiene, cleaning, and disinfection.

Methods:

We recruited a convenience sample of adults affiliated with the National Parent Teacher Association during July-August 2020. Questions focused on barriers to implementing recommended hygiene-related, cleaning, and disinfection activities.

Results:

Overall, 1173 participants completed the survey. Among caregivers, the main barriers to conducting hand hygiene were educators’ ability to monitor students (72%), lack of time (66%), and limited funding for hygiene supplies (65%). Among educators, the main barriers to conducting hand hygiene were access to needed supplies (75%), ability to monitor students (75%), and lack of time (72%). The top barriers reported by both groups relating to cleaning and disinfection activities were similar, with both groups reporting limited staff capacity (61% vs 75%), lack of time/scheduling difficulties (64% vs 75%), and lack of funds to purchase supplies (64% vs 70%).

Conclusions:

Our results clarify stakeholder concerns around implementation and main barriers. To implement recommended activities, schools need support (funding, staff, and supplies) and guidance for hygiene-related activities.

Source: Health Behavior and Policy Review, Volume 11, Number 6, December 2024, pp. 20-32(13)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.11.6.3

2025-02-02T14:04:04-07:00January 26th, 2025|School Health|

Using the Active Implementation Frameworks to Explore Implementation of Recess before Lunch

A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Heather F. Terral, PhD
Gina Williamson, PhD
Elizabeth L. Budd, PhD, MPH
Nichole R. Kelly, PhD

Objective:

In this paper, we evaluated barriers and facilitators of implementing a recess before lunch (RBL) schedule in a rural Oregon elementary school.

Methods:

School staff planning a transition to RBL agreed to participate in a qualitative evaluation of implementation feasibility. The Active Implementation Frameworks Exploration Stage and Hexagon Discussion and Analysis Tool informed semi-structured interviews by establishing a priori themes of need, fit, resources/support, readiness, and capacity which were integrated with deductive themes. Data were collected pre-post RBL transition.

Results:

The school principal, 3 teachers, one recess aide, and one food service manager completed interviews (N = 6). Emergent subthemes included: (1) linking RBL with existing health initiatives; (2) identifying a champion; (3) communicating clearly and regularly with teachers and staff; (4) identifying handwashing strategies; and (5) considering modifying school schedule to increase total student eating time.

Conclusions:

Interviewees found implementing RBL to be both feasible and acceptable with a leader to champion the transition. Perceived positive changes associated with RBL included increased student food consumption and improved behavior. School administrators may consider suggesting an RBL modification to their school wellness policy. With proper planning informed by case studies, schools can implement RBL, a relatively simple, low-cost intervention for supporting student behavior.

Source: Health Behavior and Policy Review, Volume 11, Number 5, October 2024, pp. 32-45(14)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://www.ingentaconnect.com/content/psp/hbpr/pre-prints/content-psp_hbpr_1154

2024-12-05T22:24:41-07:00November 25th, 2024|School Health|

A Knowledge Translation Strategy to Promote the Health and Social Development of Students: An Evaluation Study

An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Christian Dagenais, PhD
Michelle Proulx, PhD
Clara Morin, BSc
Roula Haddad, MA

Objective:

In this paper, we evaluate the implementation of a knowledge translation strategy aimed at optimizing the use and deployment of the ÉKIP reference framework within both the education (preschool, primary, secondary) and the health and social services networks of the province of Quebec (Canada) and their partner organizations.

Methods:

We collected data on Web-based use of the reference framework (ÉKIP Online) and promotional newsletters in spring 2021. We then compared these with other data collected and analyzed in September 2022. We subsequently conducted 19 semi-structured interviews to explore the extent and nature of ÉKIP Online use, identify enabling and inhibiting factors, and extract recommendations for the project’s continuance.

Results:

The increase in use of ÉKIP Online and its uptake tools suggested that communities had become increasingly interested in and informed about the reference framework. Nevertheless, the qualitative component of the evaluation offered a nuanced perspective on its use and deployment.

Conclusions:

The evaluation documented a series of levers to ensure the greatest possible reach of the reference framework and its use within the networks. Further efforts are necessary to reach more schools and support use and deployment.

Source: Health Behavior and Policy Review, Volume 11, Number 4, August 2024, pp. 1687-1699(13)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.11.4.5

2024-09-24T15:10:23-06:00September 20th, 2024|School Health|

The Effects of Supervision and Activity Status on Physical Activity Participation with Activity Zoned Playgrounds in Elementary-Aged Children

An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Jillian L. Barnas, PhD
Travis Emerson, MS
Stephen D. Ball, PhD

Objective:

We compared changes in physical activity (PA) in active and inactive youth during school recess with supervised and unsupervised activity zoned playgrounds (AZP).

Methods:

We analyzed PA of 143 third-, fourth-, and fifth-graders from 2 elementary institutions using Actigraph-GT3X accelerometers for 4 weeks. We collected baseline data for one week prior to activity zoning. Afterwards, the playgrounds were divided into 6 activity zones for 2 weeks, with activity zones supervised at only one institution. Activity zones were removed, and PA data were collected for one-week post intervention.

Results:

We saw few differences in PA engagement between the supervision conditions throughout the duration of AZP implementation such that moderate and vigorous PA decreased with supervision (ps < .05). Initial activity status influenced PA engagement with AZP implementation. AZPs significantly reduced vigorous PA engagement in active kids with subsequent increases in light PA engagement, whereas PA engagement remained relatively unchanged among inactive children.

Conclusions:

Supervising AZP may be detrimental to PA engagement during recess; however, this could be dependent on the reliability of employed supervisors. Additionally, considerable attention is needed with activity development that will appease students of differing activity statuses and prevent decreases in higher intensity PA engagement.

Source: Health Behavior and Policy Review, Volume 11, Number 3, June 2024, pp. 1599-1612(14)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.11.3.5

2024-08-03T10:47:13-06:00July 24th, 2024|Physical Activity, School Health|

Effects of Activity-zoned Playgrounds on Social Skills, Problem Behavior, and Academic Achievement in Elementary-aged Children

An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Jillian L. Barnas, PhD
Travis Emerson, MS
Stephen D. Ball, PhD

Objective:

We assessed changes in social skill development, problem behaviors, and academic competencies with an acute implementation of an activity-zoned playground (AZP) during recess.

Methods:

Third- and fifth-grade students (N = 116) from 2 midwestern elementary institutions were selected to wear an accelerometer at recess and have their teacher complete a pre- and post-intervention assessment of the Social Skills Improvement System (SSIS). We measured physical activity (PA) using Actigraph-GT3X accelerometers for 4 continuous weeks: one week of baseline, 2 weeks of activity zone intervention, one week of post-intervention with activity zone removal.

Results:

The AZP intervention was effective at increasing MVPA with decreases in sedentary activity during recess for third-grade students whereas fifth-grade students showed no significant change in PA (ps < .001). Furthermore, third-grade children improved their social skill scores by 3% (p = .003), but no change in social skill behavior was noted for fifth-grade students (p = .73); we detected no differences in problem behaviors or academic competence (ps > .05).

Conclusions:

Activity-zoned playgrounds can improve PA engagement and can lead to improvements in social skill development without worsening problem behaviors, especially in younger students.

Source: Health Behavior and Policy Review, Volume 11, Number 3, June 2024, pp. 1587-1598(12)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.11.3.4

2024-08-03T10:44:21-06:00July 24th, 2024|Physical Activity, School Health|

The Wellbeing of Rural K-12 Educators: Applying PERMA in Rural Schools during the COVID-19 Pandemic

A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Benjamin C. Ingman, PhD
Elizabeth Anderson, PhD
Sandra Bertram Grant, MEd
Elaine S. Belansky, PhD

Objective:

In this paper we describe the status of wellbeing for school personnel in the 2021-22 school year through the PERMA framework and the extent to which the COVID-19 pandemic adversely impacted dimensions of wellbeing.

Methods:

We administered the workplace wellbeing survey (a quantitative instrument based on PERMA) to school staff members in a rural/frontier region of a western state of the United States. Overall, 777 persons completed it, including 463 teachers from 23 school districts.

Results:

PERMA constructs of meaning and accomplishment were higher than other constructs and may serve as an anchor for wellbeing in education. Teachers showed lower levels of positive emotion, engagement, and accomplishment, when compared to nonteachers in schools. When compared with non-Hispanic personnel, Hispanic personnel had lower levels of wellbeing in the domain of relationships and reported a more severe adverse impact from the COVID-19 pandemic on both social and physical wellbeing.

Conclusions:

Adopting a more nuanced view of educator wellbeing, as defined by more than the mere absence of burnout and attrition is critical to fostering educational practices that promote the flourishing of school personnel.

Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://www.ingentaconnect.com/content/psp/hbpr/pre-prints/content-psp_hbpr_1124

2024-05-31T09:58:23-06:00May 30th, 2024|COVID19, Rural Health, School Health|

Improving Water Consumption in Underserved Elementary Schools: Implementation and Evaluation of a School-based Hydration Initiative

An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Kristina L. Tatum, PsyD
Jessica Gokee LaRose, PhD
Danyel I. Smith, PhD
Mary Dunne Stewart, MSW
Elizabeth Theriault, MPH, MSW
Melanie K. Bean, PhD

Objective:

Our objective was to evaluate the feasibility and effectiveness of a school-based hydration initiative in elementary schools.

Methods:

Hydration initiative included (1) placement of hydration stations, (2) promotional and educational activities during “Water Week,” and (3) provision of reusable water bottles. Surveys were administered at baseline and follow-up to assess student beverage intake and perceptions about the school’s environmental hydration policies and practices. Water bottle fills were assessed objectively at baseline, post-Water Week, and followup via weekly counts from hydration stations.

Results:
Water use increased post-Water Week (2.97±2.14), declining to 0.71±0.47 2 weeks later. At follow-up, frequency of soda consumption decreased (-.01 times/day; p < .001), self-reported water refill station use increased (p = .011), and a decrease (-.04 cups/day) in overall daily water intake (p = .043). At follow-up, there was an increase in the percentage of school personnel who reported their school promoted water as the best choice (p = .039). Students and teachers reported positive attitudes towards hydration stations, with some concerns about water bottle use in classrooms.

Conclusions:

The intervention reduced soda consumption and improved school hydration culture. Results can inform hydration policy and programming efforts for elementary school students.

Source: Health Behavior and Policy Review, Volume 11, Number 1, February 2024
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.11.1.6

2024-03-27T15:54:54-06:00March 15th, 2024|School Health|

State SUNucate Laws, the Popularity of Google Searches for Terms Related to Sun Protection, and Youth Sunscreen Use

A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Christopher S. Carpenter, PhD
Michelle Marcus, PhD
Mary-Margaret Chren, MD
Brandyn F. Churchill, PhD

Objective:

Our objective was to determine whether state SUNucate laws – which have been adopted by 27 states and require schools to permit youths to carry and apply sunscreen on school grounds – were associated with changes in Google Search behavior for words and phrases related to sun protection as well as self-reported sunscreen use by youths.

Methods:

This was an observational study examining: (1) Google Trends search popularity for terms such as ‘sunscreen’ and ‘SPF’ by state, month, and year for 2004-2022; and (2) self-reported sunscreen use by high school youth in the national Youth Risk Behavior Survey during 2009-2019.

Results:

State SUNucate laws were associated with increased Google search popularity of terms related to sun protection. Google search popularity for “sunscreen” increased by 27.2% (95% CI 12.67% to 41.7%; p < .001). State SUNucate laws were also associated with increased sunscreen use among high school youths by 8.3% (95% CI 0.014% to 15.0%; p < .05).

Conclusions:

State SUNucate laws may be effective tools for increasing population search behavior for sun protection terms and youth sunscreen use.

Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.10.4.1

2023-10-20T16:33:44-06:00August 24th, 2023|Adolescents, School Health, Youth|

Increasing and Retaining Tween Knowledge of Proper Medicine Use

An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Leslie Bloom, MS
Leily Saadat-Lajevardi, MSEd, MBA
Andrew Myers, MD
Mary Kathryn Malone, MEd, MBA
Brenda Zimmerman, MS

Objective:

OTC Medicine Safety, a free, easily accessible, in-classroom educational program available through Young Minds Inspired (https://ymiclassroom.com/lesson-plans/otcmedsafety), was developed to improve adolescents’ knowledge of safe use of medicines. In a proof-of-concept study, students increased knowledge about safe, appropriate use of over-the-counter (OTC) medicines. In this study, we assessed whether the OTC Medicine Safety program effectively increased students’ knowledge and if students retained this knowledge over time.

Methods:

We measured student knowledge before implementation (baseline, Quiz 1) immediately after implementation (Quiz 2), and 10 weeks after baseline (Quiz 3) in 3 test schools. We measured knowledge at similar intervals in 3 control schools (no program implementation).

Results:

Baseline knowledge was low (average 39.3% of 36 questions answered correctly). Among intervention schools, scores significantly improved immediately (average correct 62.9%) after implementation and were retained at 10 weeks (59.8%) (p < .001). Change in score from baseline among intervention schools immediately after the lesson implementation was significantly higher than corresponding changes from baseline among control schools (intervention: +23.0 vs control: -3.2) and at 10 weeks (intervention: +19.9 vs control: -2.9), p < .001.

Conclusions:

The OTC Medicine Safety Program effectively improved students’ knowledge of safe medicine-taking practices and students retained this knowledge at 10 weeks.

Source: Health Behavior and Policy Review, Volume 9, Number 6, November 2022, pp. 1128-1139(12)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.6.5

2023-01-18T11:21:19-07:00January 18th, 2023|Adolescents, School Health|

School Nurses’ Perspectives of Bullying Involvement of Adolescents with Chronic Health Conditions

An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Sally S. Cohen, PhD, RN, FAAN
Laura Grunin, MSN, RN
Timothy C. Guetterman, PhD, MA

Objective:

Our primary objective was to understand bullying as it pertains to middle school students with chronic physical or behavioral health conditions by examining it through the lens of school nurses. A second objective was to understand issues pertaining to implementation of New York’s bullying prevention law with a focus on these same students.

Methods:

We employed a qualitative descriptive design with purposive sampling to explore perspectives of school nurses in New York State who worked in public middle schools. Using a semi-structured protocol, we conducted audio-recorded telephone interviews that were transcribed for subsequent thematic analysis.

Results:

Twelve nurses agreed to be interviewed. Results revealed participants’ under- standing of bullying as related to students with chronic health conditions, especially those with behavioral health issues. Results also showed nurses’ limited understanding of New York’s bullying prevention law and missed opportunities for school nurses as champions of students with chronic health conditions who are bullied.

Conclusions:

Education and health care professionals should collaborate to disseminate information to school personnel about the risks of bullying for students with chronic health conditions and operationalize plans for prevention.

Source: Health Behavior and Policy Review, Volume 9, Number 3, May 2022, pp. 877-893(17)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.3.5

2022-06-11T16:22:28-06:00June 11th, 2022|Adolescents, Mental Health, School Health|
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