Research

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13 pages, 291 KiB

Open AccessArticle

Associations between Perceived Child-Parent Relationships and School Engagement among 9–11 Aged Children

by Pirita Markkula, Anja Rantanen, Anna-Maija Koivisto and Katja Joronen

Children 2021, 8(7), 595; https://doi.org/10.3390/children8070595 - 14 Jul 2021

Cited by 2 | Viewed by 2045

School engagement has been shown to protect students from dropping out of education, depression and school burnout. The aim of this Finnish study was to explore the association between child-parent relationships and how much 99,686 children aged 9–11 years liked school. The data [...] Read more.

School engagement has been shown to protect students from dropping out of education, depression and school burnout. The aim of this Finnish study was to explore the association between child-parent relationships and how much 99,686 children aged 9–11 years liked school. The data were based on the 2019 School Health Promotion Study, conducted by the Finnish Institute for Health and Welfare. This asked children whether they liked school or not and about their child-parent relationships. Univariate and multivariate analyses were used to examine the data separately for boys and girls and the results are presented as odds ratios (OR) and 95% confidence intervals (CI). According to the results, girls showed more school engagement than boys (81.9% versus 74.0%), and it was more common in children who felt that their parents communicated with them in a supportive way. This association was slightly stronger for girls than boys (OR 2.46 95% CI 2.33–2.59 versus OR 2.10 95% CI 2.02–2.20). It is important that child-parent relationships and communication are considered during school health examinations, so that children who have lower support at home can be identified. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

19 pages, 1697 KiB

Open AccessArticle

by Fabio Marson, Antonio De Fano, Michele Pellegrino, Caterina Pesce, Joseph Glicksohn and Tal Dotan Ben-Soussan

Children 2021, 8(7), 583; https://doi.org/10.3390/children8070583 - 08 Jul 2021

Cited by 7 | Viewed by 4363

Abstract

Psychophysical well-being can be supported during development by the integration of extra-curricular activities in scholastic settings. These activities can be implemented in different forms, ranging from physical activities to sitting meditation practices. Considering that both such activities are thought to affect children’s psychophysical [...] Read more.

Psychophysical well-being can be supported during development by the integration of extra-curricular activities in scholastic settings. These activities can be implemented in different forms, ranging from physical activities to sitting meditation practices. Considering that both such activities are thought to affect children’s psychophysical development, a movement-based meditation that combines the two approaches−in the form of a short daily activity−could represent a powerful tool to promote healthy physical and mental development. Consequently, the current pilot study aimed to examine the effect of short daily school-based sitting and movement meditation trainings on creativity and spatial cognition. Utilizing a crossover design, we evaluated their feasibility and efficacy at different ages among children (n = 50) in 5th to 8th grade. We observed that 5 weeks of daily training in sitting and movement meditation techniques improved children’s cognition differently. Specifically, younger children showed greater creativity and better spatial cognition following the movement-based meditation, while older children showed greater enhancement in these areas following sitting meditation training. This suggests that training can affect children’s cognition differently depending on their developmental stage. We discuss these results within the framework of embodied and grounded cognition theories. Information on feasibility and age-related effect sizes derived from the current study paves the way for future well-powered larger-scale efficacy studies on different forms of school-based interventions to cognitive development promotion. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

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22 pages, 743 KiB

Open AccessArticle

Implementation of a Hybrid Educational Program between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in Physical Education and Its Effects on Health: An Approach Based on Mixed Methods

by Gregorio García-Castejón, Oleguer Camerino, Marta Castañer, David Manzano-Sánchez, José Francisco Jiménez-Parra and Alfonso Valero-Valenzuela

Children 2021, 8(7), 573; https://doi.org/10.3390/children8070573 - 02 Jul 2021

Cited by 24 | Viewed by 4477

Abstract

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing [...] Read more.

The present study investigates the effect of an educational program hybridized between the Model of Personal and Social Responsibility (TPSR) and the Teaching Games for Understanding (TGfU) in physical education classes on the health and psychosocial variables of students, as well as knowing the advantages and disadvantages of its implementation by teachers. The applied program lasted 11 weeks in two Secondary Education centers with a total of four teachers (two in the experimental group and two in the control group) and 99 students (55 from the control group and 44 from the experimental group). We use research methodology Mixed Methods with a quasi-experimental design, where students completed a questionnaire before and after the educational program and teachers were interviewed at the end of the intervention. The results of the questionnaires indicate significant improvements in the experimental group over time in terms of the intention to be physically active, as well as in autonomous motivation, the self-determination index, the index of psychological mediators, personal and social responsibility, and enjoyment. Moreover, the interviews show positive opinions regarding the organizational capacity of the session using this methodology and the interest of teachers in continuing to apply it in the future, as well as the need for initial and ongoing training for proper implementation. In conclusion, the hybridization between the TPSR and TGfU model is presented as an effective alternative to be applied in the educational context with the aim of improving young peoples’ intention to be physically active and psychological variables, such as motivation, responsibility, and enjoyment, in physical education classes. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

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11 pages, 1102 KiB

Open AccessArticle

Bone Health and Its Positive Relationships with Body Composition in Malaysian Schoolchildren: Findings from a Cross-Sectional Study

by Hui Chin Koo, Geok Pei Lim, Satvinder Kaur, Kai Quin Chan, Keh En Chan, Casey Chung, Michelle Wong and Ugunesh Danaselvam

Children 2021, 8(7), 569; https://doi.org/10.3390/children8070569 - 02 Jul 2021

Cited by 4 | Viewed by 2182

Abstract

Background: Optimal bone health is vital in children to prevent osteoporosis later in life, and body composition plays a crucial role in it. However, the literature reports contradictory results when considering the relationship between body composition and bone health in children. This study [...] Read more.

Background: Optimal bone health is vital in children to prevent osteoporosis later in life, and body composition plays a crucial role in it. However, the literature reports contradictory results when considering the relationship between body composition and bone health in children. This study aimed to examine the bone health and its relationship with body composition in Malaysian schoolchildren. Methods: In this cross sectional study, body composition data (weight, height, body fat percentage [% fat], fat mass, fat free mass, visceral fat, waist circumference [WC] and body mass index-for-age [BMI z-score]) and bone health data (Z-score and broadband ultrasound attenuation [BUA]) were collected from 415 schoolchildren aged 9–12 years, cluster sampled from randomly selected primary schools in Kuala Lumpur, Malaysia. Results: Girls generally had significantly higher height, body fat percentage, fat mass, visceral fat and Z-score as compared to boys. A steady increase of the mean BUA value was observed with increasing age in both sexes. The mean BUA value of the present study across the population was significantly higher than that of schoolchildren from Nigeria (p < 0.001), Colombia (p < 0.001) and Spain (p = 0.002). Significant positive correlations were found between all the body composition variables and bone outcome variables across the population. Further, BUA was significantly correlated with weight (β = 0.172; p = 0.001), height (β = 0.299; p < 0.001), % fat (β = 0.131; p = 0.007), fat mass (β = 0.130; p = 0.007), fat free mass (β = 0.209; p < 0.001), visceral fat (β = 0.127, p = 0.008), WC (β = 0.165; p = 0.001) and BMI z-score (β = 0.162; p = 0.001), after controlling for sex, age and ethnicity. Similarly, after confounders adjusted, Z-score was significantly predicted by weight (β = 0.160; p = 0.001), height (β = 0.310; p < 0.001), % fat (β = 0.104; p = 0.032), fat mass (β = 0.107; p = 0.026), fat free mass (β = 0.218; p < 0.001), visceral fat (β = 0.107, p = 0.026), WC (β = 0.145; p = 0.002) and BMI z-score (β = 0.150; p = 0.002). Conclusions: Our findings have revealed that body composition variables were positive correlated with bone outcome variables, suggesting that adipose tissue acts to stimulate bone growth. Further clinical and molecular studies in the future is recommended to fully illustrate the complex interactions between adiposity and bone health. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

11 pages, 300 KiB

Open AccessArticle

Students’ Physical Activity Profiles According to Children’s Age and Parental Educational Level

by Inés M. Muñoz-Galiano, Jonathan D. Connor, Miguel A. Gómez-Ruano and Gema Torres-Luque

Children 2021, 8(6), 516; https://doi.org/10.3390/children8060516 - 18 Jun 2021

Cited by 1 | Viewed by 1620

Abstract

The aim of this study was to identify different profiles of physical activity (PA) behaviors according to the school student’s age stage and their parents’ or guardians education level. Seven hundred twenty-seven students and parents of different educational stages were invited to take [...] Read more.

The aim of this study was to identify different profiles of physical activity (PA) behaviors according to the school student’s age stage and their parents’ or guardians education level. Seven hundred twenty-seven students and parents of different educational stages were invited to take part in this study. The participants included, Preschool (1 to 5 years old), Primary School (6 to 11 years old), Secondary School (12 to 15 years old), and High School (16 to 18 years old). A questionnaire to assess the educational level of parents (low, intermediate, and high) and their child’s PA level and sedentary behaviors across various age stages was administered. The results showed a number of different physical activity profiles for preschool (4), primary (6), secondary (7) and high school (2) students. Primary and secondary school children’s behavioral profiles were reported to differ significantly between both physical activity levels and sedentary behaviors, while preschool students’ behavioral profiles only differed between sedentary behaviors. Higher parental education was most prevalent in clusters with significantly higher levels of PA in primary and secondary students, while there were equivocal trends for parental education level influencing behavioral profiles of high school students. These findings suggest there is some association between the behavioral profiles of student’s physical activity and sedentary behavior, and parental education level, most noticeably during the early to middle age stages. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

14 pages, 444 KiB

Open AccessArticle

The Association between Education Outside the Classroom and Physical Activity: Differences Attributable to the Type of Space?

by Mads Bølling, Erik Mygind, Lærke Mygind, Peter Bentsen and Peter Elsborg

Children 2021, 8(6), 486; https://doi.org/10.3390/children8060486 - 07 Jun 2021

Cited by 14 | Viewed by 4571

Abstract

Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in [...] Read more.

Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were associated with (mean, [95% CI]) −24.3 [−41.8, −7.7] min SED and +21.3 [7.7, 36.4] min LPA compared to school days with non-green EOtC (e.g., cultural and societal institutions or companies) and with +6.2 [−0.11, 11.48] min MVPA compared to school days with a school-ground EOtC. No sex differences were found. In conclusion, school days with green EOtC must be considered promising to counteract children’s sedentary behaviours during school hours. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

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10 pages, 2026 KiB

Open AccessArticle

Study of Motor Competence in 4–5-Year-Old Preschool Children: Are There Differences among Public and Private Schools?

by Marcos Mecías-Calvo, Carlos Lago-Fuentes, Víctor Arufe-Giráldez and Rubén Navarro-Patón

Children 2021, 8(5), 340; https://doi.org/10.3390/children8050340 - 26 Apr 2021

Cited by 1 | Viewed by 1834

Abstract

The objectives of this study were (1) to investigate the presence of preschool children with severe motor difficulties (SMDs) and (2) to evaluate the existence of differences in the motor competence (MC) of preschool children from public and private schools based on gender. [...] Read more.

The objectives of this study were (1) to investigate the presence of preschool children with severe motor difficulties (SMDs) and (2) to evaluate the existence of differences in the motor competence (MC) of preschool children from public and private schools based on gender. A total of 581 preschool children (4.66 ± 0.52 years) from Galicia (Spain) were assessed. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect the data. Preschool children from public schools presented a greater number of SMDs (OR = 20.65; CI = 9.99–85.53; p < 0.001). Preschool children from private schools have higher scores on the variables studied (for example, manual dexterity (p < 0.001), aiming and catching (p < 0.001), balance (p < 0.001), total test score (p < 0.001), and total percentage score (p < 0.001)). Regarding the gender factor, differences were found in manual dexterity (p < 0.001), aiming and catching (p = 0.014), balance (p < 0.001), total test score (p < 0.001), total percentage score (p < 0.001), and in the interaction of both factors in balance (p < 0.001), total global score (p = 0.004), and total percentage score (p < 0.001). Preschool children from private schools are less likely to have severe movement problems and score higher on all dimensions of the MABC-2 than preschool children from public schools analyzed in this study. Likewise, girls score higher than boys in all dimensions, except in aiming and catching. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

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18 pages, 286 KiB

Open AccessArticle

Adolescents’ Perceptions and Experiences of Their Responsibilities for Their Alcohol Use—A Group Interview Study

by Mari A. Mynttinen, Kaisa E. Mishina and Mari K. Kangasniemi

Children 2021, 8(3), 214; https://doi.org/10.3390/children8030214 - 11 Mar 2021

Cited by 1 | Viewed by 1897

Abstract

Young people often experiment with alcohol during adolescence, which is a period of their life that is characterized by increasing responsibility. Knowing how adolescents perceive responsibilities with regard to their alcohol use could prevent their alcohol consumption and help them to take responsibility [...] Read more.

Young people often experiment with alcohol during adolescence, which is a period of their life that is characterized by increasing responsibility. Knowing how adolescents perceive responsibilities with regard to their alcohol use could prevent their alcohol consumption and help them to take responsibility for this aspect of their lives. This study describes adolescents’ perceptions and experiences of their responsibilities for alcohol use. We used a qualitative descriptive method that focused on 87 adolescents aged 14–16 years, from two schools. They took part in semi-structured interviews in 19 groups in Finland in 2017. The data were analyzed using inductive content analysis. The adolescents described alcohol as harmful, but tempting, and said that they were developing a sense of responsibility for their alcohol use. They were responsible for their own wellbeing, behaving responsibly if they drank and intervening in peers’ alcohol use. They talked about how their parents had unquestionable responsibilities to care about whether adolescents drank alcohol. Their parents’ responsibilities related to the guidance they gave, how strict they were and how they responded to adolescents using alcohol. Anonymous and intense support from authorities encouraged adolescents to learn to take responsibility. Identifying and focusing on their responsibilities could help adolescents to develop into healthy individuals and increase their awareness of the need to avoid alcohol. Parents may also need support to meet their responsibilities. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

14 pages, 275 KiB

Open AccessArticle

Supporting Student’s Mental Health: A Cross-Sectional Survey for School Nurses

by Pihla Markkanen, Minna Anttila and Maritta Välimäki

Children 2021, 8(2), 129; https://doi.org/10.3390/children8020129 - 10 Feb 2021

Cited by 4 | Viewed by 3670

Abstract

Children’s and adolescents’ health problems are often related to mental health, and their wellbeing should be supported in schools. This study describes school nurses’ role and how equipped they are in recognizing students’ mental health needs and in supporting students’ mental health. Moreover, [...] Read more.

Children’s and adolescents’ health problems are often related to mental health, and their wellbeing should be supported in schools. This study describes school nurses’ role and how equipped they are in recognizing students’ mental health needs and in supporting students’ mental health. Moreover, we explored the methods used and the barriers that exist for supporting students’ mental health. A national survey for members of the Finnish Public Health Association working as school nurses was conducted (n = 136/648, 21%). The survey questionnaire was analyzed using descriptive statistics and qualitative data using manifest content analysis. Participants (n = 127/133, 96%) agreed that they had an important role in ensuring that students’ mental health needs are met on time. Around one-third reported training needs for mental health interventions (n = 42/115, 36%), and a similar proportion (n = 42/136, 31%) indicated lacking adequate knowledge and skills for supporting mental health among culturally diverse students. Identified barriers for students getting help were a lack of options for sending students to mental health services (n = 92/134, 69%) and a lack of adequate training (n = 81/134, 68%). School nurses are key in providing early mental health support to students. Therefore, the availability of intervention education and training on assessing and supporting students’ mental health is needed and should be improved. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

12 pages, 270 KiB

Open AccessArticle

Factors Associated with Mental Health Problems among Malaysian Children: A Large Population-Based Study

by Norhafizah Sahril, Noor Ani Ahmad, Idayu Badilla Idris, Rajini Sooryanarayana and Mohamad Aznuddin Abd Razak

Children 2021, 8(2), 119; https://doi.org/10.3390/children8020119 - 07 Feb 2021

Cited by 7 | Viewed by 4961

Abstract

Mental health problems are a major public health issue, particularly among children. They impair children’s development, academic achievement, and ability to live a productive life. The present study aimed to determine the prevalence and factors associated with mental health problems among children aged [...] Read more.

Mental health problems are a major public health issue, particularly among children. They impair children’s development, academic achievement, and ability to live a productive life. The present study aimed to determine the prevalence and factors associated with mental health problems among children aged 5 to 15 years old in Malaysia. Data from the National Health and Morbidity Survey (NHMS) 2015 were analyzed. A validated Strengths and Difficulties Questionnaire (SDQ) was used. The overall prevalence of mental health problems among children in Malaysia was 11.1%. Multiple logistic regression analysis revealed that for every year increment in age, mental health problems decreased by 5%. Further analysis found that children who had fathers with a non-formal education and worked in the private sector, had parents who were widowed or divorced, and had either parent with mental health problems were more likely to have mental health problems themselves. Children from the lower socioeconomic group and who had either parent with mental health problems had higher odds of having mental health problems in Malaysia. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

13 pages, 296 KiB

Open AccessArticle

Secondary School Pupils’ Mental Wellbeing Is Associated with Belonging to a Perceived Minority and Experiencing Discrimination

by Pinja Kokkonen, Christina Athanasopoulou, Helena Leino-Kilpi and Evanthia Sakellari

Children 2021, 8(2), 71; https://doi.org/10.3390/children8020071 - 21 Jan 2021

Cited by 2 | Viewed by 2331

Abstract

Adolescents’ mental health is a global issue and there is a growing interest in tackling mental health in schools. The study aimed to assess secondary school pupils’ mental wellbeing and the factors related to their mental wellbeing (sociodemographic characteristics, perception of belonging to [...] Read more.

Adolescents’ mental health is a global issue and there is a growing interest in tackling mental health in schools. The study aimed to assess secondary school pupils’ mental wellbeing and the factors related to their mental wellbeing (sociodemographic characteristics, perception of belonging to a minority, and discrimination). Data were collected from 12–17-year-old pupils of a Finnish secondary school via an online questionnaire. Data were analyzed with descriptive statistics and ANOVA for group comparisons. Participants’ (Ν = 114) mental wellbeing scores were above average (47.5, max. 70). Worse family relations were independently associated with worse mental wellbeing. Additionally, significantly lower scores on mental wellbeing were found among pupils who thought they belonged to a minority due to appearance, sexual orientation, and/or chronic disease. Participants who had experienced discrimination had significantly lower mental wellbeing scores in comparison to those who never had such an experience. In conclusion, mental health promotion interventions which promote good family relations should be targeting different youth groups in order to address their specific needs. Thus, screening programs which identify pupils who are at risk or belong to minority groups are needed, in order to direct them to proper services when needed and/or implement mental health promotion interventions accordingly. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

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Review

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18 pages, 1061 KiB

Open AccessEditor’s ChoiceReview

Feeling Unsafe at School and Associated Mental Health Difficulties among Children and Adolescents: A Systematic Review

by Yuko Mori, Elina Tiiri, Prakash Khanal, Jayden Khakurel, Kaisa Mishina and Andre Sourander

Children 2021, 8(3), 232; https://doi.org/10.3390/children8030232 - 17 Mar 2021

Cited by 19 | Viewed by 6783

Abstract

This study systematically reviewed the literature on perceived school safety. We investigated the prevalence, factors and associated mental health difficulties, as well as cross-cultural findings. Five databases were searched up to 9 February 2021 for peer-reviewed papers published in English. We included quantitative [...] Read more.

This study systematically reviewed the literature on perceived school safety. We investigated the prevalence, factors and associated mental health difficulties, as well as cross-cultural findings. Five databases were searched up to 9 February 2021 for peer-reviewed papers published in English. We included quantitative studies that explored the perception of school safety among children and adolescents. The reference lists of the selected papers were also searched. We conducted a narrative synthesis of the included studies. The review included 43 papers. The mean prevalence of the students who felt unsafe at school was 19.4% and ranged from 6.1% to 69.1%. Their perceived safety was associated with a wide range of personal, school, and social factors. Not feeling safe at school was related to being victimized and mental health difficulties, including depressive symptoms and suicidal behavior. Higher perceived school safety was associated with measures such as the presence of a security officer and fair school rule enforcement. The results showed the lack of cross-cultural studies on perceived school safety. Empirical studies are needed that examine the mechanisms of school safety, using valid measures. A clear definition of school safety should be considered a key aspect of future studies. Full article

(This article belongs to the Special Issue School-Based Approaches for Health Promotion and Prevention of Health Problems)

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