When the deadly EF-4 tornado devastated the Winston County in 2014, the local hospital and various doctors’ offices and clinics were destroyed. Win School District (WSD) had already realized the need to reestablish health care services within the school, and now county health professionals realized they were unable to meet the health care needs of the county. A partnership emerged with the Winston County Health Foundation and established a School-Based Health Clinic (SBHC) on the lower elementary school campus. The purpose of this research study was to investigate the lived experiences of school administrators, teachers, parents, and health professionals related to the SBHC in a rural school district. An exploratory qualitative research design was selected for the study to answer the central, overarching research question: How do teachers, parents, health professionals, and administrators describe their experiences related to an SBHC in a rural school district? Overall, as experienced by school administrators, teachers, parents, and health professionals, and evidenced by official school records, the SBCH met a tremendous health need in the community and had a positive impact on students’ academic achievement, students’ attendance, and teachers’ attendance. This study focused on the benefits and advantages, disadvantages and challenges, impact on student and teacher attendance, impact on student achievement, and suggested improvements. Lessons learned and insights are provided for educational leaders that can be used to promote and implement SBHC programs in Mississippi as well as throughout the country.

School-based health clinics are on the rise while telemedicine is increasingly used to provide communities access to health care. Incorporating the two together poses to create healthier school communities. Parker County Hospital District collaborated with Weatherford Independent School District (WISD) to implement the district's first telemedicine school-based health clinic. This project is in partnership with Parker County Hospital District to explore parent perceptions and desires of telemedicine and school-based health clinics to facilitate utilization among the WISD community.

School-based depression prevention programs are being implemented in schools across the world in efforts to inoculate children and adolescents from depressive symptoms. This meta-analysis examined 56 manuscripts with a total of 82 studies which focused on school-based programs to determine how they affect depression, anxiety, cognitive skills, self-esteem, coping, and internalizing behaviors. For these specific outcomes, effect sizes ranged from .08 to .25. All combined outcomes yielded a significant effect size of .15. Moderator analyses revealed key differences that identified characteristics of the most effective programs. Targeted programs servicing at-risk students yielded an effect size of .31, while universal programs produced a significant but small effect size of .07. However, the program facilitator seemed to impact the effectiveness of all types of programs. Non-school personnel produced a .39 effect size with targeted samples, and .17 with universal samples, while school personnel produced about one half to a third of the effect.

Childhood obesity has become epidemic in the United States. One of the best places to combat this problem is within the school system. The purpose of this study was to examine changes in exercise self-efficacy, science interest, and science knowledge of children who participated in a school-based anatomy and healthy lifestyle intervention called Anatomy Academy. In this pilot study, 212 study participants were recruited from 5th and 6th grade children enrolled in one of three charter schools who participated in our 7-week intervention, Anatomy Academy. Children completed four questionnaires pre and post intervention: (1) a science knowledge questionnaire, (2) a science interest questionnaire, (3) an exercise self-efficacy questionnaire, and (4) a demographic questionnaire. A statistically significant difference was found in participants’ pre and post test scores on the science knowledge questionnaire. Anatomy Academy was well received by children, parents, and faculty and provides helpful curriculum for science and physical education classes.

The purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's highest degree earned, (h) principal's total years in education, (i) principal's years in an instructional position, (j) principal's administrative experience, (k) year the school opened, (l) student enrollment, and (m) free and reduced lunch percentages. Common patterns and trends in the data were analyzed to reveal differences between schools with high teacher retention and schools with low teacher retention. All principals of elementary schools in Hillsborough County Public Schools, Florida and Orange County Public Schools, Florida were invited to participate in the study. Data were collected through a researcher created, 32-question, online questionnaire. Both quantitative and qualitative data were gathered. A total of 147 principals completed the survey. Descriptive statistics were used to report the findings and recommend various areas in need of further study. Analyses of these data found that induction activities that were cited in literature as important were being implemented in schools. These induction activities, organized from most implemented to least implemented, were: (a) formal observation by the principal, (b) mentoring, (c) offer school-level professional development, (d) provide an open door policy, (e) visit classrooms of new teachers often, (f) final (end of year) assessment conferences, (g) provide common planning time for grade levels, (h) encourage district level professional development, (i) give time to observe veteran teachers, (j) involve new teachers in decision making, (k) mid-year assessment conference, (l) provide positive feedback for effective practice, (m) preliminary assessment conference, (n) team building activities, (o) allow new teachers to teach same grade level for at least two consecutive years, (p) offer in-service targeting school policies and procedures, (q) reduce number of students with discipline issues when assigning students to new teachers, (r) provide common planning time with mentor, (s) implement professional reading book club (t) reduce workload of new teachers, and (u) certification exams study group. Data also revealed that schools with high teacher retention tended to be older schools, smaller schools, and schools with fewer percentages of students who received free and reduced lunch. When compared to principals in low retention schools, the principals in high retention schools tended to have more teaching experience, were assigned to their present school for several years, and were older. High retention schools showed significantly less teacher migration and attrition than low retention schools. Recommendations based on this study include investigating how school culture relates to teacher retention and examining teacher migration in more detail. Research is needed to determine how mobility of a school district, new construction, rezoning, allocation cuts, and the reappointment process for teachers affects teacher migration rates of schools. In addition, further study could be done to target specific induction components to determine how to make them effective at the school level. Mentoring, team-building activities, and scheduling are components of induction that need further study.

Occupational therapy has been recognized as an essential profession in the area of low vision (American Academy of Ophthalmology, 2017). With the increasing number of older individuals developing visual impairments, focus has been placed on educating occupational therapy practitioners (OTPs) about adult and geriatric clients. However, the same emphasis has not been placed on best practices for pediatric clients with low vision. Wittich, et al. (2016) reports that entry-level occupational therapy programs do not consistently provide adequate instruction to create competence treating a sensory loss such as vision or hearing. Additionally, over 90% of school-based OTPs report having students with low vision, but only half of those therapists report having sufficient confidence to complete assessments (Workman, et al., 2016). Therefore, pediatric specific continuing education is needed for school-based OTPs to improve confidence and competence in low vision. To address this need, Expanding Horizons in Pediatric Low Vision Education (Expanding Horizons) will be created to address the educational needs of school-based OTPs. Expanding Horizons is a professional education and networking program. It will provide information and collaboration opportunities regarding the expanded core curriculum (ECC), which is required for students with visual impairment and should be vii provided simultaneously to their academic instruction (Chase, 2022; Sapp & Hatlen 2010). As part of Expanding Horizons, OTPs will have access to continuing education in each area of the ECC, a resource library, practice chats, and one on one consultation with a pediatric low vision expert. This program will allow OTPs to develop a framework for assessment strategies and opportunities for collaboration and consultation with a focus on school-based occupational therapy provision.

No description available.

This study addressed obesity of youth in a predominantly African-American school and was concerned with the implementation of a CVD intervention program, Project Health Curriculum, for high school students, focusing on early health promotion and support to children at risk of developing adult diseases. A health promotion program was implemented at a high school in Canton, Mississippi, to equip students with information to help reduce risk behaviors that could lead to health problems. This intervention was conducted in the health and physical education classes. Students were given the opportunity to report their knowledge and behaviors by participating in a pretest. A posttest was completed after the health promotion intervention. A Wilcoxon Signed Ranked test was computed to analyze the differences between the pretest and posttest scores of the students on the Project Health Student Survey (PHSS) to determine if the intervention program impacted their attitudes, practices, and knowledge regarding their risk behaviors and practices. The posttest served as the student outcome measure and indicator of the effectiveness and perceived usefulness in modifying student risk behaviors when compared to the pretest scores. Changes in student behaviors were found in several of the categories examined. The results of the study indicated that a carefully designed prevention/intervention program within the school curriculum can positively impact student behavioral practices to improve students’ quality of life. As the State of Mississippi deals with the epidemic of obesity and the prevalence of CVD, preventing these diseases from increasing is a priority. Strategies and programs for weight maintenance, weight reduction, and health promotion must become a public health and education priority, especially among the youth.

The prevalence rate of childhood obesity has increased rapidly worldwide. The childhood obesity epidemic is associated with many adverse health consequences in children as well as a financial burden for a nation’s economy. A meta-analysis was conducted to investigate the effectiveness of school-based childhood obesity prevention programs in preventing childhood obesity. The objectives of this study were to 1) identify the most effective childhood obesity prevention programs through effect size comparison, and 2) identify important program components that affect the effectiveness of the intervention through subgroup analysis. The Comprehensive Meta-Analysis (CMA) program was used for all statistical analyses. Results of the meta-analysis demonstrated that the summary effect size was small (d = 0.039, 95% confidence interval). The school-based program identified in the meta-analysis as the most effective had a d value of 0.368. Subgroup analyses were performed because this meta-analysis study was heterogeneous (Q = 167.774, p = 0.001) with an I2 value of 68.410%. The subgroup moderators were length of program duration, age of participants, nutrition, physical activity, parental involvement, specialist involvement, and theory based versus non-theory based intervention programs. Subgroup analyses demonstrated that significant differences (p < 0.05) occurred among the moderator components. Programs that targeted younger children less than ten years old and programs that were theory based were more effective. The meta-analysis study contained publication bias because the funnel plot was skewed and smaller studies were missing. To further explore the publication bias problem, Classic fail-safe N and Duval and Tweedie’s trim and fill analyses were performed. Classic fail-safe N indicated that two programs were missing from the present study to achieve a non-biased result. The Duval and Tweedie’s trim and fill analysis demonstrated that a small mean effect size difference was detected between the present observed studies and the unbiased effect size. The small mean effect size difference indicated that the results and the reported effect sizes in this meta-analysis study were valid.

No description available.