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Relevant bibliographies by topics / Health education (Middle school)

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Academic literature on the topic 'Health education (Middle school)'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Health education (Middle school)"

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Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla, and Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students." Children & Schools 42, no. 1 (December 18, 2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.

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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.

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Ubudiyah, Masunatul, Nursalam Nursalam, and Tintin Sukartini. "Middle School Students’ Perception on a Health Promoting School to Prevent Bullying: A Qualitative Study." Jurnal Ners 16, no. 1 (January 17, 2021): 6. http://dx.doi.org/10.20473/jn.v16i1.23399.

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Introduction: Bullying at school is an old phenomenon in the adolescent group. Despite massive prevention programs, it has not yet resolved by teachers and schools, and this also can affect school climate aspects. The aim of this study was to explore students’ perceptions who are being bullying victims about health promoting schools to prevent bullying at school.Methods: This study used a qualitative case study design. The research sample was 18 middle school students in grades 8 and 9 in East and West Surabaya. A sample was recruited through snowball sampling. Interview guidelines were used to collect the data through in-depth interviews. The data were subjected to thematic analysis.Results: Middle school students identified three main requirements related to prevent bullying were health education, health services, and healthy school environment. These themes were found among the participants with a bullying victim’s history.Conclusion: Health education, health services, and healthy school environment are the theme for preventing bullying cases at school. To prevent bullying requires collaboration from various parties, such as students, teachers and school policy makers to be able to apply the rules while in school.

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Ralston, Penny A., Bonnie Greenwood, Thomas Cornille, Linda L. Brown, Dykibra Gaskin, and Iris Young-Clark. "The Nutrition Education Initiative Resource Guide." Californian Journal of Health Promotion 12, no. 1 (May 1, 2014): 01–15. http://dx.doi.org/10.32398/cjhp.v12i1.1551.

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Background and Purpose: With obesity in children and youth continuing to be a major health problem in the U.S., schools are considered an important setting to implement programs to address the issue but few have focused on middle school students. The purposes of this study were to: 1) determine the effectiveness of a school-based nutrition education program, the Nutrition Education Initiative (NEI) Resource Guide, in improving school lunch eating behaviors of middle school students, and 2) identify science teachers’ perceptions of the materials. Implementation: The project was implemented by 16 middle school science teachers and 309 seventh grade students in a medium-sized north Florida community. The NEI Guide included three conceptual areas (Build a Healthy Base, Choose Sensibly and Aim for Fitness), major concepts, objectives, narrative information, and teaching strategies. Evaluation: Using a pre-/post without control group design, the study involved collecting data via food recall surveys with students, and surveys and interviews with teachers. Data were analyzed using descriptive statistics and paired t-tests. Results: During lunch time, a higher proportion of students met the recommended dietary servings for dairy, meat, vegetables, fruit, juice and grains from pre-test to post-test. Students also significantly increased dietary intake of meat (p< .01), fruit (p< .01) and fruit/juice combined (p< .05); and significantly decreased intake of fried vegetables (p< .001), with decreased fat intake approaching significance (p< .06). Differences in dietary patterns were noted between the two schools studied. Science teachers perceived the NEI Guide as effective; yet they also identified challenges including lack of adequate training, lack of time to implement the materials, and lack of collaboration with the project team. Conclusion: The project outcomes suggest that middle school science teachers can positively impact school lunch eating behaviors of middle school students in selected schools by incorporating nutrition education in their curricula.

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Park, HeeGyeong, and Sukhee Ahn. "Effect of school eye health education program on eye health knowledge and practice in middle school students." Journal of Korean Academic Society of Nursing Education 28, no. 2 (May 31, 2022): 117–26. http://dx.doi.org/10.5977/jkasne.2022.28.2.117.

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Purpose: This study aimed to examine the effects of an eye health education program on the level of knowledge and eye health practice of middle school students. Methods: This quasi-experimental study was conducted using a pretest-posttest nonequivalent control group non-synchronized design. The study participants were from one middle school first graders in a province of Korea. The experimental group was composed of three classes (76 students), and the control group was composed of three other classes (77 students). Pretests were conducted in June for the experimental group and in August for the control group. The experimental group received an eye health education program developed for this study consisting of four sessions in total, given once a week for 45 minutes per session. The control group was instructed by the school's health teacher in the eye health education included in the existing health education curriculum. Posttests were conducted three weeks after the training in the control group and immediately after the fourth eye health education session in the experimental group. Results: After being instructed in the eye health education program, the eye health-related knowledge (t=9.45, p<.001) and eye health practice (t=2.18, p=.031) of the experimental group participating in the education program were higher than those of the control group. Conclusion: The eye health education program was effective in improving middle school student’s level of eye health-related knowledge and eye health practice. School health teachers could implement this program as a part of the standard eye health education for middle school students. The long-term effects of practicing eye health behavior needs to be confirmed in a future study.

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王, 珂. "How to Infiltrate Mental Health Education into Middle School Physical Education." Advances in Education 12, no. 08 (2022): 2734–39. http://dx.doi.org/10.12677/ae.2022.128413.

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Lee, Gyu Young. "School Health Practical Competencies and Professional Attitude of School Health Teachers By School Levels." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 11 (June 15, 2023): 325–37. http://dx.doi.org/10.22251/jlcci.2023.23.11.325.

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Objectives This study aims to provide basic data for the development of a health teacher training program that can enhance the school health practice competency of health teachers in the future by identifying the level of school health teachers' practical competency and professional attitude, and identifying the correlation. Methods A self-administered questionnaire survey was conducted on general characteristics, school health practice competency, and professional attitude of 1,267 elementary, middle, and high school health teachers in Gyeonggi-do. The analysis method was t-test using SPSS / WIN 23.0, ANOVA, Scheffé test, and Pearson Coefficient Correlation were conducted, and the statistical significance level was set at 0.05. Results For school health practice competency, elementary school scored 147.59 points, middle school 148.17 points, and high school 143.55 points, which were statistically significant (F=6.35, p=.002). Among the school health practice competencies, the item that answered the highest was ‘gender problem solving ability’ (F=8.19, p<.001), understanding of physical development 17.64 points (F=4.08, p=.017), and family function. 16.82 points for understanding (F=3.62, p=.027), and 16.79 points for understanding the conceptual framework of school health came out significantly (F=8.50, p<.001). The item with the lowest practical competency was ‘ability to use systems’ (F=4.26, p=.014). Professional attitudes were also higher in elementary and middle schools than in high schools (F=4.50, p=0.11). The item with the highest professional attitude score was ‘professionals require continuing education’, with 3.94 points for elementary school, 3.92 points for middle school, and 3.86 points for high school (F=7.63, p=.001). There was a positive correlation between school health practice competency and professional attitude (r=.42, p<.001). Comparing the results of a study measured in 2002 with the same tool as this study, it was found that school health teachers' practical competency in school health increased, but their professional attitude decreased. Conclusions Based on the results of this study, There was a significant difference in the school health practical competency scores of elementary, middle and high school health teachers by school level, so a customized health teacher training program for each school level is needed. You may need to run it as a training course.

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Szucs, Leigh E., Catherine N. Rasberry, Paula E. Jayne, India D. Rose, Lorin Boyce, Colleen Crittenden Murray, Catherine A. Lesesne, J. Terry Parker, and Georgi Roberts. "School district-provided supports to enhance sexual health education among middle and high school health education teachers." Teaching and Teacher Education 92 (June 2020): 103045. http://dx.doi.org/10.1016/j.tate.2020.103045.

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Jun, Seong Sook, Eun Hee Heo, Su Jung Ha, Mi Hwa Han, and Miyoung Kim. "Needs for mental health education among middle school students." Korean Journal of Health Education and Promotion 33, no. 3 (September 30, 2016): 13–23. http://dx.doi.org/10.14367/kjhep.2016.33.3.13.

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Elliot, Laura. "District partners support students’ mental health." Phi Delta Kappan 99, no. 5 (January 22, 2018): 47–50. http://dx.doi.org/10.1177/0031721718754813.

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Asheville City Schools and Buncombe County Schools in Asheville, N.C., have partnered with the United Way of Asheville and Buncombe County to develop strategies for responding to the emotional and mental health needs of middle school students in those districts. More than 40 community partners have joined their efforts, which include a focus on resilience and mindfulness.

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Singer, Randi, Natasha Crooks, Jules Gelbort, Jennifer Neely, and Pia Lenon. "Nursing Student-Led Health Education for Sixth Graders on Chicago’s South Side." SAGE Open Nursing 7 (January 2021): 237796082110290. http://dx.doi.org/10.1177/23779608211029070.

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Introduction Partnerships between schools of nursing and grade schools providing health education to youth are shown to be advantageous. Using Community Based Service Learning for nursing students at a middle school in Chicago, IL, we were able to improve health education for adolescents in an underserved area. Objective This project aimed to improve and standardize existing health education efforts for sixth graders (n = 30) at a middle school by developing an evidence-based health education curriculum with nursing students. Methods This was a descriptive study with a pretest and posttest evaluation addressing the physical, emotional, and sexual health knowledge, attitudes and behaviors of participating sixth graders. Results Findings suggest service-learning partnerships may benefit middle schoolers and nursing students. Conclusion Implementing a culturally relevant health curriculum using a service-learning framework increased sexual, physical, and emotional health knowledge in Latinx sixth graders and enhanced nursing student learning in a way not possible through classroom and clinical practicum experiences alone.

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Dissertations / Theses on the topic "Health education (Middle school)"

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Gunsel, Stacy. "Middle School Health Policies: Teacher Perspectives." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125434359.

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Eatinger, William M. "A middle school physical education curriculum guide." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/832.

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Vidourek, Rebecca. "Elementary & Middle School Teachers’ Use and Perceptions of School Connectedness Strategies." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250797889.

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Shahid, Barbara. "A study of school principals and the promotion of nutritional health in middle grade schools." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2555.

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Middle school education is fundamental to the lives of millions of adolescents. It is a time of great opportunity for stimulating cognitive, emotional, and psychosocial growth and development. At the same time, the middle school environment can exacerbate the problems that some students face. To this end, decisions by school administrators to promote nutritional health that positively influence the eating behaviors of students on campus are crucial to the learning environment. The purpose of this study was to examine the relationship of school principals and the nutritional environment of middle grade schools through an analysis of the affective, social, and educational factors that may contribute to dietary behavior among students. The research methodology for this study consisted of both quantitative and qualitative analysis. The quantitative population included all middle grade school principals (N = 40) in Kern County, California. Of that number, 68 percent of the principals responded to the survey. The qualitative interview sample (n = 8) consisted of principals selected from the survey population. An analysis of the findings indicated that the nutritional environment of the middle grade school depends on the quality of leadership employed by the principal. Approximately ninety percent of the principals surveyed felt they had inadequate training in nutritional health to integrate nutrition into the curriculum. Sixty-two percent believe they have minimal input into decisions regarding the sale of convenience foods and beverages on their individual campuses. Therefore, their leadership responsibility in the promotion of nutritional health among students does not go beyond that of an overseer. While most principals believe that school leadership and the promotion of nutritional health are interrelated, many principals allow the sale of convenience foods and beverages on their campuses. Clearly, there is inconsistency between what is believed and what is overtly practiced. The results from this study will enable stakeholders of middle grade school education to modify administrative policies and practices in nutrition health promotion.

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Johnson, Cheryl Ann, and Paul Gregory Rossi. "Physical education health related topics in the middle grades." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1824.

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It is our goal to create a curriculum where students have the opportunity to learn and promote competency in the area of health and fitness. Additionally, to be able to reason critically and integrate the information learned through healthy choices and understand the importance of physical fitness and exercise.

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Jackson-Howard, Cynthia Darlene. "Teachers' Perceptions of Multimodal Literacies in Middle School Health Literacy Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/322.

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Health literacy, defined as the ability to understand and use health information to make informed decisions, is critical to maintaining health; however, not all U.S. states mandate strategies to improve adolescents' health literacy. Moreover, many middle school teachers are often unaware of how their roles could improve the health literacy of their students. Multimodal literacies help students to create meaning through viewing print-based resources and using digital technologies. The purpose of this study was to investigate teachers' perceptions of the effectiveness of multimodal literacies on adolescents' overall health literacy via the introduction of health literacy programs into the curriculum. This qualitative research data were gathered, analyzed, and categorized using unstructured narrative interviews and the research was guided by the socioecological model. A phenomenological approach was used to conduct in-depth interviews with 6 middle school teachers. These interviews yielded 4 common themes: efficacy of multimodal literacy, health literacy, blending cultures, and responsibility. The results suggested that (a) multimodal literacies with adolescent literacy components can be used in the middle school curriculum, and that (b) these literacies can help inform policy changes. Understanding teachers' perceptions about multimodal literacy could help to improve adolescent health literacy in the middle school system. Positive social change could occur if school systems understand the utility of incorporating adolescent health literacy in the present curriculum. Doing so could help reduce future health care costs and improve the future health of students.

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Katz, Shira. "A garden-based nutrition and culinary activity curriculum for middle-school adolescents." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523048.

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The purpose of this project was to create a 6-week nutrition education and culinary skill curriculum for use by educators of middle-school adolescents in conjunction with use of an existing school-based educational garden and kitchen facility. Specifically, this project provides guidelines for delivering education regarding an overall healthy lifestyle during the adolescent years, optimal nutrition, food safety, meal plans, and kitchen skills, two times per season for each of the major seasons (fall, winter, spring) coinciding with the typical Pacific Northwest school calendar.

The curriculum was designed to provide educators with age appropriate lessons based on scientifically-founded information. The curriculum was reviewed by an expert panel and modifications were made based on their recommendations. The final curriculum was not pilot tested.

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Backus, Angela S. "The Relationship between Bullying Behaviors and Perceived School Connectedness among Middle School Students." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1278441371.

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Forsdick, Heather Ann. "Authentic assessment handbook for middle school physical education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1444.

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Wright, Jounice Blackmon. "School Violence and Teacher Resiliency at a Midwest Elementary/Middle School." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1512.

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The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Using NVivo, Version 10, I was able to more easily manage the volumes of text data. Reoccurring themes and meanings were triangulated with a resiliency questionnaire, school climate surveys, and field notes. The overarching themes that emerged were that teacher resiliency at the target school was lowered when its teachers were exposed to a school climate which allowed for excessive violence, especially fights. A second overarching theme was that there were inconsistencies in the support offered by the school administration, which negatively impacted teacher resiliency. A third overarching theme was that there was a significant lack of parental and community support, which also negatively affected teacher resiliency at the target school. Overarching themes that emerged can now be used to support the need for more effective teacher training about school violence. The outcomes may also help generate improved school violence policies at the local, state, and national levels.

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Books on the topic "Health education (Middle school)"

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Telljohann, Susan Kay. Health education: Elementary and middle school applications. 4th ed. Boston: McGraw-Hill, 2004.

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Telljohann, Susan Kay. Health education: Elementary and middle school applications. 3rd ed. Dubuque, IA: McGraw-Hill, 2001.

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1953-, Wolford Symons Cynthia, and Pateman Beth, eds. Health education: Elementary and middle school applications. 9th ed. New York: McGraw-Hill, 2012.

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1953-, Wolford Symons Cynthia, and Pateman Beth, eds. Health education: Elementary and middle school applications. 6th ed. Boston: McGraw-Hill Higher Education, 2009.

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Spindt, Gary Berg. Middle school phyusical education. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1993.

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1958-, Telljohann Susan Kay, Wolford Symons Cynthia 1953-, and Miller Dean F, eds. Health education in the elementary & middle-level school. 2nd ed. Madison, WI: Brown & Benchmark Publishers, 1996.

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Montana. Office of Public Instruction. and Dodge Data Systems Inc, eds. Montana 2000 school health education profile: The status of health education in Montana schools. Helena, Mont: Dodge Data Systems, 2000.

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Montana. Office of Public Instruction. Montana 2002 school health education profile: The status of health education in Montana schools. Helena, Mont: Dodge Data Systems, 2002.

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Wycoff-Horn, Marcie R. Health education teaching strategies for middle and high school grades. Reston, Va: American Association for Health Education, 2006.

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Wycoff-Horn, Marcie R. Health education teaching strategies for elementary and middle grades. Reston, Va: American Association for Health Education, 2006.

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Book chapters on the topic "Health education (Middle school)"

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Rispoli, Kristin M., and Gloria K. Lee. "COMPASS for Middle School Mental Health." In COMPASS and Innovative Education for Students with Autism, 173–90. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31395-0_8.

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Parker, Alison E., and Janis B. Kupersmidt. "Two Universal Mindfulness Education Programs for Elementary and Middle-School Students: Master Mind and Moment." In Mindfulness in Behavioral Health, 335–54. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_21.

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Du, Fuyu, and Jing Zhu. "Mobile Terminal-Based Remote Counseling Education System for Middle School Students’ Mental Health." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 351–64. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-21161-4_27.

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Lin, Chichun, and Sel J. Hwahng. "Community and Social Support." In Global LGBTQ Health, 147–82. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-36204-0_6.

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AbstractLesbian, gay, bisexual, transgender, and queer (LGBTQ or LGBTQ+ if the latter context includes other identities) individuals tend to experience high levels of minority stress, which might increase their mental health challenges. Especially for LGBTQ individuals in low- and middle-income countries (LMICs), they might additionally experience inadequate access to physical and mental health services, limited financial support, low levels of education, and limited capacity of their governments to solve the societal oppression of this population, which can aggravate minority stress. Social support can buffer the negative effects of minority stress and allow someone to feel cared for, loved, esteemed, valued, and as belonging in their communities. This chapter presents a general overview of social support LGBTQ people may receive from their parents, siblings, school peers, teachers, intimate partners, and colleagues. We also describe the benefits of specific communities of LGBTQ-identifying people, including those who identify as a nonbinary gender, intersex, or asexual/aromantic; those with interests in BDSM, leather, or polyamory lifestyles; people living with HIV; LGBTQ youth and seniors; and virtual and religious communities.

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Povey, Jenny, Stefanie Plage, Yanshu Huang, Alexandra Gramotnev, Stephanie Cook, Sophie Austerberry, and Mark Western. "Adolescence a Period of Vulnerability and Risk for Adverse Outcomes across the Life Course: The Role of Parent Engagement in Learning." In Family Dynamics over the Life Course, 97–131. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_6.

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AbstractAdolescence is a time when developmental and contextual transitions converge, increasing the risk for adverse outcomes across the life course. It is during this period that self-concept declines, mental health problems increase and when young people make educational and occupational plans for their future. Considerable research has shown that parent engagement in their child’s learning has positive effects on academic and wellbeing outcomes and may be a protective factor in adolescence. However, it is during adolescence that parent engagement typically declines. Most studies focus on early childhood or use cross-sectional designs that do not account for the high variability in both the child’s development and the parent-child relationship over time. In this chapter, we examine the association between parent engagement and students’ outcomes—self-concept, mental health, and educational aspirations—drawing on national data from the Longitudinal Study of Australian Children, while accounting for the school context—school belonging, peer connection problems, and bullying—and parenting styles using panel fixed effects models. We then explore perceptions of parental engagement and educational aspirations among a sample of adolescent students from highly disadvantaged backgrounds using interviews from the Learning through COVID-19 study. Findings show that parent engagement is important for students’ outcomes such as self-concept, mental health and aspirations in early and middle adolescence, even when accounting for family and school context factors. Further, parent engagement in late adolescence, with students from highly disadvantaged backgrounds, continues to be important for positive student outcomes.

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Tones, Keith, Sylvia Tilford, and Yvonne Keeley Robinson. "School Health Education." In Health Education, 83–117. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3230-3_4.

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Chandra-Mouli, Venkatraman, and Sheila Vipul Patel. "Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries." In The Palgrave Handbook of Critical Menstruation Studies, 609–36. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_46.

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Abstract This review aims to answer the following questions: (1) how knowledgeable are adolescent girls in low- and middle-income countries (LMIC) about menstruation and how prepared are they for reaching menarche, (2) who are their sources of information regarding menstruation, (3) how well do the adults around them respond to their information needs, (4) what negative health and social effects do adolescents experience as a result of menstruation, and (5) how do adolescents respond when they experience these negative effects and what practices do they develop as a result? Using a structured search strategy, articles that investigate young girls’ preparedness for menarche, knowledge of menstruation, and practices surrounding menstrual hygiene in LMIC were identified. A total of 81 studies published in peer-reviewed journals between the years 2000 and 2015 that describe the experiences of adolescent girls from 25 different countries were included. Adolescent girls in LMIC are often uninformed and unprepared for menarche. Information is primarily obtained from mothers and other female family members who are not necessarily well equipped to fill gaps in girls’ knowledge. Exclusion and shame lead to misconceptions and unhygienic practices during menstruation. Rather than seek medical consultation, girls tend to miss school, self-medicate, and refrain from social interaction. Also problematic is that relatives and teachers are often not prepared to respond to the needs of girls. LMIC must recognize that lack of preparation, knowledge, and poor practices surrounding menstruation are key impediments not only to girls’ education, but also to self-confidence and personal development. In addition to investment in private latrines with clean water for girls in both schools and communities, countries must consider how to improve the provision of knowledge and understanding and how to better respond to the needs of adolescent girls.

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Stephens, Michael Dawson, and Gordon Wynne Roderick. "Middle-Class Initiatives Prior to 1850." In Post-School Education, 74–106. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003288213-3.

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Liu, Xu, and Steven Cowan. "Senior Middle School." In Education for Economic and Social Transformation in Rural China, 89–101. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003202363-6.

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Bloomfield, Veronica, Susan M. Gapinski, Gregory Warren, and Marni E. Fisher. "Middle School Stories." In Lessons from the Transition to Pandemic Education in the US, 27–38. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183785-4.

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Conference papers on the topic "Health education (Middle school)"

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Diana, Wulan, Sri Winarni, and Sriawan. "Health Knowledge in Class VII Middle School Students in Yogyakarta State Middle School 14." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009788204350439.

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ZHAO, YUNPENG, LIAOKUN YE, and CHAOHU HE. "INFLUENCE OF BMI VALUE ON MIDDLE AND LONG DISTANCE RUNNING OF URBAN AND RURAL MIDDLE SCHOOL STUDENTS IN SOUTHWEST CHINA." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35959.

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Abstract. BMI is an important index used to evaluate human health status and degree of obesity in the world. The body mass index of middle school students affects the future national health level of our country. With the progress of the country and society, the health of the youth is the “health” of the motherland. In this paper, by sampling the physical index data of some urban and rural middle schools in Yunnan Province, the influence degree of BMI value on middle and long-distance running performance was analyzed by using relevant mathematical statistical methods. According to the data analysis, the influence coefficient is obtained. The BMI value is in the healthy range, and the middle and long distance running performance will be better accordingly. Obese and thin students do worse in middle and long distance running.

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"Discussion on the Parents-School Bases Cooperation Mode of Mental Health Education in Middle Schools." In International Conference on Education, Management, Computer and Society. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001760.

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Lu, XueLian. "The Psychological Development Features and Health Maintainance for Middle School Students." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.278.

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Nurmayanti, Rani, I. Nengah Tanu Komalyna, and Sugeng Iwan Setyobudi Maryam Razak. "Effect of Balanced Diet Education with Media Comic on Modification of Eating Behavior in Adolescents at Middle School, Malang." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.37.

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Background: Obesity remains the main malnutritional problem globally. One of the contributing factors is the imbalance diet eating behavior. This study aimed to analyze the effect of balanced diet education with media comic on modification of eating behavior in adolescents at middle school, Malang, East Java. Subjects and Method: A randomized control trial study was conducted at Middle School, Malang, East Java, in November 2018. A sample of 64 students was randomized into two groups: (1) Experiment group that received diet education using media comic, and (2) Control group that received no intervention. The dependent variables were knowledge, attitude, and skill of eating behavior. The independent variable was diet education using media comic. The data were analyzed by independent t-test. Results: After the intervention, the experimental group had higher mean of knowledge (Mean= 92.72; SD= 10.78), attitude (Mean= 83.23; SD= 18.13), and skill (Mean= 78.79; SD= 16.94) than the control group, including knowledge (Mean= 88.68; SD= 11.47), attitude (Mean= 87.60; SD= 8.60), and skill (Mean= 79.94; SD= 14.31), and it was statistically insignificant in each outcomes, (p= 0.151), (p= 0.223), and (p= 0.770) respectively. Conclusion: Diet education with media comic is effective in improving knowledge, attitude, and skill of eating behavior in students, but it is not statistically significant. Keywords: diet education, media comic, eating behavior, balanced diet Correspondence: Rani Nurmayanti. School of Health Polytechnics, Ministry of Health. Jl Besar Ijen 77C Malang, East Java. Email: freshrunz@gmail.com. Mobile: +6285258334321. DOI: https://doi.org/10.26911/the7thicph.02.37

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Qu, Feihua. "Application of PCA in Psychological Health and Assistance Program of Middle School Student." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.4.

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Chan, Waichun. "Correlation Analysis of Physical Exercise and Mental Health of Middle School Students — An Empirical Study based on 10 Middle Schools in H Province." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.141.

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Gao, Qiancheng, Siyu Peng, and Ruoxi Zhang. "Taking Cram School Courses and Negative Emotion in Middle School Students: The Moderating Role of Parent-Child Relationships." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.120.

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Liu, Zhuofan, Huimin Song, Fan Gao, and Kesui Deng. "The Solutions to Middle School Students' Psychological Health Education under the Background of Micro-Era." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.58.

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PuHua, Li. "The Predicament and Improvement Strategy of Primary and Middle School Educational Punishment in China." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.056.

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Reports on the topic "Health education (Middle school)"

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Mathur, Chhavi, Sara Ahmed, Aakriti Parasha, Darab Nagarwalla, Sanskriti Menon, Bhageerath Swaraj, Rifa Meddapil, et al. Development of Water Classrooms for Middle School Students. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1206.2023.

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Water, recognised by United Nations’ Sustainable Development Goal 6, is essential to sustain all life. It intersects with various aspects of our civilisation, heritage, health, and survival. In this project, we developed pedagogical tools using place-based, multidisciplinary, imaginal, and interactive content for middle school students. The expected outcome of this pedagogy is to equip students with knowledge and core competencies such as critical transdisciplinary analysis, systems thinking, and collaborative decision-making that are essential to reimagine just, resilient, and equitable water futures. We called this curriculum the “Water Classrooms”. The core partners in this work included Living Waters Museum, Centre for Water Research, Science Activity Centre at Indian Institute of Science Education and Research (IISER Pune), and the Centre for Environment Education (Pune).

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Ahmed, Syeda Kashfee, Anna Dabrowski, Katherine Dix, and Toby Carslake. School-based interventions that support mental health and psychosocial wellbeing in low- and middle-income countries. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-714-4.

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It is encouraging to see a focus on student mental health increasingly reflected in international education policies. However, the growing number of school-based mental health and wellbeing programs makes it challenging to identify quality interventions that effectively support student mental health, and even harder to identify evidence-based programs that link mental health support to learning. There is also a lack of comprehensive evidence on the effectiveness of mental health and wellbeing interventions in relation to student academic outcomes, particularly in low- and middle-income countries (LMIC). In response to renewed interest in understanding how the education sector can provide effective mental health support in LMIC, this Rapid Evidence Assessment aimed to provide new evidence on mental health programs that support both student wellbeing as well as academic outcomes in LMIC. In particular this review investigated: the effectiveness of school-based interventions that support mental health promotion and psychosocial wellbeing for students aged 5–19 years in LMIC, and the influence of such programs on academic readiness and student academic achievement.

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

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Amenya, Donvan. Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.128.

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This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational skill training, vocational training, and financial literacy are effective in supporting school return for disadvantaged adolescent girls. While results from systematic reviews show that girls clubs can be effective in supporting school retention for disadvantaged girls, there is limited evidence on effectiveness of clubs in supporting school return for disadvantaged girls. The review found very limited evidence on effectiveness of financial and multi-faceted interventions in supporting school return for disadvantaged girls with disabilities.

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Burchett, Helen, Sally Griffin, Malica de Melo, Joelma Joaquim Picardo, Dylan Kneale, and Rebecca French. Structural interventions aiming to enable adolescent use of contraception in low- and middle-income countries - Final project report. Centre for Excellence and Development Impact and Learning (CEDIL), September 2022. http://dx.doi.org/10.51744/cswp5.

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Reducing adolescent pregnancy is a global public health priority and enabling contraceptive use is one way to achieve this. Broader determinants of contraceptive use, such as poverty, education and social norms, can affect knowledge, attitudes, motivation and ability to access and use contraception. Structural interventions aim to address these broader determinants and include cash transfer interventions, interventions to encourage participation in school, empowerment interventions and interventions aiming to change social norms. We conducted an evidence synthesis to explore a) what structural interventions have been evaluated for their effect on adolescent contraceptive use in low- and middle-income countries and b) how such interventions may work.

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.

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Holt, Jason. Middle School Agricultural Education Curriculum. Ames (Iowa): Iowa State University, December 2023. http://dx.doi.org/10.31274/cc-20240624-1003.

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Sunderman, Emma. 9-Week Middle School Agricultural Education Curriculum. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-8.

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De la O, Ana, Cecilia Rossel, and Pilar Manzi. Opting Out from Public Services and the Social Contract in Latin America. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005329.

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The seemingly upward trend in opting out from public services and the segregation of income groups in public and private education and health systems has raised concerns about the future of an already fragmented social contract in Latin America. In this chapter, we examine the evolution of the use of private education and private health insurance in selected countries during the first two decades of the 2000s. We also examine the socio-demographic correlates of the decision to opt out, and the association it has with attitudes that are relevant to understand the foundations of the social contract in the region. Overall, the evidence suggests that scholars concerns about the fragility of the social contract are justified, but with some nuances. Wealthy households are mostly opting out of the public education system, and the middle-class is split with a substantial proportion of households opting for private schools. On the other hand, opting out from public health is only prevalent among wealthy households, and even within that group the share of households who are paying for a private health insurance is much smaller than the share of households who opt for private education. For both policy domains, however, we find that people who use private services have worse evaluations of public services, express less support for the public provision of those services, and more generally, are less supportive of redistribution compared to people inside the public systems. We discuss the implications of these descriptive statistics for the sustainability of the public provision of services and the social contract.

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Saad, Marissa E., Caitlin Nolby, Peter Henson, Fnu Anamika, and Denise Buckner. Eclipse Ballooning STEM Outreach for Elementary, Middle, and High School Education. Ames (Iowa): Iowa State University. Library. Digital Press, January 2017. http://dx.doi.org/10.31274/ahac.9760.

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