International Journal of School Health
Volume:10 Issue: 4, Autumn 2023

The connections between physical activity and happiness in children with autism are relatively unexplored. The aim of this study was to scrutinize the relationships between objective physical activity and happiness in children with autism, considering mental health as a potential mediator. The present study employed a cross-sectional descriptive-correlational approach. A sample of 68 children with autism (average age 11.28 years) from Gorgan, Iran, was selected in 2022 through convenience sampling. The ActiGraph wGT3X-BT accelerometer was used to objectively measure physical activity. The Oxford Happiness Inventory (OHI) and the Depression, Anxiety, and Stress Scale (DASS-21) were employed to assess happiness and mental health, respectively. The Pearson correlation test and structural equation modeling was utilized for data analysis. The children did not adhere to the recommended guidelines of 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. Sedentary time was found to have a significant negative correlation with happiness (r=-0.561, P<0.001). Conversely, MVPA showed a significant positive correlation with happiness (r=0.851, P<0.001). In addition, MVPA exhibited a significant negative correlation with mental health issues, including depression, anxiety, and stress (r=-0.729, P<0.001). Lastly, mental health was found to significantly mediate the relationship between MVPA and happiness (z=8.148, P<0.001). High-intensity physical activity is positively associated with the happiness and mental health of children with autism. Therefore, physical education teachers and sports coaches are encouraged to incorporate high-intensity physical activities into their lesson plans to promote the well-being of children with autism.

Paying attention to well-being in educational contexts is essential in evaluating educational systems’ health and dynamics. This research investigated the mediating role of academic self-efficacy in the correlation between school belonging and self-compassion in students with physical-motor disabilities. This correlational study employed structural equation modeling as the analytical approach. The statistical population for this study comprised all 12-18-year-old students with physical-motor disabilities in Ahvaz, Iran in 2022. The convenience sampling method was employed to select 282 students with physical-motor disabilities as participants. To collect data, the Academic Well-Being Questionnaire (AWQ), Sense of School Belonging Questionnaire, Self-Compassion Questionnaire-Long Form (SCS-LF), and Students’ Academic Self-Efficacy Questionnaire (SASEQ) were used. The proposed model was evaluated using structural equation modeling in SPSS version 27 and AMOS version 24. The mean and standard deviation of academic well-being, school belonging, self-compassion, and academic self-efficacy were 120.79±23.62, 66.48±19.46, 75.45±20.33, and 98.46±42.53, respectively. The findings revealed significant correlations between academic well-being and all direct paths except school belonging (P=0.001). Furthermore, the indirect paths of school belonging and self-compassion exhibited significant associations with academic well-being, mediated through the role of academic self-efficacy (P=0.001). Moreover, the model fit criteria, including comparative fit index (CFI) and root mean square error of approximation (RMSEA), were 0.98 and 0.04, respectively. Based on the results, the modified and final model of the study demonstrated a strong fit with the data. This model serves to identify practical factors contributing to the academic well-being of adolescents with physical-motor disabilities. Holding educational workshops to enhance school belonging and self-compassion in these students can improve their academic self-efficacy and overall well-being.

Diabetes Mellitus (DM) is a severe and long-term condition affecting glucose metabolism, with its prevalence reaching alarming levels. According to the International Diabetes Federation, diabetes is becoming increasingly common among African children and adolescents. This study examined the demographic factors influencing adolescents’ knowledge, perceptions, and attitudes about diabetes in Delta State, Nigeria. The study utilized a descriptive cross-sectional design. Seven hundred students from Ogbe Secondary School Effurun and Nana College Warri were selected using simple random sampling from November 2019 to February 2022. Data was collected through a four-part semi-structured questionnaire, which included socio-demographic characteristics, knowledge of DM, perception of DM, and attitude towards DM. Inferential statistics were determined using logistic regression at a significance level of P<0.05. The average age of the participants was 14.99±1.86 years. Significant determinants of DM knowledge were ages of 16-22 years (P<0.001, OR=1.902), female sex (P=0.001, OR=1.874), senior classes (P<0.001, OR=3.825), and training on the prevention of DM (P=0.001, OR=1.735). Additionally, significant determinants of attitude towards DM were ages of 16-22 years (P=0.001, OR=1.885), female sex (P<0.001, OR=2.652), senior classes (P<0.001, OR=4.128), and training on the prevention of DM (P=0.002, OR=1.748). The study identified demographic variables that predict knowledge, perception, and attitude toward DM among in-school adolescents. These variables should facilitate public health programs’ success and positive outcomes.

Many high-risk behaviors often co-occur during adolescents’ development and can be linked to their life patterns, beliefs, and early maladaptive schemas (EMS). This research aimed to determine the association between EMS and high-risk behaviors among teenagers in Shiraz, Iran.

This cross-sectional study was conducted in 2022, involving 348 adolescents aged 13 to 19 selected through a convenience sampling method in Shiraz, Iran. The Young Schema Questionnaire was utilized to assess EMS, and a researcherdeveloped self-reported checklist was used to collect demographic and behavioral data from the adolescents, including smoking, drug usage, alcohol use, and hookah use. Logistic regression assessed the association between behavioral characteristics and adolescents’ EMS aspects.

Among the 348 adolescents, 187 (53.7%) were male. The relative frequencies of hookah, alcohol, and drug use among boys were 31.6%, 40.1%, and 10.2%, respectively, whereas among girls, they were 11.2%, 15.5%, and 1.2%, respectively. A significant difference was observed between the two groups in terms of the relative frequencies of hookah (P=0.001), alcohol (P=0.001), and drug usage (P=0.008). A significant association was found between different domains of schemas and high-risk behaviors among the participants.

The findings suggested that EMS may predict high-risk behaviors. Therefore, early-life interventions should be considered in line with factors contributing to controlling the negative consequences of EMS among adolescents. Further research is recommended to evaluate this population’s predisposing factors for EMS and preventive interventions.

Strengthening students with self-efficacy in emotional management and self-regulation can be a potent deterrent against risky behaviors. This study sought to explore the mediating effect of academic self-regulation on the relationship between risky behaviors and social competence among high school students with learning disabilities (LDs). This was a descriptive correlational study. The population encompassed all high school students with LDs in Ahvaz, Iran from February 2023 to April 2023. One hundred fifty-eight students were chosen using cluster sampling and received research questionnaires. The study tools comprised the Iranian Adolescents Risk-taking Scale (IARS), Social Competence Questionnaire (SCQ), and Academic Self-Regulation Questionnaire (SRQ-A). Using Structural Equation Modeling (SEM), the hypothesized model underwent evaluation, and bootstrapping was utilized to assess indirect relationships. Data analysis was conducted with SPSS version 26 and AMOS version 25. The mean and standard deviation (SD) for students’ risky behaviors, social competence, and academic self-regulation were 86.75±12.39, 112.18±24.25, and 42.05±9.86, respectively. The findings highlighted a significant relationship between social competence and academic self-regulation (β=0.71, P<0.001) and between academic self-regulation and risky behaviors (β=-0.65, P<0.001). However, the direct link between social competence and risky behaviors was insignificant (β=-0.16, P=0.115). However, the relationship between social competence and students’ risky behaviors became significant when mediated by academic selfregulation (P<0.001). In the final model, the values for CFI and RMSEA were 0.98 and 0.041, respectively. The study’s outcomes indicated that the final model was well-fitted and crucial for recognizing factors influencing risky behaviors in students with LDs. Enhancing social competence and academic self-regulation might offer a pathway to mitigate risky behaviors among these students.

Many individuals are grappling with food insecurity due to the ongoing global recession. Childhood malnutrition poses a risk factor for adult morbidities, underscoring the need for cost-effective strategies to prevent and combat this issue. This study aimed to determine the impact and challenges of in-school nutrition programs, shedding light on the difficulties faced within the context of the COVID-19 pandemic. A cross-sectional survey of schools across four South African provinces—Gauteng, Western Cape, Northwest, and KwaZulu-Natal—was conducted between April 2022 and May 2022. A total of 36 schools were selected at random. Three interviews (questionnaires) were administered to each school’s principal, teacher, and food handler. Additionally, an observational checklist was employed. Qualitative data underwent thematic analysis utilizing an inductive approach through Atlas. ti software, while Microsoft Excel was utilized to analyze the checklist data. Results were presented using descriptive statistics. The school communities have experienced substantial overall benefits from the school feeding programs. Survey results demonstrated a noteworthy reduction in the prevalence of unemployment, poverty, dependency on grants, and larger families within the surveyed districts. However, some meals were consumed less frequently due to a lack of flavor. The school feeding programs have yielded positive impacts. In order to enhance outcomes, there is a need to incorporate more protein-rich foods (such as meat and eggs) and a more comprehensive array of spices/flavors. These changes will respectively enhance the nutritional content and appeal of the meals.