International Journal of School Health
Volume:11 Issue: 2, Spring 2024

Upper crossed syndrome (UCS) is a prevalent postural issue among adolescents, with a rapid increase in its occurrence. This study aimed to investigate the impact of scapular stabilization exercises on alignment, joint position sense, and functional stability of the upper limbs in adolescent girls with UCS. This randomized, controlled trial, double-blind study was conducted in December 2022 at the Laboratory of Sport Science of Bu-Ali Sina University, Hamedan, Iran. The study included 48 adolescent girls with UCS. The participants were randomly assigned into either the experimental or the control group. The experimental group performed scapular stabilization exercises for eight weeks and the control group received no intervention. The outcome measures were kyphosis angle measured by a flexible ruler, forward head and rounded shoulder angles measured by photography and Kinovea software, shoulder joint position sense measured by a goniometer, and upper limb functional stability measured by the upper quarter Y-balance test. The assessments were done before and after the intervention. The results showed that the experimental group improved significantly more than the control group on all the outcome measures (P<0.05). The experimental group had a significant decrease in kyphosis (P=0.001, 95%CI=[3.05%, 7.27%]), forward head (P=0.001, 95%CI=[4.21%, 7.70%]), rounded shoulder (P=0.001, 95%CI=[5.01%, 8.40%]) angles, and in joint reposition error (P=0.001, 95%CI=[1.07%, 2.89%]). Also, there was a significant improvement in upper limb functional stability in the right (P=0.042, 95%CI=[-3.56%, -0.91%]) and left (P=0.032, 95%CI=[-4.31%, -0.20%]) directions, as compared with the control group. The study results indicated that scapular stabilization exercises can improve alignment, joint position sense, and functional stability of the upper limbs in adolescent girls with UCS. Therefore, these exercises could be an effective intervention for preventing or treating UCS and its associated problems.

Focusing on the health and wellness within educational settings is essential, as it plays a vital role in measuring the effectiveness of educational processes. Given the correlation between self-compassion and benefits of empathy on academic well-being, the present study investigated the mediating role of academic buoyancy in high school students. Using a descriptive-correlational approach, structural equation modeling (SEM) was employed to analyze the interplay between variables. Through multistage cluster sampling method, 384 high school students were selected between February and April 2023 in Ahvaz, Iran. The participants were asked to fill out School Related Well-Being Scale (SWBS), Self-Compassion Scale (SCS), Empathy Assessment Scale (EAS), and Academic Buoyancy Scale (ABS). The proposed model was evaluated using SEM. Statistical analysis was performed using SPSS Amos version 25. Significant positive correlations were found between self-compassion and academic well-being (r=0.22, P=0.008), as well as between self-compassion and academic buoyancy (r=0.37, P=0.001). A positive correlation was also observed between the benefits of empathy and academic buoyancy (r=0.36, P=0.001). Furthermore, a significant positive correlation existed between academic buoyancy and academic well-being (r=0.59, P=0.001), along with significant indirect paths through academic buoyancy to academic well-being (P=0.010). The study findings supported the goodness of fit of the proposed model, suggesting its potential utility in developing interventions to enhance students’ academic well-being.

Sports and physical activity (PA) are recognized not only as beneficial activities but also as complex phenomena with a variety of functions. The present study aimed to examine the association between children’s PA and their social health, moral development, and physical fitness. This was a descriptive-correlational study. The study included 384 middle school students who were selected through convenience sampling method (average age of 14.12 years) from Tehran, Iran, in 2023. We used Physical Activity Questionnaire for Adolescents, Keyes’s Social Well-being Questionnaire and Moral Development Questionnaire for measuring PA, social health and moral development, respectively. Physical fitness was measured using two tests including “Shuttle Run 4*9” and “Stork Balance Stand”. The data were analyzed using both the independent t-test and Pearson correlation test. There were no gender differences among boys and girls regarding age and BMI (both P>0.05). Children had a medium level of PA (2.65 out of 5); PA showed direct and significant correlations with social health (r=0.539, P<0.001), moral development (r=0.427, P<0.001) and physical fitness (r=0.630 and r=0.408, both P<0.001). Moreover, boys had significantly higher PA (P<0.001), social health (P<0.001), moral development (P<0.001), and physical fitness (P<0.001) than girls. These results suggested the necessity to enhance the level of physical activity (PA) among middle school students. Furthermore, it is advised that physical education teachers and sports coaches incorporate physical education programs to promote PA in middle school students.

Many individuals, particularly adolescents, often deal with anxiety which in turn impacts their environmental perception. The present study aimed to compare the effectiveness of group schema therapy and cognitive bias modification (CBM) on test anxiety in high school male adolescents. This was a semi-experimental study with a pre-test and post-test design, two experimental groups, and a control group. The statistical population included all male high school students of Abadan, Iran in the academic year of 2020-2023. A total number of 45 people were selected using the convenience sampling method from secondary high schools in Abadan, Iran. Fortyfive students were assigned into two experimental groups and a control group (15 students in each group). The first experimental group received schema therapy (eight 90-minute sessions; one session every week) and the second experimental group received cognitive bias modification (eight 20-minute sessions; two sessions every week). The control group was considered on the waiting list. The General Self-Efficacy Scale was used for data collection. The tools used were Ahvaz Test Anxiety Inventory )ATI) and Probe Dot Task (PDT). SPSS version 25 was applied to analyze covariance. Most of the participants were mathematics (64%) and a tenth grade (62%) students. The study results showed a significant difference between Schema Therapy, CBM, and control groups in test anxiety based on the pre-test and pre-test scores (P=0.001). Also, the experimental and control groups had significant differences in reaction time and attentional bias based on the pre-test and pre-test scores (P=0.001, P=0.025, P=0.038, P=0.026). The Schema Therapy and CBM groups also showed a significant difference between pre-test and post-test observations (P=0.001). However, no difference was found in the control group based on pre-test and post-test scores (P=0.054, P=0.424, P=0.709, P=0.066). Schema therapy and CBM groups showed a significant difference in test anxiety between the pre-test and post-test observations. However, no difference was found in the control group. Given the pre- and post-test scores, the CBM experimental group and the control group showed significant differences in reaction time and attentional bias However, there were no significant differences in the control group. Thus, it can be concluded that these two treatment models can be used to reduce the mentioned psychological abnormalities in students and help improve their mental health.

Environmental factors significantly impact the quality of school open spaces, creating small-scale collective areas that can positively influence student health. Among these factors, thermal health is crucial in promoting well-being. This study aimed to investigate the influence of Sky View Factor (SVF) on physiological and mental thermal health of secondary school girls in Shiraz, Iran.

A quantitative structural research method was applied in this study. Physical health assessment was conducted using Standard Effective Temperature (SET) and physiological equivalent temperature (PET) models based on ASHRAE55 and ISO7730 standards. Mental Thermal Health was calculated using Predicted Mean Vote (PMV) and Predicted Percentage of Dissatisfied (PPD) models with Fanger equation. Digital thermometer, thermo- hygrometer, and anemometer Testo were used to collect temperature, humidity, and wind data on the 15th day of April until June 2022. Additionally, the radiation temperature was determined using Energy Plus v8/7. SVF for each station was determined through spherical photography with Nikon Coolpix 4500 camera. Thermal health simulations were carried out using Raymanv1.2. The correlation between SVF and thermal health values was examined using SPSS version 26.

Among the six stations, Station 3 had the highest SVF (0/853) and was the warmest, while Station 2 had the lowest SVF (0/442) and was the coolest throughout the studied period. As SVF decreased, both physiological and mental thermal health values increased.

Resting areas near shady trees showed reduced SVF and improved students’ thermal health. Moreover, our results indicated that the impact of SVF on physiological thermal health was more significant than mental thermal health.

It is important to address individual and interpersonal factors involved in behavioral problems to prevent their serious consequences. This study investigated the mediating role of executive functions in the correlation between intelligence and student-teacher relationship with behavioral problems. This was a cross-sectional study with a descriptive-correlational approach. The statistical population included the students of the first grade to third grade in Bojnord, Iran. Using the cluster sampling method, two elementary schools (first period) were selected for data collection from February 2023 to April 2023. The study participants were 351 students aged 6 to 10 years old. The parents completed the Child Behaviour Checklist (CBCL/6–18), and Behavioral rating inventory of executive functions (BRIEF). The teachers completed the Student-Teacher Relationship Scale (STRS) for each student, and the students were tested individually by the Colored Progressive Matrices Test (CPMT). The data were analyzed using PLS version 4 and SPSS version 22 by correlation test and structural equation model. The findings showed that executive functions have a significant impact on behavioral problems (β=0.43, P<0.001) and the intelligence and conflicts in the student-teacher relationship strongly affect executive functions (β=-0.44, P<0.001, and β=0.41, P<0.001, respectively). Also, our results showed that intelligence and conflicts in the student-teacher relationship indirectly through executive functions affect behavioral problems (β=-0.19, P<0.001, and β=0.17, P<0.001, respectively). Positive teacher-student relationships are vital for improving self-regulation skills, academic performance, and emotional and social well-being of elementary school students.

Puberty is an important period that requires proper guidance for a safe transition to the next stage of development. The role of school counselors is crucial in guiding students as they face challenges and complexities during counseling. The present study aimed to assess needs and challenges faced by school counsellors in providing puberty counselling for girls. A descriptive-analytical cross-sectional design was used in this study. A total number of 132 school counsellors were selected using the convenience sampling method from the girl’s high schools of Kerman Province, Iran in 2020. A researcherdesigned questionnaire was used to collect data. Mean and standard deviation, non-parametric tests, such as Mann-Whitney, Kruskal-Wallis, and Spearman correlation coefficient tests of SPSS version 22 were used for data analysis. The mean age of the study participants was “43.75±6.94” years. Results showed that most of the counsellors agreed with the “need for specialized education for counsellors on an international level and based on new sciences” “(94.7%)”, while most disagreed with “not adhering to professional ethics in counselling” “(69.7%)”. Additionally, the highest total mean was attributed to the “inadequate skills in counselling” “ (M±SD=24.67±16.78)”, indicating high disagreement, and the lowest mean was attributed to “financial and human resources limitations” “(M±SD=4.87±4.2)”. The study results showed that there is a necessity to implement strategic measures to enhance the quality of counseling services and elevate the status of school counselors. A thorough understanding of counselors’ expertise is essential for them to utilize their skills efficiently and boost their effectiveness. Thus, it is recommended that future research includes interventions aimed at furthering the training of school counselors.