The Accessibility of Online Mental Health Crisis Resources in Texas Public School Districts.

Youth mental health and access to mental health resources are ongoing concerns for many students, families, and school personnel. Schools are trusted entities with the potential to disseminate accurate information. However, little is known about how school districts utilize the opportunity to connect students to trustworthy online mental health crisis resources. The objective of this study was to determine whether school districts are using technology to connect students to mental health resources. Using a stratified random sample of Texas public school districts, we assessed the presence and accessibility of mental health resources through district websites. Only 20.3% of district websites had mental health crisis resources present. Further evaluation revealed that districts are not fully utilizing technology to promote online mental health crisis resources. School nurses can play a key role in expanding access to mental health crisis resources by developing and promoting such websites.

Implementing culturally responsive and trauma-informed practices with checklists and goal setting.

We discuss the use of two empirically validated behavior-change methods-checklists and goal setting-and designed a checklist to assist behavior analysts in improving their behavioral services to be more culturally responsive and trauma informed. We also present pilot data evaluating the use of the checklist and goal setting on the inclusion of culturally responsive and trauma-informed practices in behavior support plans designed for students in a public school. The training package was effective for both participants, and the participants' weekly goals corresponded to the observed changes in their behavior plans. Moreover, both participants strongly agreed that the checklist was valuable and easy to use and reported increases in their perceived abilities to implement culturally responsive and trauma-informed practices posttraining.

Public school teachers' occupational stress across different school types: a nationwide survey during the prolonged COVID-19 pandemic in Japan.

Objectives: School teaching is regarded as one of the most stressful professions worldwide. To maintain schoolteachers' mental health, the factors influencing occupational stress among schoolteachers must be clarified. This study aimed to investigate public school teachers' work-related stress considering the differences in school types using data from a large-scale nationwide survey conducted during the prolonged coronavirus disease 2019 (COVID-19) pandemic in Japan. Methods: Data from a nationwide survey of public school teachers performed between June 2019 and December 2022 were analyzed. The dataset consisted of repeated cross-sectional data. The total number of participants was 270,777 in 2019, 296,599 in 2020, 299,237 in 2021, and 307,866 in 2022. Information on working hours, job demands, workplace support, stress response, and perceived main stressors were assessed for each type of public school. Results: Regardless of school type, quantitative workload and long working hours were the most significant factors affecting teachers' stress responses. However, stress-related factors among teachers varied significantly between school types. The percentage of junior high school teachers who perceived "extra-curricular club activities" as their main stressor was the highest among all school types. The highest proportion of elementary school teachers perceived "dealing with difficult students" as their main stressor. Meanwhile, interpersonal conflict scores were the highest among special needs school teachers. Teachers' workload and stress levels significantly increased in the third year of the COVID-19 pandemic (2022) compared to the pre-pandemic year (2019) in all school types despite the marginally small score differences. Conclusions: This study highlighted the importance of reducing teachers' workload for their mental health regardless of school types. Meanwhile, perceived work-related stress among teachers differed significantly between school types. Given the possible prolonged impacts of the pandemic on teachers' occupational stress, teachers' stress levels must be monitored throughout and after the pandemic. The results suggest that increasing the number of schoolteachers and support staff and providing adequate organizational support are necessary to prevent teachers' sick leave due to mental disorders. In addition, taking comprehensive countermeasures against teachers' occupational stress, considering the differences in school types, is crucial for safeguarding schoolteachers' mental health.

Safety preparedness in arab public schools.

Background: A proper and adequate school environment is important for an effective learning process and for the maintenance of students' health, given that they spend a considerable amount of time at school. Safety preparedness in schools includes, for example, protection from biological, physical, and chemical risks and physical hazards associated with poor construction and maintenance practices. Objectives: This study aims to evaluate safety preparedness in girls' public schools in the Kingdom of Saudi Arabia (KSA). Methods: Seventeen girls' schools were randomly selected in the Eastern Province of KSA. A designed checklist was used for this study, composed of two main parts. The first part included general information about the school, while the second part was composed of 6 items with a total of 58 questions, evaluating the school's safety preparedness. Results: The safety preparedness in the studied schools ranged between 70 and 90%. Some safety practices were found to be adequately applied, others were poorly applied, and certain items were completely absent. Generally, some examined schools were not compliant several safety and emergency preparedness recommendations. Conclusion: Collaboration between the School Safety Committee and schools is essential to reach a satisfactory standard in terms of school safety. Therefore, it is recommended that the School Safety Committee engages with schools more actively, especially in terms of the preparation of a school safety management plan.

A Comprehensive Examination of the Contaminants in Drinking Water in Public Schools in California, 2017-2022.

OBJECTIVES: Reports of unsafe school drinking water in the United States highlight the importance of ensuring school water is safe for consumption. Our objectives were to describe (1) results from our recent school drinking water sampling of 5 common contaminants, (2) school-level factors associated with exceedances of various water quality standards, and (3) recommendations. METHODS: We collected and analyzed drinking water samples from at least 3 sources in 83 schools from a representative sample of California public schools from 2017 through 2022. We used multivariate logistic regression to examine school-level factors associated with lead in drinking water exceedances at the American Academy of Pediatrics (AAP) recommendation level (1 part per billion [ppb]) and state action-level exceedances of other contaminants (lead, copper, arsenic, nitrate, and hexavalent chromium). RESULTS: No schools had state action-level violations for arsenic or nitrate; however, 4% had ≥1 tap that exceeded either the proposed 10 ppb action level for hexavalent chromium or the 1300 ppb action level for copper. Of first-draw lead samples, 4% of schools had ≥1 tap that exceeded the California action level of 15 ppb, 18% exceeded the US Food and Drug Administration (FDA) bottled water standard of 5 ppb, and 75% exceeded the AAP 1 ppb recommendation. After turning on the tap and flushing water for 45 seconds, 2%, 10%, and 33% of schools exceeded the same standards, respectively. We found no significant differences in demographic characteristics between schools with and without FDA or AAP exceedances. CONCLUSIONS: Enforcing stricter lead action levels (<5 ppb) will markedly increase remediation costs. Continued sampling, testing, and remediation efforts are necessary to ensure drinking water meets safety standards in US schools.

Social Inequities in Exposure to Traffic-Related Air and Noise Pollution at Public Schools in Texas.

Although children are particularly vulnerable to the adverse impacts of vehicular pollution and spend significant portions of their time at school, previous studies have not examined or compared school-level social inequities in exposure to both traffic-related air and noise pollution in the same study area. We addressed this gap through a case study in Texas-the second-largest US state based on total population and number of children. Vehicular pollution exposure was measured using: (1) outdoor concentrations of nitrogen dioxide (NO2), a widely used proxy for traffic-related air pollution; and (2) road noise estimates from the US Department of Transportation's National Transportation Noise Mapping Tool. These variables were linked to data on locations and sociodemographic characteristics of children enrolled in Texas public schools. We found children attending schools with the highest exposure to both NO2 and road noise (top 25%) were significantly more likely to be Black, Hispanic, and eligible for free/reduced lunches (socioeconomically deprived). Results from multivariable generalized estimating equations that control for spatial clustering and other relevant factors revealed that schools with greater NO2 exposure were significantly more likely to serve racial/ethnic minority and younger students, while schools with greater exposure to road noise were significantly more likely to serve socioeconomically deprived and older students. These findings underscore the urgent need to reduce both air pollution and noise exposure at school locations, especially in schools attended by higher proportions of socially disadvantaged children that are often additionally burdened with other challenges.

Adaptation of the Psychological Wellbeing Scale in Mexican medical students / Adaptación de la Escala de Bienestar Psicológico en estudiantes Mexicanos de medicina

Abstract Introduction The Ryff Scale of Psychological Well-Being is the most widely used instrument for assessing the eudemonic perspective of well-being. Although it has been adapted for the Spanish population, it has not been modified for health science students in the Mexican population. Objective Adapt and obtain the psychometric properties of this scale for medical students in the Mexican population. Method The study was conducted with 1,974 undergraduate students, 1,551 from the UNAM Medicine Faculty and 423 from the La Salle University Mexican School of Medicine. The analysis was undertaken using the IBM SPSS Statistics 21 and AMOS 21 SPSS programs. Results An instrument with a robust structure derived from the exploratory and confirmatory factor analyses carried out was obtained, with satisfactory explained variance, adequate internal consistency obtained through the Cronbach's alpha coefficient, and appropriate discrimination. Discussion and conclusion Our adaptation is a suitable version for Mexican medical students with four final dimensions; purpose in life, personal rejection and self-acceptance, personal control, and personal growth.

Resumen Introducción La Escala de Bienestar Psicológico de Carol Ryff es la más utilizada para evaluar la perspectiva eudaimónica de bienestar. Si bien se ha adaptado para población española no se ha adaptado para estudiantes de ciencias de la salud de población mexicana. Objetivo Realizar adaptación y obtener propiedades psicométricas de esta escala para estudiantes de medicina de población mexicana. Método El estudio se desarrolló con 1974 estudiantes de pregrado, 1551 de la Facultad de Medicina de la UNAM y 423 de la Escuela Mexicana de Medicina de la Universidad La Salle. El análisis desarrollado se realizó mediante el programa IBM SPSS Statistics 21 y AMOS 21 de SPSS. Resultados Se obtuvo un instrumento con una estructura sólida derivada de los análisis factoriales exploratorios y confirmatorios desarrollados, con una varianza explicada satisfactoria, una consistencia interna obtenida mediante el coeficiente alfa de Cronbach adaptada y una discriminación favorable. Discusión y conclusión El artículo es una adaptación del instrumento adecuada para estudiantes de medicina mexicanos con cuatro dimensiones finales; proyecto de vida, rechazo personal y auto aceptación, control personal y crecimiento personal.

Association between health risk behaviors and food consumption in adolescents.

The study aims to evaluate the association between substance use and social isolation with food consumption in adolescents. A cross-sectional study was conducted with 2,040 adolescents from a medium-sized city in Brazil. The exposures assessed were the use of alcohol, tobacco, and other substances, and social isolation. The outcomes were the regular consumption (≥5 times/week) of beans, fruit/fruit salad, candies, and soft drinks, and an unhealthy eating score. The association between health risk behaviors and food consumption was assessed through logistic and linear regressions. Regular users of alcohol were more likely to have regular consumption of candies and soft drinks, and those who used tobacco regularly were less likely to have regular bean consumption and more likely to have regular candies consumption. The use of at least one substance was negatively associated with regular bean consumption and positively associated with regular consumption of sweets and soft drinks. Socially isolated adolescents were less likely to have regular bean consumption. Substance use was positively associated with the unhealthy eating score. In conclusion, substance use and social isolation were associated with less regular consumption of healthy food markers and greater regular consumption of unhealthy food markers.

Mississippi Small Farm Product Amounts, Seasonality, and Proximity to K-12 Public Schools.

The study's purpose was to determine small farm product amounts and seasonality and examine spatial relationships between small farms and K-12 public schools in Mississippi. Online survey participation invitations were sent via email to farmers and school food service directors from October 2021 to January 2022. Data were summarized using descriptive statistics and proximities between farms (n = 29) and schools (n = 122) determined using spatial analysis. Median yearly amounts for both fresh fruits and vegetables ranged from 1-50 to 201-500 pounds while other product amounts ranged from 1-50 to >1000 pounds. Fresh fruits, fresh vegetables, and other product seasonality ranged from 1 to 6 months, 1 to 12 months, and 3 to 12 months, respectively. In total, 8 out of 12 fresh fruits, 24 out of 25 fresh vegetables, and all other products were harvested during the academic school year. Fifty percent of the schools were within a 20-mile radius of at least one small farm, while 98% were within a 50-mile radius. While many product amounts were small (1-50 pounds), most were harvested during the school year and in close proximity to at least one school. Contracting directly with farmers may be more attractive to school food authorities given current supply chain disruptions and decreasing product availability for school meal programs.

A randomized controlled trial of an adapted group cognitive-behavioral therapy for burned-out teachers.

OBJECTIVE: Reports regarding experienced teacher burnout in public schools are becoming a concerning issue. Although several therapeutic interventions have been proposed to alleviate burnout symptoms, CBT programs appear to be more practical with large effects on burnout. However, there is limited research investigating the effects of an adapted group-based CBT program on teacher burnout. METHODS: The Maslach Burnout Inventory-Educators Survey was administered to 201 teachers working in public schools in Iran. Initial analyses indicated burnout symptoms in 66 teachers, who were randomly assigned to either a CBT treatment program or a waitlist group. The treatment group attended an adapted group therapy program with various therapeutic coping strategies, cognitive restructuring techniques, and applied relaxation training to facilitate cognitive and behavior change. Multilevel modeling was used to estimate treatment effects on teachers' burnout symptoms. RESULTS: The results indicated the positive effects of the treatment program in improving teachers' emotional exhaustion, depersonalization, and reduced personal accomplishment, which remained significantly elevated at a 6-month follow-up of the intervention. However, treatment effects and improvements in outcome measures were larger for novice teachers. Accordingly, teaching experience moderated the relationship between the group conditions and burnout levels. CONCLUSIONS: The findings from the study suggest this culturally-adapted CBT intervention may contribute to overcoming occupational stressors and reducing teachers' burnout, which is critically important for sustaining the workforce.

Functional Analysis in Public School Settings: A Systematic Review of the Literature.

Previous studies have shown that variations of experimental functional analysis (FA) can be used effectively as part of the functional behavioral assessment process in educational settings. The purpose of the current study was to review the literature pertaining to FA of problem behavior in schools focusing on method, topographies, and results. Results of this review showed that analog functional analysis (AFA) are conducted most often in school settings; but recent trends show that use of adapted formats (e.g., trial-based FA and brief FA) are increasing. Analysis of FA results identified most frequent topographies and maintaining variables of problem behavior in the reviewed studies. Trends in teacher-implemented FA are discussed, as well as discrepancies surrounding the terminology of FA in the literature base. Implications for further research, such as social validity of FA in public schools and use of multiple targeted topographies within school-based FA are presented.

Knowledge and Attitudes towards Vitamin D among Health Educators in Public Schools in Jeddah, Saudi Arabia: A Cross-Sectional Study.

Health educators in schools are a very important part of the education system. Considering the significant prevalence of vitamin D deficiency in the Kingdom of Saudi Arabia, it is important to investigate the knowledge of and attitude towards vitamin D among health educators. This study aims to examine the knowledge of and attitude towards vitamin D among health educators in public schools in Jeddah as well as to identify the associated sociodemographic factors. A cross-sectional study was conducted between May and December 2021 among 231 health educators. Data were collected via a self-administered online questionnaire. The results revealed that only 45% of health educators had good knowledge of vitamin D, and approximately 43% had a positive attitude towards vitamin D. Additionally, those who had good knowledge of vitamin D were males (58.7%) (p = 0.005) and had a bachelor's degree (74%) (p = 0.01). Moreover, male health educators aged 45-54 years had a positive attitude towards vitamin D (3.8 ± 0.7) (p = 0.007). In addition, female health educators who were divorced (3.8 ± 0.7) and widowed (3.6 ± 0.5) (p = 0.04) and those who were administrators (3.3 ± 0.7) (p = 0.01) had a positive attitude towards vitamin D. The Ministry of Education (MOE) in the Kingdom must educate health educators through educational programmes that aim to increase the knowledge of and develop a positive attitude towards vitamin D intake.

Accessibility Improvement of Public Schools Through User Involvement in JAPAN.

According to the amendment (2020) of the Act on the Promotion of Smooth Transportation, etc. of Elderly Persons, Disabled Persons, etc. in Japan, public primary and junior high schools, which are newly built/renovated/extended, should be designed to be physically accessible for students with special needs. In addition, existing schools should also make efforts to improve accessibility. On this background, this paper focuses on the methods to effectively promote accessibility in schools that is achieved through user involvement for inclusive education. The survey subjects were all 164 public schools in Saitama city. A questionnaire to all schools was conducted to find out 1) the features of physical obstacles impeding inclusive education and 2) examples of user involvement in the planning stage of accessibility. In the results, accessible toilets have been installed progressively. However, inaccessible routes and spaces remained because there were no lifts in most existing schools. Regarding user involvement, a good practice was discovered in one case of restroom renovation which reflected parents' requests. In reality, because of the limitation of the budget of the municipality, it was obviously difficult to provide sufficient accessibility in all 164 schools in the short period. To achieve fully accessible schools for everyone, it is crucial to create short/mid/long-term facility management strategies and to share knowledge/skills regarding accessibility improvement among administrative officers, architects, and users, so that they can find efficient and effective ways to promote accessibility.

Debate in Public Versus Independent Secondary Schools in New York City: Post-COVID-19 Health literacy and Equal Access to Basic Educational Opportunities.

Speech and debate (referred to hereafter as debate) has the potential to play an integral role in increasing the health literacy of secondary school students, yet we did not identify published studies examining the prevalence of debate programs in public and independent secondary schools. The purpose of this study was to describe the presence of debate in a probability sample of public and independent secondary schools in New York City (NYC) and explore whether there were differences in the availability of debate programs when schools were classified based on public versus independent status, school enrollment, borough location, and proportion of non-white students enrolled. The sampling frame was constructed using NYC Open Data for the public schools and the publicly available membership directory of the New York State Association of Independent Schools. This cross-sectional study included a ~ 30% random sample comprising 255 public and 17 independent secondary schools. To identify whether schools offered debate programs, school websites were reviewed and follow-up calls were conducted to verify the information online. Independent one-tailed t-tests (a = 0.05), showed that access to a debate program was associated with public/independent status (p = .0000), larger enrollment (p = .0046), borough location (p = .0392), and proportion of non-white students enrolled (p = .0000). Schools with a higher proportion of non-white students were less likely to offer debate programs. Compared with students in public schools, students attending independent schools were more than three times as likely to have debate opportunities. These findings have implications for health literacy and educational equity.

Aerosol fluorescence, airborne hexosaminidase, and quantitative genomics distinguish reductions in airborne fungal loads following major school renovations.

Fluorescent aerosol cytometry (FAC) was compared to concurrent recovery of airborne ß-N-acetylhexosaminidase (NAHA) and quantitative polymerase chain reaction (qPCR) for the respective ability of these methods to detect significant changes in airborne fungal loads in response to building renovations. Composite, site-randomized indoor aerosol samples for airborne fungi measurements were acquired from more than 70 occupied classrooms in 26 different public schools in the Colorado Rocky Mountain Front Range region of the United States. As judged by ANOVA and Pearson's correlation test, statistically significant associations were observed between real-time FAC and airborne NAHA levels, which detected significant reductions in airborne fungal loads immediately following building rehabilitations. With lower confidence, a statistically significant association was also resolved between fluorescing aerosols, NAHA levels, and the recovery of fungal 18S rRNA gene copies by qPCR from simultaneous, collocated aerosol samples. Quantitative differences encountered between the recovery of common genomic markers for airborne fungi and that of optical and biochemical methods are attributed to the variance in 18S rRNA target gene copies that different fungal species can host.

Estressores ocupacionais e docência na educação básica: relatos de professores atuantes em escolas públicas / Occupational stressors and teaching in basic education: reports of public school teachers / Estresores ocupacionales y enseñanza en educación básica: informes de profesores en escuelas públicas

O estresse laboral se desencadeia com a emergência de estímulos aversivos no ambiente de trabalho, que foram abordados nesse estudo, cujo objetivo foi caracterizar os estressores ocupacionais no exercício da atividade docente a partir dos relatos de professores atuantes em duas instituições públicas de educação básica, situadas na região sul de Minas Gerais. A análise de conteúdo revelou como estressores mais enfatizados pelos docentes os fatores intrínsecos ao trabalho (infraestrutura deficitária das escolas, sobrecarga quantitativa e qualitativa de tarefas), os relacionamentos no trabalho (baixo suporte de pais/responsáveis, dificuldades na relação com os alunos) e o papel na organização (sobrecarga de papéis, conflito entre transmissores de papel, grau de responsabilidade). Os resultados, além de contribuírem para desvelar peculiaridades da realidade enfocada e refletir sobre o conteúdo da tipologia de estressores adotada, com possíveis subsídios à construção e refinamento de medidas, facilitaram visualizar tendências gerais na organização do trabalho, como a precarização.

Work stress is triggered by the emergence of aversive stimuli in the work environment, defined as occupational stressors, addressed in this study, which aimed at characterizing the occupational stressors in teaching by analyzing reports from teachers working at two public schools located in the southern Minas Gerais, Brazil. The content analysis has showed three major categories of stressors emphasized by the respondents: intrinsic job characteristics (poor working conditions, quantitative and qualitative workload), work relationships (lack of support from pupils' parents, difficult teacher-pupils relationships) organizational roles (role overload, intersender role conflict, responsibility). In addition to show some features of the context under study and to contribute to reflect on the content of the typology of stressors adopted, with possible subsidies to the construction and refinement of measures, the results provided an overview of general trends in the work organization, such as precariousness.

El estrés laboral se desencadena por la aparición de estímulos aversivos en entorno laboral, abordados em este estudio, que tuvo como objetivo caraceterizar los estresores ocupacionales en el ejercicio de la actividad docente a partir de los relatos de docentes que laboran en dos instituciones públicas de educación básica, en la región sur de Minas Gerais, Brazil. El análisis de contenido reveló como estresores más enfatizados: factores intrínsecos al trabajo (infraestructura deficiente, sobrecarga cuantitativa y cualitativa de tareas), relaciones en trabajo (bajo apoyo de los padres, dificultades en la relación con los estudiantes) y rol en la organización (sobrecarga de roles, conflicto entre transmisores de papel, responsabilidad). Además de contribuir a desvelar peculiaridades de la realidad focalizada y reflexionar sobre el contenido de la tipología de estresores adoptada, con possibles subsidios a la construcción y refinamiento de medidas, los resultados facilitaron la visualización de tendências generales en lá organización del trabajo, tales como precariedad.

Educators' Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools / Atitudes dos Educadores em Relação à Inclusão de Estudantes com Transtorno do Espectro Autista (TEA) nas Escolas Públicas Jordanianas

ABSTRACT: The present study aimed to examine the attitudes of teachers and school professionals towards the inclusion of students with Autism Spectrum Disorder (ASD) in Jordanian schools. Specifically, the study investigates whether the variables of knowledge and training in ASD, educational role, experience in ASD, academic qualification, gender, age, and school level are associated with educators' attitudes towards the inclusion of students with ASD. The descriptive survey method was conducted to examine educators' attitudes and their correlations with the study variables. An electronic survey was completed by 430 participants who were educators at public and private schools in Jordan (including general and special education teachers), school principals, and counselors. The results of the study evidence that Jordanian educators hold neutral attitudes towards the inclusion of students with ASD in Jordanian schools. Further, the study shows that these attitudes are correlated with training and knowledge in ASD. In contrast, educational role, experience, academic qualification, age, gender, or school level are not associated with educators' attitudes. The implications and limitations of the study are discussed.

RESUMO: O presente estudo teve como objetivo examinar as atitudes dos professores e dos profssionais das escolas em relação à inclusão de estudantes com Transtorno do Espectro Autista (TEA) nas escolas jordanianas. Especificamente, o estudo investiga se as variáveis de conhecimento e formação em TEA, papel educacional, experiência em TEA, qualificação acadêmica, gênero, idade e nível de escolaridade estão associados às atitudes dos educadores em relação à inclusão de estudantes com TEA. O método de pesquisa descritiva foi conduzido para examinar as atitudes dos educadores e suas correlações com as variáveis do estudo. Um questionário online foi respondido por 430 participantes que eram educadores em escolas públicas e privadas na Jordânia (incluindo professores de educação regular e especial), diretores de escolas e conselheiros escolares. Os resultados do estudo evidenciam que os educadores jordanianos têm atitudes neutras em relação à inclusão de alunos com TEA nas escolas jordanianas. Além disso, o estudo mostra que essas atitudes estão correlacionadas com a formação e o conhecimento em TEA. Em contraste, o papel educacional, a experiência, a qualificação acadêmica, a idade, o gênero ou o nível de escolaridade não estão associados às atitudes dos educadores. As implicações e as limitações do estudo são discutidas.

How do teachers' perceptions of climate change vary in terms of importance, causes, impacts and mitigation? A comparative study in Bangladesh.

Since climate change education is an integral element in the increasingly urgent global approach to solving the problem of climate change, understanding perceptions of climate change among teachers in different academic institutions could play a significant role in how and to what extent institutions address the need to educate learners on this subject, specifically, and participate in other climate change mitigation strategies, in general. This study, therefore, examines teachers' perceptions of climate change regarding its significance, causes, consequences, and mitigation, through analysis of a self-administered structured questionnaire completed by 95 teachers from public and private educational institutions in the city of Sylhet in Bangladesh. Results from descriptive and inferential statistical analysis show that public and private school teachers have an understanding of climate change regarding its significance, causes, consequences, and mitigation. The results also reveal that the sociodemographic characteristics of teachers, as well as academic-related factors, influence their perceptions of climate change. This research concludes that teachers in public institutions have a greater awareness and understanding of climate change than those working in private schools. The research findings have broader implications for further research and policy recommendations and, in particular, draw the attention of the Departments of Education and Disaster Management in Bangladesh or in countries with similar contexts to introduce environmental and disaster education and training opportunities for teachers.

Public School Trauma Intervention for School Shootings: A National Survey of School Leaders.

Trauma intervention in United States' (U.S.) public schools is varied. The occurrence of public-school shootings across the U.S. elicits questions related to how public schools currently address and provide resources related to trauma for employees and students. A randomized, national survey of public-school teachers, guidance counselors, and administrators was conducted to gather information on public-school preparedness for response to trauma. Findings indicated that only 16.9% of respondents indicated their schools have trauma or crisis plans that address issues related to school shootings. Furthermore, public schools use a variety of strategies to address trauma, but teachers, guidance counselors, and administrators were often unsure about the effectiveness of these trauma interventions in the event of school shootings. Implications for findings suggest methods to enhance next steps in the area of trauma response to school shootings.

Health Risk Behaviors, Experiences, and Conditions Among Students Attending Private and Public High Schools.

BACKGROUND: Approximately 8.8% of US high school students attended private schools in 2015. Few studies have characterized health risk behaviors among these students or compared prevalence of behaviors between students in private and public schools using a contemporary, nationally representative sample. METHODS: Pooled 2007-2017 national Youth Risk Behavior Survey data were used to estimate the prevalence of 35 health risk behaviors for 89,848 public and private high school students. Unadjusted prevalence ratios were used to compare prevalence by school type. Differences in behaviors by school type were explored by sex and grade. RESULTS: Among private school students, the prevalence ranged from 5.0% to 31.9% for sexual risk behaviors; from 0.8% to 30.1% for substance use behaviors; from 0.7% to 21.8% for behaviors related mental health and suicide; from 3.2% to 6.8% for violence victimization experiences; and from 3.1% to 52.9% for behaviors related to unhealthy diet and physical inactivity. Private school students were less likely than public school students to report most behaviors; differences by school type were generally consistent across sex and grade. CONCLUSIONS: Students in both public and private schools reported health risk behaviors. Findings might inform prevention activities by identifying behaviors to prioritize in each school setting.