Sport development in rural schools of Lephalale in Limpopo province: Barriers and facilitators.

Background: Sports development and promotion of physical activities (PA) through various sports in rural schools of South Africa (SA) is essential to optimise growth and wellbeing of children. There is a paucity of research specific to rural areas, and this is implicated on the lack of resources, effective programmes as well as resources to promote structured PAs and sports. Objectives: To explore sports development facilitators and barriers in rural schools. Method: We conducted an exploratory qualitative study and recruited Life Orientation (LO) teachers and school principals. We established structured interview guidelines and recorded the interviews which were transcribed verbatim. Data saturation was reached by the eighth participant. The data were analysed using thematic content analysis. Results: Participating schools experienced shared challenges in developing and promoting PAs. Five themes emerged addressing the barriers: sport facilities, time management, workload, financial constraints, and lack of participation. Six categories emerged as facilitators: intrapersonal factors, interpersonal factors, personal, social, physical and mental benefits. Conclusion: Most rural schools in Lephalale district struggle to promote and develop sports because of several targeted factors. These schools have little to no strategic plans to develop and promote sports because of the prioritisation of the core curriculum and/or examinable subjects in classroom duties which is deemed their highest priority. Clinical Implications: Implementation of tailored sports development policies in rural schools via acquisition of resources, education regarding the positive impact of sport, and focused planning is required. Healthcare professionals such as physiotherapists may aid in the encouragement of sports.

Development of a Fitness Surveillance System to Track and Evaluate Obesity in North Idaho.

BACKGROUND: Internationally 18% of youth are obese. Fitness testing can be used to establish fitness surveillance, which can inform policy and targeted interventions aimed at addressing obesity. The purpose of this study was to estimate the prevalence of overweight, obesity, and low fitness in Idaho school-aged youth through a pilot study. METHODS: A convenience sample of 13 teachers from 11 north Idaho rural schools collected FitnessGram fitness data: body composition (body mass index [BMI]), aerobic capacity (Progressive Aerobic Cardiovascular Endurance Run [PACER] test), muscular endurance (curl up), strength (pushup), and flexibility (sit and reach). RESULTS: A total of 761 students (aged 9-18 years) from grades 3&5, 7, and 9 to 12 participated in the study. Approximately 24% of 3&5 and 22% of 7th, and 12% of 9 to 12th-grade students were categorized as Needs Improvement/Health Risk by FitnessGram standards for BMI. Similarly, approximately 25% of 3&5, and 22% of 7 and 9 to 12th-grade students were considered Needs Improvement/Health Risk for PACER. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Results from fitness testing can provide school and public health representatives with a "needs assessment" of student health that can be used to help develop policies and practices to improve student health and wellbeing. CONCLUSIONS: This study provides a model for statewide annual fitness testing surveillance and reporting within K-12 public school physical education classrooms.

The impact of external resources on the development of an indigenous school in rural areas: Taking a junior high school in Taiwan as an example.

The UN SDGs presented a vision for sustainability and the reduction of inequality within a country. The Taiwanese government uses many external resources to develop rural education. This study was conducted in a small public junior high school in a remote indigenous community in central Taiwan. Due to the economic downturn, the population in the indigenous community is outflowing, and the number of students is decreasing. With external resources, such as the Project of Female Science and Technology Talent Development from the Ministry of Science and Technology in Taiwan and other plans, this study introduces a full-time researcher as a teacher to promote science education in the research school. Implementing the projects improves students' academic performance and encourages students to participate in science competitions and achieve success. This study explores first the impact of the school's implementation of the Ministry of Science and Technology program on the development of the school; second, the results of the development of the school-based curriculum; and finally, it quantifies the statistics of the students' changes in the National High School Entrance Examination results. The impact of external resources on school development is determined by analyzing the performance of the participating students. This study finds that the Ministry of Science and Technology program plays an essential role in the development of the school, providing a key platform for teachers' growth, enriching school funding, developing featured courses, and encouraging students' performance. External resources have significantly improved students' results on the National Examination and facilitated students' motivation to learn science.

Effects of educational management on quality education in rural and urban primary schools in Ghana.

To ensure inclusive, equitable quality education, and encourage educational opportunities for lifelong learning worldwide; the United Nations set sustainable development goals (SDG) to achieve quality education. Thus, using SDG 4 quality education and system theory, this research seeks to identify the effects of educational management on quality education in rural and urban primary schools in Ghana. Moreover, the mediating role of internet facilities in educational management and quality education relationhsip has been discussed. Thus, 745 urban and 471 rural head teachers and teachers from Ghana participated in an online survey. The data was compiled and executed by structural equation model using SPSS-AMOS. The result reveals that educational management has a positive effect on quality education in urban and rural schools. In addition, urban schools have more quality education than rural schools. Although internet facilities have a positive effect on quality education their absence weakens the quality of education in urban and rural schools. Moreover, it is recommended that the Ministry of Education should arrange professional training for supervisors and head teachers to boost their monitoring and supervision strategies. Furthermore, Parents Teacher Associations can provide funding to support the monitoring and supervision activities to achieve success. Lastly, quality internet facilities should be built with limited charges in rural and urban schools.

Assessing Obesogenic School Environments in Sibiu County, Romania: Adapting the ISCOLE School Environment Questionnaire.

The impact of the school environment on childhood weight status has garnered significant attention in recent years. This study aimed to adapt and validate the International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE) School and Environment questionnaire in order to assess the potential obesogenic impact of school environments in Sibiu County, Romania. The ISCOLE questionnaire was chosen for its rigorous methodology. It was derived from a comprehensive study conducted across 12 countries which aimed to capture multifaceted influences on childhood weight while emphasizing educational settings in the collection of data. To guide the translation and adaptation of the questionnaire, a multidisciplinary committee was assembled which comprised experts in teaching and school administration to ensure target responder relevance, experts in clinical research to ensure methodological robustness, experts in language adaptation to preserve the original intent of the survey, and experts in public health to steer the interpretation of the results, with potential policy implications. The data were analyzed by distinguishing between urban and rural settings, and a two-step cluster analysis was implemented to identify potential intervention targets. To assess the validity of the adapted tool, the questionnaire's construct validity and internal consistency were explored. A response rate of 71.2% of the approached schools in Sibiu County was achieved. Of the 84 responding school representatives, 37 (44%) were from a rural setting. The rural schools had significantly more limited access to gymnasiums, secured lockers, showers, and bicycle racks, and exhibited more serious problems regarding the inadequate disposal of garbage in the school vicinity. A two-step cluster analysis revealed distinct school categories, providing opportunities for public policy interventions. One of these primarily concerned rural schools with limited infrastructure but with proactive practices and policies which were termed "unable but willing"; on the opposing spectrum, the category "able but unwilling" mainly comprised urban schools which had available facilities but lacked local proactive initiatives. The findings emphasize the urgent need for targeted measures to bridge these discrepancies by investing in infrastructure in rural schools and promoting active school practices and policies in urban settings. The assessment of obesogenic school environments in Sibiu County provides a pilot model for broader applications due to the diverse school landscape and supportive local authorities. The results, which were achieved using low-cost methods, can guide future educational policies, health promotion initiatives, and preventive interventions.

Development of an Online Training Platform and Implementation Strategy for School-Based Mental Health Professionals in Rural Elementary Schools: A Mixed-Methods Study.

Children in rural settings are less likely to receive mental health services than their urban and suburban counterparts and even less likely to receive evidence-based care. Rural schools could address the need for mental health interventions by using evidence-based practices within a tiered system of supports such as positive behavioral interventions and supports. However, very few school professionals, with or without mental health training, have received training on evidence-based practices. Rural schools need implementation strategies focused on training to prepare school personnel for the implementation of interventions with fidelity. Little is known about training strategies that are feasible and appropriate for the rural school context. User-centered design is an appropriate framework for the development of training strategies for professionals in rural schools because of its participatory approach and the development of products that fit the context where they are going to be used. The purpose of the study was to develop and assess components of an online training platform and implementation strategy based on the user-centered design. Quantitative and qualitative data from 25 participants from an equal number of schools in rural areas of Pennsylvania were used in the study. A mixed-methods design utilizing complementary descriptive statistics and theme analyses indicated that the training platform and implementation strategy were perceived as highly acceptable, appropriate, feasible and usable by school professionals. The resulting training platform and implementation strategy will fill a void in the training literature in rural schools.

Digital divide and teaching modality: It's role in technology and instructional strategies.

This quantitative study aimed to better understand how teachers implement technology in a variety of teaching modalities to enhance content delivery and student engagement. More specifically, it aimed to investigate the digital divide of technology usage based upon school setting and usage frequency. Responses were collected using a random sampling method of full-time K-12 public school teachers in a Mid-Atlantic state. The instrument was developed from prior research and examined educator usage frequency of instructional technology in urban, rural, and suburban schools dependent upon teaching modality. A total of 423 participants responded to the researcher-created questionnaire and yielded practical implementations for further study. The findings uncovered significant differences in usage frequency of rural, urban, and suburban teachers utilizing technology dependent upon modality (ex. cooperative learning, small group instruction, student-led research, problem-solving). Results of this investigation contribute to the field through an attempt to foster a discussion of disparities between the integration of technology and school setting. The purpose of this discussion is to identify gaps in the digital divide, apply frameworks geared toward equity, and create professional development opportunities for all educators to differentiate technology usage across multiple teaching modalities.

Escuela y despojo: la situación de la escuela rural en el marco del conflicto armado en Colombia / School and Dispossession: The Situation of the Rural School in the Framework of the Armed Conflict in Colombia

Resumen Las principales posturas teóricas que han abordado la situación de la escuela rural en el marco del conflicto armado en Colombia presenten comprensiones homogéneas sobre la escuela rural que refuerzan una idea precaria de esta y jus tifican su abordaje desde lógicas asistencialistas. De esta forma, la escuela como institución social, no puede desligarse de su realidad concreta; por lo tanto, se asume como escenario que vivió el conflicto armado, pero a la vez como espacio donde se hace una apuesta por la reconstrucción del tejido social, por lo tanto, se reconocen en ellas las dinámicas implementadas para abordar el tema del conflicto desde los procesos pedagógicos.

Abstract The main theoretical positions that have addressed the situation of the rural school in the context of the armed conflict in Colombia present homogeneous understandings of the rural school that reinforce a precarious idea of it and jus tify its approach from welfare logics. Thus, the school as a social institution can not be detached from its concrete reality. Therefore, it is assumed as a scenario that experienced the armed conflict, but, at the same time, as a space where a bet is made for the reconstruction of the social fabric. Therefore, the dynamics implemented to address the issue of the conflict from the pedagogical proces ses are recognized in them.

Ho'ouna Pono implementation: applying concept mapping to a culturally grounded substance use prevention curriculum in rural Hawai'i schools.

BACKGROUND: Despite their potential to ameliorate health disparities and address youth substance use, prevention programs have been poorly disseminated and implemented across Hawai'i, which begs the question: Why are effective prevention programs not being used in communities most in need of them? Implementing and sustaining culturally grounded prevention programs is critical to address equitable healthcare and minimize health disparities in communities. The field of implementation science provides frameworks, theories, and methods to examine factors associated with community adoption of these programs. METHOD: Our project applies concept mapping methods to a culturally grounded youth drug prevention program with state level educational leadership in rural Hawai'i schools. The goal is to integrate barrier and facilitator salience collected through teacher and school staff surveys and specific implementation strategies to regionally tailored implementation plans on Hawai'i island. This protocol paper describes the concept mapping steps and how they will be applied in public and public-charter schools. DISCUSSION: Improving prevention program implementation in rural schools can result in sustained support for populations that need it most. The project will integrate implementation science and culturally grounded methods in rural Hawai'i, where most youth are of Native Hawaiian and Pacific Islander descent. This project addresses health disparities among Native Hawaiian and Pacific Islander youth and provides actionable plans for rural Hawai'i communities to implement effective prevention programming.

English as a foreign language teacher engagement with culturally responsive teaching in rural schools: Insights from China.

Culturally responsive teaching (CRT) has been found to promote student engagement and enhance learning in the classroom. As an effective pedagogy, the past decade has witnessed a soaring interest in exploring teachers' competence, self-efficacy, and influencing factors in implementing CRT across school subjects. However, scant attention has been directed to language teachers' engagement with CRT. Given the increasing diversity in students' socio-economic status, cultural backgrounds, learning needs and preferences in English language classrooms, CRT has also become a prominent concern in China. This study sets out to explore English as a Foreign Language (EFL) teacher engagement with CRT in rural schools in China. With a multi-case study of eight EFL teachers, the researchers collected data through individual interviews and classroom observations. Four types of teacher engagement based on the foci (i.e., knowledge and practice) were identified and were further characterized by cognitive, emotional, and social aspects. This study also taps into the internal and external factors influencing the teachers' engagement with CRT. Implications and suggestions were provided to tackle the problems of English Language Education in rural China and contexts alike worldwide.

Development and evaluation of a remote training strategy for the implementation of mental health evidence-based practices in rural schools: pilot study protocol.

BACKGROUND: An increasing number of schools in rural settings are implementing multi-tier positive behavioral interventions and supports (PBIS) to address school-climate problems. PBIS can be used to provide the framework for the implementation of evidence-based practices (EBPs) to address children's mental health concerns. Given the large service disparities for children in rural areas, offering EBPs through PBIS can improve access and lead to better long-term outcomes. A key challenge is that school personnel need technical assistance in order to implement EBPs with fidelity and clinical effectiveness. Providing ongoing on-site support is not feasible or sustainable in the majority of rural schools, due to their remote physical location. For this reason, remote training technology has been recommended for providing technical assistance to behavioral health staff (BHS) in under-served rural communities. OBJECTIVES: The purpose of this study is to use the user-centered design, guided by an iterative process (rapid prototyping), to develop and evaluate the appropriateness, feasibility, acceptability, usability, and preliminary student outcomes of two online training strategies for the implementation of EBPs at PBIS Tier 2. METHODS: The study will employ a pragmatic design comprised of a mixed-methods approach for the development of the training platform, and a hybrid type 2, pilot randomized controlled trial to examine the implementation and student outcomes of two training strategies: Remote Video vs. Remote Video plus Coaching. DISCUSSION: There is a clear need for well-designed remote training studies focused on training in non-traditional settings. Given the lack of well-trained mental health professionals in rural settings and the stark disparities in access to services, the development and pilot-testing of a remote training strategy for BHS in under-served rural schools could have a significant public health impact. ETHICS AND DISSEMINATION: The project was reviewed and approved by the institutional review board. Results will be submitted to ClinicalTrials.gov and disseminated to community partners and participants, peer-reviewed journals, and academic conferences. TRIAL REGISTRATION: ClinicialTrials.gov, NCT05034198 and NCT05039164.

Arrested Friendships? Justice Involvement and Interpersonal Exclusion among Rural Youth.

Objectives: We examine the impacts of adolescent arrest on friendship networks. In particular, we extend labeling theory by testing hypotheses for three potential mechanisms of interpersonal exclusion related to the stigma of arrest: rejection, withdrawal, and homophily. Method: We use longitudinal data on 48 peer networks from PROSPER, a study of rural youth followed through middle and high school. We test our hypotheses using stochastic actor-based models. Results: Our findings suggest that arrested youth are less likely to receive friendship ties from school peers, and are also less likely to extend them. Moreover, these negative associations are attenuated by higher levels of risky behaviors among peers, suggesting that results are driven by exclusion from normative rather than non-normative friendships. We find evidence of homophily on arrest but it appears to be driven by other selection mechanisms rather than a direct preference for similarity on arrest. Conclusions: Overall, our findings speak to how arrest may foster social exclusion in rural schools, thereby limiting social capital for already disadvantaged youth.

Look for the meaning of rural school work: Qualitative study on identity of comprehensive teachers in rural primary schools in China.

In the working environment of rural schools, whether and how does the identity of new comprehensive teachers change before and after service? Research on this problem is beneficial to optimize pre-service training and provide effective support for in-service training. In this study, phenomenological interviews were conducted to understand the formation and change of their identities in the three stages of pre-service, working and current teaching of four new teachers with 3-year teaching experience in the minority areas of western China. The results show that in the working environment of rural schools, three comprehensive teachers in primary schools have gradually changed from being excellent subject teachers to caring teachers. Another determined to become a caring teacher before her career, she retained her own identity in her work and focused more on the healthy growth of her students. The results show that the working environment of rural schools has a significant impact on the identity of first-term teachers of primary schools. Pre-service training should be integrated into local culture to promote the integration of pre-service and in-service and realize its sustainable development.

Athletic Training Employment in US Secondary Schools by Geographic Setting and School Size.

CONTEXT: The Athletic Training Locations and Services (ATLAS) Annual Report suggested that athletic trainer (AT) employment status differed based on geographic locale. However, the influence of geographic locale and school size on AT employment is unknown. OBJECTIVE: To determine if differences existed in the odds of having AT services by locale for public and private schools and by student enrollment for public schools. DESIGN: Cross-sectional study. SETTING: Public and private secondary schools with athletics programs. PATIENTS OR OTHER PARTICIPANTS: Data from 20 078 US public and private secondary schools were obtained. MAIN OUTCOME MEASURES(S): Data were collected by the ATLAS Project. Athletic trainer employment status, locale (city, suburban, town, or rural) for public and private schools, and school size category (large, moderate, medium, or small) only for public schools were obtained. The employment status of ATs was examined for each category using odds ratios. Logistic regression analysis produced a prediction model. RESULTS: Of the 19 918 public and private schools with available AT employment status and locale, suburban schools had the highest access to AT services (80.1%) with increased odds compared with rural schools (odds ratio = 3.55 [95% CI = 3.28, 3.85]). Of 15 850 public schools with known AT employment status and student enrollment, large schools had the highest rate of AT services (92.1%) with nearly 18.5 times greater odds (odds ratio = 18.49 [95% CI = 16.20, 21.08]) versus small schools. The logistic model demonstrated that the odds of access to an AT increased by 2.883 times as the school size went up by 1 category. CONCLUSIONS: Nationally, suburban schools and large public schools had the greatest access to AT services compared with schools that were in more remote areas and with lower student enrollment. These findings elucidate the geographic locales and student enrollment levels with the highest prevalence of AT services.

Self-Worth as a Mediator and Moderator Between Teacher-Student Relationships and Student Engagement in Rural Schools.

This study examined how self-worth of students mediated and moderated their perceived positive teacher-student relationships and student engagement among middle-school students from rural China. Eighth graders (N = 838) completed surveys measuring their perceived relationships with teachers, their self-worth, and engagement. Statistical analyses revealed significant correlations among all three variables, with the strongest being between teacher-student relationships and student engagement. The structural equation modeling indicated that self-worth partially mediated the effect of teacher-student relationships on student engagement; however, positive teacher-student relationships were a stronger predictor. Multigroup analyses identified self-worth as a moderator, whereby students with lower self-worth were more reliant on positive teacher-student relationships to enhance their engagement. This study provides insights into how self-worth of students and their perceived positive teacher-student relationships influence their academic engagement in disadvantaged rural areas of China.

Estudio etnográfico sobre conocimientos cotidianos y escolares en escuelas rurales de Uruguay / Ethnographic study on everyday and school knowledge in rural schools off Uruguay / Estudo etnográfico do saber cotidiano e escolar em escolas rurais do Uruguai

Resumen: Se expone un estudio en dos escuelas rurales de Uruguay cuyo objetivo fue identificar modos de presentación de los conocimientos cotidianos en el aula y describir prácticas de enseñanzas que los consideren y los relacionen con los escolares desde el marco interpretativo del constructivismo y la psicología cultural. Se seleccionaron dos escuelas unidocentes cercanas entre sí y con características similares en relación a entorno geográfico y características socioproductivas de las familias, pero con la diferencia de que en una de ellas se presentaba un proyecto de centro vinculado a las actividades productivas rurales. La metodología de investigación fue cualitativa por medio del método etnográfico, utilizando como técnicas de recolección de la información las observaciones y las entrevistas tanto a niños como a maestras. Se construyeron las siguientes categorías de análisis: características y condiciones de aparición y presentación de los conocimientos cotidianos; prácticas de enseñanza que toman en consideración los conocimientos cotidianos y las relaciones entre conocimientos cotidianos y escolares establecidas en el aula. Los resultados destacan que los conocimientos cotidianos se encuentran presentes de diferentes modos, ya sea por presentación espontánea de los niños o por prácticas de enseñanza docentes que fomentan relaciones con diferentes niveles de complejidad. Ello permite concluir que, a pesar de las diferencias en las actividades de enseñanza, ambas escuelas funcionan como comunidades de práctica donde se negocian significados.

Abstract: A study in two rural schools in Uruguay is presented. Its objective was to identify ways of presenting everyday knowledge in the classroom and describe teaching practices that consider them and relate them to schoolchildren from the interpretive framework of constructivism and cultural psychology. Two nearby single-teacher schools were selected with similar characteristics in relation to geographic environment and socio-productive characteristics of the families, but with the difference that in one of them a center project linked to rural productive activities was presented. The research methodology was qualitative through the ethnographic method, using observations and interviews with both children and teachers as information gathering techniques. The following categories of analysis were constructed: characteristics and conditions of appearance and presentation of everyday knowledge; teaching practices that take into account everyday knowledge and the relationships between everyday and school knowledge established in the classroom. The results highlight that everyday knowledge is present in different ways, either by spontaneous presentation of children or by teaching practices that foster relationships with different levels of complexity. This allows us to conclude that, despite the differences in teaching activities, both schools function as communities of practice where meanings are negotiated.

Resumo: Apresenta-se um estudo realizado em duas escolas rurais do Uruguai, cujo objetivo foi identificar os modos de apresentação dos conhecimentos cotidianos em sala de aula, e, a partir de um marco interpretativo do construtivismo e a psicologia cultural, descrever as práticas pedagógicas que consideram e relacionam os conhecimentos escolares com os conhecimentos cotidianos. Foram selecionadas duas escolas unidocentes, próximas entre si, com características similares em relação ao entorno geográfico e características sócioprodutivas das famílias, porém com a diferença de que uma delas apresentava um projeto de centro vinculado às atividades produtivas rurais. A metodologia da pesquisa foi qualitativa, por meio do método etnográfico, utilizando como técnica de coleta de dados, observações e entrevistas com as crianças e professoras. Construíram-se as seguintes categorias análises: características e condições de surgimento e apresentação dos conhecimentos cotidianos; práticas pedagógicas que levam em consideração os conhecimentos cotidianos e as relações entre conhecimentos cotidianos e escolares estabelecidos na sala de aula. Os resultados destacam que os conhecimentos cotidianos se encontram presentes de diferentes modos, tanto pela apresentação espontânea das crianças, como pelas práticas pedagógicas que fomentam relações com diferentes níveis de complexidade. Isso permite concluir que, a pesar das diferenças nas atividades de ensino, ambas as escolas funcionam como comunidades de prática onde se negociam significados.

Effectiveness of life skills health education program: A quasi-experimental study among school students of South India.

BACKGROUND: Adolescence is a vital stage of growth and development; however, many adolescents do die prematurely due to accidents, suicide, violence, poor mental stability, depression, and other illnesses that are either preventable or treatable. Life skills are important for the promotion of well-being of adolescents and to develop positive attitude and values to lead a healthy life. OBJECTIVES: The study was conducted to assess the change in life skills postintervention and study the association between different variables and the postintervention life skills score. MATERIALS AND METHODS: A quasi-experimental study was conducted among 137 adolescents each in urban and rural schools. Life skills training module based on ten domains of life skills given by the World Health Organization was implemented using interactive teaching-learning methods. After 6 months of implementation of life skills training sessions, a postintervention assessment was done using the life skills assessment scale, and the differences in the scores were measured. RESULTS: Higher life skills score was observed postintervention, and this difference was statistically significant (P < 0.001). Higher postintervention mean score (above 15) was seen in critical thinking (19.58), self-awareness (18.03), creative thinking (15.78), and interpersonal thinking (15.15). CONCLUSION: Increase in the postintervention scores using an educational intervention module and interactive teaching-learning methods suggests effectiveness of the life skills education program. Implementing this health promotion module on life skills in the school curriculum will address the overall development of the personality of the school students.

Menstrual hygiene management in rural schools of Zambia: a descriptive study of knowledge, experiences and challenges faced by schoolgirls.

INTRODUCTION: While in school, girls require an environment that is supportive of menstrual hygiene management (MHM) in order to ensure regular school attendance and participation. Little is known about schoolgirls access to and practice of MHM in rural Zambia. This study explores girls' experiences of MHM in rural schools of Zambia from the perspectives of schoolgirls, schoolboys and community and school-based adults key to MHM for schoolgirls. METHODS: In July and August 2015, we conducted this qualitative exploratory study in six rural schools of Mumbwa and Rufunsa districts of Zambia. Twelve in-depth interviews (IDIs) and six focus group discussions (FGDs) were conducted among girls ages 14-18 who had begun menstruating. Two FGDs with boys ages 14-18 and 25 key informant interviews were also conducted with teachers, female guardians and traditional leaders to provide the context within which schoolgirls practice MHM. RESULTS: Most girls reported learning about menstruation only at menarche and did not know the physiological basis of menstruation. They reported MHM-related challenges, including: use of non-absorbent and uncomfortable menstrual cloth and inadequate provision of sanitary materials, water, hygiene and sanitation facilities (WASH) in schools. In particular, toilets did not have soap and water or doors and locks for privacy and had a bad odor. Girls' school attendance and participation in physical activities was compromised when menstruating due to fear of teasing (especially by boys) and embarrassment from menstrual leakage. Boys said they could tell when girls were menstruating by the smell and their behaviour, for instance, moving less and isolating themselves from their peers. Girls complained of friction burns on their inner thighs during their long journey to school due to chaffing of wet non-absorbent material used to make menstrual cloth. Girls preferred to dispose used menstrual materials in pit latrines and not waste bins for fear that they could be retrieved for witchcraft against them. Though traditional leaders and female guardians played a pivotal role in teaching girls MHM, they have not resolved challenges to MHM among schoolgirls. CONCLUSION: When menstruating, schoolgirls in rural Zambia would rather stay home than be uncomfortable, inactive and embarrassed due to inadequate MHM facilities at school. A friendly and supportive MHM environment that provides education, absorbent sanitary materials and adequate WASH facilities is essential to providing equal opportunity for all girls.

Actively Involving Middle School Students in the Implementation of a Pilot of a Behavioral Economics-Based Lunchroom Intervention in Rural Schools.

School-based interventions can play an important role in improving childhood and adolescent nutrition and preventing obesity. Schools offer a unique opportunity to implement policy, systems, and environmental interventions targeting healthy eating behaviors. An intervention was piloted in six middle schools featuring behavioral economics-based changes to the lunchroom, communication training, and communicate cues for food service staff. The pilot study employed a multicomponent evaluation with students and food service directors and staff including a lunchroom assessment, online surveys, production records, and interviews. Five schools increased their scores on the lunchroom assessment tool, and four schools increased the number of servings produced of healthy food items. Interviews with food service directors indicated the interventions was feasible and well received. School-based policy, systems, and environmental interventions targeting healthy eating behaviors may play a role in preventing obesity in children and adolescents.

Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research.