In order to improve school enrolment in Malawi, the government is implementing a School Feeding Programme (SFP) in Chikwawa, one of the worst hit Tropical Cyclone Freddy towns where thousands of people died and others displaced with extensive crops, animals and infrastructure damage in Malawi. Despite well implemented programme, there remains a need to comprehensively assess the impact of the SFP on Children’s Anthropometry and Learning outcome. The study aims to assess the effects of the programme on school children’s Anthropometry and Learning outcome. It is hoped that this study will help establish the impact of School Feeding Programme and its role in improving Anthropometry and Learning outcomes. This will help inform policy makers who make research based policies that benefit children in schools. A quantitative research with a between-subjects cross-sectional quasi-experimental design comparing three SFP and three non-SFP preschools were sampled through multi-staged stratified random sampling technique in Chikwawa District in Malawi. Two hundred and eight preschool children were administered with Zambia Child Assessment tools (ZamCAT). Data variables were analyzed and generated descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS version 20), WHO anthro and STATA version 17 to determine significant differences and relationship between Anthropometry and Learning outcomes. The results revealed a relationship; a marginal positive relationship was found between MUAC and letter naming scores (R=0.46). The study also found that relationship existed between height for age and letter naming scores (R=0.37). Therefore, policies on SFP in early education should be promoted with a scale up to other districts to ensure that children develop optimally and holistically as they pursue their education. Future research should also be done on a large scale longitudinally to further evaluate the effect of SFP on school trajectories and the modification effect of socio-economic status.
When children drop out of school, either temporarily or permanently, this poses a significant problem for both children and society. In the Netherlands, care farms offering care-education programs for school dropouts are emerging. While there is evidence for their effectiveness, models explaining how such outdoor interventions may facilitate positive developments of children and their return to school are lacking. Using the generic Context-Intervention-Mechanisms-Outcome Model as an overarching deductive frame, this study inductively examines how care-educational programs facilitate the positive development of children who have dropped out of school. Focusing on nine educational care farms, we conducted observations and interviews with children, parents, teachers, and farmers. We conclude that the outdoor learning intervention in combination with the underlying farm context enables children to enjoy rest, freedom, tailored education, and a feeling of acceptance. These mechanisms support children to develop themselves, particularly regarding their socio-environmental functioning.
Abstract Background In children, SARS-CoV-2 is usually asymptomatic or causes a mild illness of short duration. Persistent illness has been reported; however, its prevalence and characteristics are unclear. We aimed to determine illness duration and characteristics in symptomatic UK school-aged children tested for SARS-CoV-2 using data from the COVID Symptom Study, the largest UK citizen participatory epidemiological study to date. Methods Data from 258,790 children aged 5-17 years were reported by an adult proxy between 24 March 2020 and 22 February 2021. Illness duration and symptom profiles were analysed for all children testing positive for SARS-CoV-2 for whom illness duration could be determined, considered overall and within younger (5-11 years) and older (12-17 years) groups. Data from symptomatic children testing negative for SARS-CoV-2, matched 1:1 for age, gender, and week of testing, were also assessed. Findings 1,734 children (588 younger, 1,146 older children) had a positive SARS-CoV-2 test result and calculable illness duration within the study time frame. The commonest symptoms were headache (62.2%) and fatigue (55.0%). Median illness duration was six days (vs. three days in children testing negative), and was positively associated with age ( r s 0.19, p<1.e-4) with median duration of seven days in older vs. five days in younger children. Seventy-seven (4.4%) children had illness duration ≥28 days (LC28), more commonly experienced by older vs. younger children (59 (5.1%) vs. 18 (3.1%), p=0.046). The commonest symptoms experienced by these children were fatigue (84%), headache (80%) and anosmia (80%); however, by day 28 the symptom burden was low (median, two). Only 25 (1.8%) of 1,379 children experienced symptoms for ≥56 days. Few children (15 children, 0.9%) in the negatively-tested cohort experienced prolonged symptom duration; however, these children experienced greater symptom burden (both throughout their illness and at day 28) than children positive for SARS-CoV-2. Interpretation Some children with COVID-19 experience prolonged illness duration. Reassuringly, symptom burden in these children did not increase with time, and most recovered by day 56. Some children who tested negative for SARS-CoV-2 also had persistent and burdensome illness. A holistic approach for all children with persistent illness during the pandemic is appropriate. Research in context Evidence before this study SARS-CoV-2 in children is usually asymptomatic or manifests as a mild illness of short duration. Concerns have been raised regarding prolonged illness in children, with no clear resolution of symptoms several weeks after onset, as is observed in some adults. How common this might be in children, the clinical features of such prolonged illness in children, and how it might compare with illnesses from other respiratory viruses (and with general population prevalence of these symptoms) is unclear. Added value of this study We provide systematic description of COVID-19 in UK school-aged children. Our data, collected in a digital surveillance platform through one of the largest UK citizen science initiatives, show that long illness duration after SARS-CoV-2 infection in school-aged children does occur, but is uncommon, with only a small proportion of children experiencing illness duration beyond four weeks; and the symptom burden in these children usually decreases over time. Almost all children have symptom resolution by eight weeks, providing reassurance about long-term outcomes. Additionally, symptom burden in children with long COVID was not greater than symptom burden in children with long illnesses due to causes other than SARS-CoV-2 infection. Implications of all the available evidence Our data confirm that COVID-19 in UK school-aged children is usually of short duration and of low symptom burden. Some children do experience longer illness duration, validating their experience; however, most of these children usually recover with time. Our findings highlight that appropriate resources will be necessary for any child with prolonged illness, whether due to COVID-19 or other illness. Our study provides timely and critical data to inform discussions around the impact and implications of the pandemic on paediatric healthcare resource allocation.
Erika Molteni, Carole H. Sudre, Liane S. Canas et al.
Digital technology is now deeply embedded in educational processes and practices, with claims regularly made about the inclusionary potential of such technologies for children with learning difficulties. The specific benefits of many assistive technologies are well established, but it is less clear how the wider implementation of digital technologies in inclusive schools is influencing inclusive practices and inclusionary outcomes. An integrative literature synthesis was therefore conducted to gain more detailed understanding how digital technologies may influence the educational inclusion of children with learning difficulties in inclusive primary schools. A literature corpus was developed using established literature review practices and examined using a multi-dimensional model of inclusion as an interpretive lens. Results confirm the prevailing understanding that digital technologies can enhance educational inclusion for children with learning difficulties in inclusive primary schools, particularly in academic learning. However, the synthesis also revealed that digital technologies are associated with complex interactions between various domains of inclusion, including compounding and counteractive effects, and the simultaneous emergence of both inclusion and exclusion. Further research that can facilitate a nuanced understanding of the complex relationship between digital technologies and various domains of inclusion, including children’s subjective experience of inclusion, is recommended.
This article delves into the paradigm of successful and innovative education through the lens of technology adoption in Bulgarian schools, specifically exemplified by the “P.R. Slaveykov” Primary School in Veliko Tarnovo. In response to the evolving needs of modern learners and the dynamic challenges faced by educators, this study investigates the integration of G Suite for Education – an ensemble of Google applications – into pedagogical practices. Positioned as an “innovative school for successful and happy children,” the model’s practical orientation transforms learning through technology-enabled innovations. This study chronicles the positive outcomes of this approach, including accelerated understanding of innovations, heightened student interest in learning activities, and an amplified teacher motivation.
The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers', teachers' and pupils' views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9-11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9-11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils' engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers' job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.
Emily Marchant, Charlotte Todd, Roxanne Cooksey et al.
Background: Gamification is receiving attention because of its apparent benefits andusefulness, particularly in the context of chronic illness and patient self-management on adaily basis. Children with asthma benefit from game-based learning in terms of knowledgeacquisition, skill development, self-care engagement, and motivation. Aim the study aimed toevaluate the effect of gamified electronic application on selected outcomes among school agechildren with asthma. A quasi-experimental one group pretest-posttest research design wasutilized. Setting: The study was conducted in the pediatric chest outpatient clinic at CairoUniversity Specialized Pediatric Hospital. Sample: a purposive sample of 60 children withasthma was participated in the study. Data collection tools: a structured demographicinterview sheet, asthma knowledge questionnaire and childhood asthma control test. Results:after implementing gamified electronic application all of asthmatic children have satisfactorylevel of knowledge in posttest compared to no child in the pretest. Less than two third ofasthmatic children properly control asthma in posttest compared to all children were poorlycontrolled in the pretest. There were highly statistical significant difference was foundbetween total asthma control test scores and total knowledge scores of asthmatic children inpre and posttest. Conclusion: gamified electronic application is a feasible, acceptable andeffective method in health education and management for school age children with asthma asit has a positive effect on improving the children’s knowledge and improves asthma control.Recommendation: Integration of the gamified electronic application for school age childrenwith asthma and incorporated into follow up plan to get the best outcomes for children.
The benefits of physical activity in school settings and its impact on health and academic outcomes are of interest from public health and educational contexts. This study investigates how physically active learning (PAL): (i) contributes to children's physical activity levels, (ii) impacts on academic outcomes and (iii) influences children's focus and concentration, defined as time on task (ToT). METHODS: Over a 2-week period, participants were exposed to PAL and non-active learning (NAL) lessons in a counterbalanced design. Physiological responses and ToT behaviour were recorded throughout PAL and NAL lessons. Academic outcomes were assessed the week before, during and the week after each mode of delivery. RESULTS: Children were more active during PAL (196�542 steps per week) compared to NAL (152�395 steps per week, P = 0.003). The physiological demands of PAL (73% HRmax), were significantly greater (P < 0.001) than NAL (51% HRmax). Children's ToT was significantly higher (P < 0.001) with PAL (97%) than NAL (87%). There were no differences in academic outcomes when PAL and NAL were compared. CONCLUSIONS: Modest levels of PAL increased activity levels. No evidence was found to suggest PAL had a negative effect on children's academic outcomes, and PAL could positively impact on children's concentration.
The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11-year-old children with dyslexia and 38 typically reading peers in a within-subjects design. All children were presented with a series of user-paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text-and-audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support.
Carolien A. N. Knoop‐van Campen, Eliane Segers, Ludo T. W. Verhoeven
This paper analyzes the impact of enrollment in a private school and incentive mechanisms on the learning outcome (writing skills) in rural India.It adds to the extant research by adopting an instrumental variables approach.The findings reveal a significantly higher likelihood of superior learning outcomes for students studying in private schools and the no positive spill-over effect of incentives to enroll in government schools on the learning outcomes of their students.The empirical investigation addresses the issue of endogeneity using instrumental variables and control for district location, household-and individual-level factors.The findings are insightful for improving the learning outcomes of children in rural India.
