Abstract Background Regular physical activity (PA) is associated with many benefits for physiological and mental wellbeing in children and adolescents. Despite this, many children and adolescents are failing to meet current PA guidelines. Given the age-related declines in PA as children move into adolescence, and then adulthood, the development of interventions to promote PA in this population is important. Schools have been identified as a key setting for the promotion of health-related behaviours, and young people spend a significant proportion of their waking day within the school setting. Aim This symposium will engage researchers, practitioners, health care professionals and policy makers to discuss novel school-based interventions. The objectives of this symposium are to: (1) Disseminate the findings of school-based interventions across a number of countries (France, Ireland, United Kingdom, Spain); (2) Highlight cross-cultural challenges in the development and evaluation of school-based interventions, and (3) Outline how co-design and Patient and Public Involvement (PPI) have been utilised in the development of school-based interventions. Symposia presentations 1. The effectiveness of a peer-led school-based walking intervention on adolescent girls’ physical activity: the Walking In ScHools (WISH) study. This presentation will highlight findings from the first fully powered trial to investigate the effectiveness of a peer-led brisk walking intervention in adolescent girls, including primary and secondary outcome data, and process evaluation measures. 2. School-based physical activity promotion in a cross-cultural context: interventions from France and Spain. This presentation will highlight key learnings on how best to connect cross-cultural educational contexts for the promotion of physical activity and discuss the development of a cross-cultural intervention guide. 3. Co-production of the Move Well, Feel Good movement behaviours intervention. This presentation will describe the feasibility evaluation of the Move Well, Feel Good intervention. The Move Well, Feel Good intervention was developed using a co-design approach, and aims to enhance children’s mental health through motor competence and psychosocial development. 4. Physical activity trends among Second-level Active School Flag programme 2019-2021. This presentation will evaluate the impact of the Active School Flag programme and outline changes in physical activity levels over a three-year period.
Introduction In recent times, there has been a growing emphasis on the significance of fostering intergenerational learning and interaction. This involves individuals from diverse age groups engaging in purposeful and mutually beneficial activities aimed at enhancing their knowledge, skills, and values. Objectives This systematic review was undertaken to explore the psychosocial consequences of intergenerational learning experiences among primary school-age children and older adults. Methods In accordance with the PRISMA guidelines, a comprehensive review of both quantitative and qualitative data was conducted. Electronic databases such as PubMed, Scopus, and ERIC were meticulously searched up to July 26, 2022, using the following Population (P) - Exposure (E) - Outcome (O) criteria: primary school-age children and older adults (P), participation in intergenerational learning (E), and psychosocial effects (O). Additionally, we extensively scrutinized the reference lists of included datasets and pertinent review articles (Figure 1). To evaluate the quality of the eligible studies, we employed the Mixed Methods Appraisal Tool (MMAT). Data analysis was structured around a narrative synthesis approach. Results A total of seventeen studies were deemed eligible for inclusion in this review. The findings regarding the psychosocial consequences of engaging in intergenerational activities for both children and older adults predominantly underscored positive improvements in their attitudes, well-being, happiness, and various other aspects of their social and psychological well-being, although certain methodological limitations were identified (Figure 2). Image: Image 2: Conclusions Promoting intergenerational interactions and learning experiences holds promise as a means to enhance the overall quality of life and well-being for both younger and older members of our communities. Disclosure of Interest None Declared
Evangelia Tsiloni, Elena Dragioti, M. Gouva et al.
This study examined whether immersive virtual reality (VR) supports second-language vocabulary learning in school-aged children compared to passive computer-based training. Seventy-three Swedish middle-school students learned novel words by assembling objects in VR and by viewing object assembly on a computer screen in a crossover design. Word recall was tested after each condition, and individual differences in language aptitude and sustained attention were assessed. Overall, recall was higher after computer-based training than VR. However, sustained attention was the strongest predictor of learning outcomes, and the difference between conditions was (marginally) significant only for children with higher sustained attention. No VR behavioural measures (gaze, assembly time, rotation) explained learning outcomes. These findings suggest that VR may not universally enhance vocabulary learning but could benefit learners with specific attentional profiles. Further research should explore how VR design and training duration influence language acquisition in school settings.
Maja Rudling, Theodor Rumetshofer, Jens Nirme et al.
OBJECTIVE: To determine the effect of postural education on the learning and postural habits of elementary school children without physical intervention. METHODS: We searched PubMed, Lilacs, SciELO, Cochrane, and Science Direct data bases and reference lists of studies in February 2020. The eligibility criteria were randomized clinical trials related to the effect of postural education in children aged between 6 and 12 years old. Two authors independently assessed trials for inclusion and risk of bias: randomization process, deviations from intended interventions, missing outcome data, measurement of the outcome, and selection of the reported result. Data were extracted in standardized tables including information on author, publication year, country, sample size, age, sex, intervention characteristics, outcome measurements and results. RESULTS: We found seven clinical trials (involving 2,568 children) for the review. The studies were conducted between 2000 and 2018: four in Belgium, two in Spain, and one in Germany. All seven included trials underwent evaluation: only one had a clear process of randomization and allocation concealment. All included studies were judged as having high risk of bias in at least one domain or have concerns for multiple domains. CONCLUSIONS: The positive effects of acquired knowledge and postural habits found in the studies cannot be used to reliably support postural education in elementary school children due to a high risk of bias in the evaluated studies.
Paola Janeiro Valenciano, Fabíola Unbehaun Cibinello, Jéssica Caroliny de Jesus Neves et al.
This systematic review provides a comprehensive overview of child sexual abuse prevalence globally, along with an examination of the effectiveness of school-based prevention education programmes for primary school-aged children. These prevention programmes utilise social cognitive learning theories to teach children the importance of identifying and responding to abusive situations. A total of 676 papers were evaluated with 13 Randomised Controlled Trial (RCT) or cluster RCT design studies identified as meeting the study's inclusion criteria. These studies were published in English between January 2000 and May 2022, and focus on outcomes of school-based prevention programmes designed for primary school-aged children (5–12 years old). To ensure a comprehensive and academically rigorous analysis, the following databases were included: Science Direct, Web of Science, Scopus, the American Psychiatric Association (APA) PsycINFO, Ovid Medline, and Embase. The studies reviewed aim to evaluate the effectiveness of various child sexual abuse prevention programmes in improving children's knowledge and recognition of, and response to potentially unsafe situations. In terms of outcomes and results, the interventions have significantly impacted knowledge, skills, confidence, and awareness in the short and long term. These studies used different intervention methods, including mobile applications, personal safety programmes, and protective behaviour programmes, delivered in various formats such as web-based, textbooks, and in-person sessions. This systematic review highlights the importance of child sexual abuse prevention programmes in schools and the need for further research.
Abstract Nature-based learning within the primary school curriculum offers numerous potential benefits. However, there is a lack of clarity about how school grounds can be designed to enable effective nature-based learning. There is also little knowledge of how specific features within green school grounds contribute to specific desirable outcomes, such as improved academic performance or health. To address this gap, a systematised review of peer-reviewed academic literature was undertaken, with 173 databases searched from January to December 2021. The search included studies of nature-based learning on school grounds and literature concerned with the design of green school grounds for fostering nature connectedness and broader educational outcomes for primary school children aged 5 to 11. No date or geographical restrictions were applied. Of a total of 285 articles initially identified, 11 matched the inclusion criteria. Results from these indicate significant research gaps on the design of green learning spaces in schools. While studies note apparent positive links between nature-based learning in school grounds and improved subject-specific learning, wellbeing, and nature connectedness, there is very little empirical evidence of how specific design features are linked to specific outcomes. Furthermore, the current evidence base is poorly representative of different social, cultural, and geographical contexts and not fully reflective of all primary schooling ages. The challenging contexts of urban schools and schools with small footprints are also inadequately addressed. These findings indicate an urgent need for increased research to guide the design of school grounds for the implementation of nature-based learning programmes for primary school learners.
Robots are increasingly being used to provide motivating, engaging and personalised support to learners. These robotic tutors have been able to increase student learning gain by providing personalised hints or problem selection. However, they have never been used to assist children in developing self regulated learning (SRL) skills. SRL skills allow a learner to more effectively self-assess and guide their own learning; learners that engage these skills have been shown to perform better academically. This paper explores how personalised tutoring by a robot achieved using an open learner model (OLM) promotes SRL processes and how this can impact learning and SRL skills compared to personalised domain support alone. An OLM allows the learner to view the model that the system holds about them. We present a longer-term study where participants take part in a geography-based task on a touch screen with adaptive feedback provided by the robot. In addition to domain support the robotic tutor uses an OLM to prompt the learner to monitor their developing skills, set goals, and use appropriate tools. Results show that, when a robotic tutor personalises and adaptively scaffolds SRL behaviour based upon an OLM, greater indication of SRL behaviour can be observed over the control condition where the robotic tutor only provides domain support and not SRL scaffolding.
Introduction and purpose: Regular physical activity is a central component of healthy development in children and adolescents and has also been proposed as a factor that may contribute to cognitive and educational outcomes. The aim of this narrative review was to summarize current evidence on the relationship between regular physical activity, cognitive function and academic performance in school-aged children and adolescents, with particular attention to physical education, school-based interventions and school health promotion. Brief description of the state of knowledge: The reviewed literature indicates that physical activity is associated with selected cognitive benefits, particularly executive functions, attention, working memory and classroom behavior. Systematic reviews, meta-analysis and intervention studies suggest that regular, structured and cognitively engaging activity can improve learning readiness and may produce neutral to small or moderate positive effects on academic achievement. However, the evidence remains heterogeneous and appears to depend on age, activity type, intensity, duration, baseline fitness, cognitive engagement, school context and outcome measurement. Summary: Physical activity should not be framed as a competitor to academic learning. Physical education, active breaks, active lessons, extracurricular sport and active commuting can instead be integrated into a comprehensive strategy aimed at improving school health promotion and the quality of learning environments. Future studies should clarify dose-response relationships and identify the most effective types of activity for different developmental stages. Keywords: physical activity; child; adolescent; cognition; executive function; academic performance
Dawid Stępień, Małgorzata Pietrzyk, Kamil Pawelkiewicz et al.
The child’s right to be heard is a cornerstone of the Convention on the Rights of the Child. Children growing up outside of their natural families particularly often find themselves in situations where this right should be fulfilled. In Russia, the child’s participation in decision-making at the time of their separation from their parents, and during their stay in the children’s homes, is often overlooked by both static monitoring and academic studies. In our study we raise the following research questions: To what extent is the right of a child separated from his or her natural parents to participate in decision-making respected? How does involvement in decision-making impact their psychosocial wellbeing? The study covered 215 children aged between ten and seventeen (mean age fourteen years) living in children’s homes in St. Petersburg. Our findings show that 42 % of children believe that they were not heard when the decisions affecting their interests were made. Talking with a social counsellor and having a trusted adult in the children’s home add to children’s perceptions that they have been heard. Limited participation in decision-making increases the odds of psychosocial difficulties in the binary logistic regression. We conclude that limited participation in decision-making negatively impacts the effectiveness of work with children and their psychosocial well-being. Since the degree and effectiveness of children’s participation depends primarily on the attitudes of professionals and their ability to create trusting relationships with children, a further increase in children’s participation will require a change in the professional paradigm of specialists. Specific methods for increasing the participation of children should be introduced in the daily practice of child welfare workers.
