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Sowa NA, Gaffney K, Sanders A, Murrell C. School-Based Tele-Behavioral Health: A Scoping Review of the Literature. THE JOURNAL OF SCHOOL HEALTH 2024; 94:571-580. [PMID: 38263701 DOI: 10.1111/josh.13435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Revised: 12/20/2023] [Accepted: 12/20/2023] [Indexed: 01/25/2024]
Abstract
BACKGROUND Telehealth utilization exploded during the COVID-19 pandemic, including within school-based health programs. School-based tele-behavioral health can help programs overcome barriers of access to care, but the current state and effectiveness of such programs are unknown. METHODS A scoping literature review was conducted. Studies were included if they described in-school behavioral health services delivered via telehealth for children ages 5 to 18. From the included studies, population, location, setting, intervention, telehealth modality, clinician type, and outcomes assessed were extracted. FINDINGS Eighteen studies met inclusion criteria. All described psychotherapy or medication management delivered by psychologists (n = 7) and/or psychiatrists (n = 11). Treatment included psychotherapy (N = 8), psychiatric consultation (N = 7), medication management (N = 4), crisis stabilization (N = 1), and caregiver education (N = 1). Eight studies provide qualitative or quantitative outcomes, with 4 examining clinical effectiveness. CONCLUSIONS Despite limited findings in the literature, school-based tele-behavioral health is feasible, effective, and acceptable for delivery of behavioral health care to children and adolescents.
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Affiliation(s)
- Nathaniel A Sowa
- Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, NC
| | - Katie Gaffney
- Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, NC
| | - Amanda Sanders
- Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, NC
| | - Caroline Murrell
- Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, NC
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Long MW, Hobson S, Dougé J, Wagaman K, Sadlon R, Price OA. Effectiveness and Cost-Benefit of an Elementary School-Based Telehealth Program. J Sch Nurs 2024; 40:248-256. [PMID: 34962171 DOI: 10.1177/10598405211069911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Utilization of telehealth in school-based health centers (SBHCs) is increasing rapidly during the COVID-19 pandemic. This study used a quasi-experimental design to evaluate the effect on school absences and cost-benefit of telehealth-exclusive SBHCs at 6 elementary schools from 2015-2017. The effect of telehealth on absences was estimated compared to students without telehealth using negative binomial regression controlling for absences and health suite visits in 2014 and sociodemographic characteristics. The sample included 7,164 observations from 4,203 students. Telehealth was associated with a 7.7% (p = 0.025; 95% CI: 1.0%, 14%) reduction in absences (0.60 days/year). The program cost $189,000/yr and an estimated total benefit of $384,995 (95% CI: $60,416; $687,479) and an annual net benefit of $195,873 (95% CI: -$128,706; $498,357). While this cost-benefit analysis is limited by a lack of data on total healthcare utilization, the use of telehealth-exclusive SBHCs can improve student health and attendance while delivering cost savings to society.
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Affiliation(s)
- Michael W Long
- Center for Health and Health Care in Schools, Milken Institute School of Public Health, the George Washington University, Washington, DC, USA
| | | | | | | | - Rachel Sadlon
- Center for Health and Health Care in Schools, Milken Institute School of Public Health, the George Washington University, Washington, DC, USA
| | - Olga Acosta Price
- Center for Health and Health Care in Schools, Milken Institute School of Public Health, the George Washington University, Washington, DC, USA
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Zhang X, Warner ME, Tennyson S, Brunner W, Wethington E, Sipple JW. School-based health centers as an approach to address health disparities among rural youth: A study protocol for a multilevel research framework. PLoS One 2024; 19:e0303660. [PMID: 38748704 PMCID: PMC11095684 DOI: 10.1371/journal.pone.0303660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2024] [Accepted: 04/26/2024] [Indexed: 05/19/2024] Open
Abstract
School-Based Health Centers (SBHCs) are important healthcare providers for children in medically underserved communities. While most existing research on SBHCs has focused on urban environments, this study protocol proposes a mixed-methods, multi-level research framework to evaluate the role of SBHCs in addressing health disparities among underserved children and adolescents in rural communities. The study area includes four high-poverty rural counties in New York State served by Bassett Healthcare Network that permits a comparison of school districts with SBHCs to those without SBHCs, all served by providers within the Bassett Healthcare Network. We employ a human ecological framework that integrates the micro layer of individuals and families, the meso layer of school districts and community institutions, and the macro layer of local and state policies. Our research framework first identifies the socioecological health risk factors, and then proposes innovative strategies to investigate how SBHCs impact them. We propose evaluating the impact of SBHCs on the individual (micro) level of child healthcare utilization using patient records data. At the meso level, we propose to investigate how School-SBHCs partnership may facilitate greater cross-agency collaboration and broader structural and social determinist of health to address health disparities. At the macro level, we propose to assess the impact of SBHCs and cross-agency collaboration on outcomes associated with a culture of community health. This study protocol will enable researchers to assess how SBHCs reduce rural health disparities, and provide evidence for organizational and public policy change.
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Affiliation(s)
- Xue Zhang
- Department of City and Regional Planning, Cornell University, Ithaca, NY, United States of America
| | - Mildred E. Warner
- Department of City and Regional Planning, Cornell University, Ithaca, NY, United States of America
- Department of Global Development, Cornell University, Ithaca, NY, United States of America
| | - Sharon Tennyson
- Jeb E. Brooks School of Public Policy and Department of Economics, Cornell University, Ithaca, NY, United States of America
| | - Wendy Brunner
- Bassett Research Institute, Center for Rural Community Health, Bassett Medical Center, Cooperstown, NY, United States of America
| | - Elaine Wethington
- Department of Sociology and Department of Psychology, Cornell University, Ithaca, NY, United States of America
| | - John W. Sipple
- Department of Global Development, Cornell University, Ithaca, NY, United States of America
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Gersch V, Garofalo L, Rigel S, Johnson K, Yeun ST, MacDougall E, van Draanen J. Assessing and addressing social determinants of health in school-based health centers in King County, Washington. Prev Med Rep 2024; 41:102675. [PMID: 38524271 PMCID: PMC10959698 DOI: 10.1016/j.pmedr.2024.102675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Revised: 02/15/2024] [Accepted: 02/29/2024] [Indexed: 03/26/2024] Open
Abstract
Objective School-Based Health Centers (SBHCs) can reduce barriers to accessing care for school-aged children and adolescents. However, current practices related to screening for and responding to social determinants of health (SDOH) in SBHCs are unknown. Our study sought to understand SBHC staff's knowledge related to SDOH, and their screening and referral practices for addressing SDOH. Methods This study was conducted with all SBHCs in King County, Washington (n = 30 clinics operated by n = 8 agencies) between January-March 2022. Data were collected using a web-based questionnaire, distributed to all provider and clinical care staff (n = 222) in these SHBCs. Results While respondents had strong generalized knowledge regarding SDOH and how they impact health, they were less confident about the specific SDOH impacting the students they serve. Many health limiting and promoting factors are screened for by respondents; however, there was no standardization related to screening and referral practices across SBHCs or agencies. Respondents had suggestions on how to improve screening methodology and ensure that existing practices adequately assess the SDOH impacting student's lives. There was no clearly identified mechanism for making and following up on referrals. Respondents felt that there were either not or only sometimes enough resources available to meet student's needs. Conclusion SBHCs advance health and educational outcomes for students, yet SDOH are inconsistently assessed and addressed within SBHCs in King County. Standardizing processes for SDOH assessment and referral can help SBHCs develop practices that are in the best service of equity for their student populations.
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Affiliation(s)
- Victoria Gersch
- University of Washington Department of Health Systems and Population Health, 3980 15th Ave NE, Forth Floor, Box 351621, Seattle, WA 98195, USA
| | - Luciano Garofalo
- University of Washington School of Nursing Department of Child, Family, and Population Health Nursing, 1959 NE Pacific Street, Box 357262, Seattle, WA 98195, USA
| | - Sara Rigel
- Public Health Seattle & King County, 401 5th Ave Ste 1000, Seattle, WA 98104, USA
| | - Kris Johnson
- Public Health Seattle & King County, 401 5th Ave Ste 1000, Seattle, WA 98104, USA
| | - Samantha T. Yeun
- Public Health Seattle & King County, 401 5th Ave Ste 1000, Seattle, WA 98104, USA
| | - Erin MacDougall
- Public Health Seattle & King County, 401 5th Ave Ste 1000, Seattle, WA 98104, USA
| | - Jenna van Draanen
- University of Washington Department of Health Systems and Population Health, 3980 15th Ave NE, Forth Floor, Box 351621, Seattle, WA 98195, USA
- University of Washington School of Nursing Department of Child, Family, and Population Health Nursing, 1959 NE Pacific Street, Box 357262, Seattle, WA 98195, USA
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Harfield S, Purcell T, Schioldann E, Ward J, Pearson O, Azzopardi P. Enablers and barriers to primary health care access for Indigenous adolescents: a systematic review and meta-aggregation of studies across Australia, Canada, New Zealand, and USA. BMC Health Serv Res 2024; 24:553. [PMID: 38693527 PMCID: PMC11062015 DOI: 10.1186/s12913-024-10796-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 02/28/2024] [Indexed: 05/03/2024] Open
Abstract
BACKGROUND Indigenous adolescents access primary health care services at lower rates, despite their greater health needs and experience of disadvantage. This systematic review identifies the enablers and barriers to primary health care access for Indigenous adolescents to inform service and policy improvements. METHODS We systematically searched databases for publications reporting enablers or barriers to primary health care access for Indigenous adolescents from the perspective of adolescents, their parents and health care providers, and included studies focused on Indigenous adolescents aged 10-24 years from Australia, Canada, New Zealand, and United States of America. Results were analyzed against the WHO Global standards for quality health-care services for adolescents. An additional ninth standard was added which focused on cultural safety. RESULTS A total of 41 studies were included. More barriers were identified than enablers, and against the WHO Global standards most enablers and barriers related to supply factors - providers' competencies, appropriate package of services, and cultural safety. Providers who built trust, respect, and relationships; appropriate package of service; and culturally safe environments and care were enablers to care reported by adolescents, and health care providers and parents. Embarrassment, shame, or fear; a lack of culturally appropriate services; and privacy and confidentiality were common barriers identified by both adolescent and health care providers and parents. Cultural safety was identified as a key issue among Indigenous adolescents. Enablers and barriers related to cultural safety included culturally appropriate services, culturally safe environment and care, traditional and cultural practices, cultural protocols, Indigenous health care providers, cultural training for health care providers, and colonization, intergenerational trauma, and racism. Nine recommendations were identified which aim to address the enablers and barriers associated with primary health care access for Indigenous adolescents. CONCLUSION This review provides important evidence to inform how services, organizations and governments can create accessible primary health care services that specifically meet the needs of Indigenous adolescents. We identify nine recommendations for improving the accessibility of primary health care services for Indigenous adolescents.
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Affiliation(s)
- Stephen Harfield
- UQ Poche Centre for Indigenous Health, University of Queensland, St Lucia, Australia.
- School of Public Health, University of Queensland, Herston, Australia.
- Aboriginal Health Equity, South Australian Health and Medical Research Institute, Adelaide, Australia.
- School of Public Health, The University of Adelaide, Adelaide, Australia.
| | - Tara Purcell
- Global Adolescent Health Group, Maternal Child and Adolescent Health Program, Burnet Institute, Melbourne, Australia
| | - Eliza Schioldann
- Aboriginal Health Equity, South Australian Health and Medical Research Institute, Adelaide, Australia
- Global Adolescent Health Group, Maternal Child and Adolescent Health Program, Burnet Institute, Melbourne, Australia
| | - James Ward
- UQ Poche Centre for Indigenous Health, University of Queensland, St Lucia, Australia
| | - Odette Pearson
- Aboriginal Health Equity, South Australian Health and Medical Research Institute, Adelaide, Australia
- Adelaide Medical School, The University of Adelaide, Adelaide, Australia
| | - Peter Azzopardi
- Aboriginal Health Equity, South Australian Health and Medical Research Institute, Adelaide, Australia
- Global Adolescent Health Group, Maternal Child and Adolescent Health Program, Burnet Institute, Melbourne, Australia
- Centre for Adolescent Health, Department of Paediatrics, University of Melbourne, Melbourne, Australia
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Fleary SA, Shahn Z, Teasdale CA. Effects of parental childhood cultural health environment on children's influenza and COVID-19 vaccination status. Vaccine 2024:S0264-410X(24)00515-2. [PMID: 38688805 DOI: 10.1016/j.vaccine.2024.04.074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 04/22/2024] [Accepted: 04/24/2024] [Indexed: 05/02/2024]
Abstract
Most studies examining factors associated with pediatric influenza (flu) and coronavirus disease (COVID-19) vaccination uptake focus on parental demographics. We examined whether the childhood cultural health environment (CHE) of parents (measured by self-reported regular attendance at doctor and dentist visits during childhood) was associated with flu and COVID-19 vaccination of their children. Using 2023 survey data from 397 US parents and causal inference methods, we estimated the average causal effect of parental CHE on flu vaccination rates (0.16 [95 % confidence interval: 0.06,0.27]) and COVID-19 (0.14 [95 % confidence interval: 0.04,0.24]), indicating that if all parents had attended regular doctor/dentist visits as children, flu and COVID-19 vaccination rates in children would be 16 % and 14 % higher, respectively, than if none had. Our findings suggest that early life exposure to medical and dental care has significant and lasting effects on the health of individuals and families.
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Affiliation(s)
- Sasha A Fleary
- Department of Community Health and Social Sciences, CUNY Graduate School of Public Health and Health Policy (SPH), New York, NY, United States; Institute for Implementation Science in Population Health (ISPH), CUNY SPH, New York, NY, United States.
| | - Zachary Shahn
- Institute for Implementation Science in Population Health (ISPH), CUNY SPH, New York, NY, United States; Department of Epidemiology and Biostatistics, CUNY SPH, New York, NY, United States
| | - Chloe A Teasdale
- Institute for Implementation Science in Population Health (ISPH), CUNY SPH, New York, NY, United States; Department of Epidemiology and Biostatistics, CUNY SPH, New York, NY, United States
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Connor KA, Spin P, Smith BM, Marshall BR, Calderon GV, Prichett L, Jones VC, Connor R, Cheng TL, Klein LM, Johnson SB. Effect of a Comprehensive School-Based Health Center on Academic Growth in K-8th Grade Students. Acad Pediatr 2024:S1876-2859(24)00116-5. [PMID: 38588789 DOI: 10.1016/j.acap.2024.03.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 03/26/2024] [Accepted: 03/27/2024] [Indexed: 04/10/2024]
Abstract
OBJECTIVE School-based health centers (SBHCs) improve health care access, but associations with educational outcomes are mixed and limited for elementary and middle school students. We investigated whether students enrolled in a comprehensive SBHC demonstrated more growth in standardized math and reading assessments over 4 school years versus nonenrolled students. We also explored changes in absenteeism. METHODS Participants were students enrolled in 2 co-located Title I schools from 2015-19 (1 elementary, 1 middle, n = 2480). Analysis of math and reading was limited to students with baseline and postbaseline scores (math n = 1622; reading n = 1607). Longitudinal regression models accounting for within-subject clustering were used to estimate the association of SBHC enrollment with academic scores and daily absenteeism, adjusting for grade, sex, body mass index category, health conditions, baseline outcomes (scores or absenteeism), and outcome pretrends. RESULTS More than 70% of SBHC-enrolled students had math (1194 [73.6%]) and reading 1186 [73.8%]) scores. Enrollees were more likely than nonenrollees to have asthma (39.7% vs 19.6%) and overweight/obesity (42.4% vs 33.6%). Adjusted baseline scores were significantly lower in math and reading for enrollees. Mean change from baseline for enrollees exceeded nonenrollees by 3.5 points (95% confidence interval [CI]: 2.2, 4.8) in math and 2.1 points (95% CI: 0.9, 3.3) in reading. The adjusted rate of decrease in daily absenteeism was 10.8% greater for enrollees (incident rate ratio 0.772 [95% CI: 0.623, 0.956]) than nonenrollees (incident rate ratio 0.865 [95% CI: 0.696, 1.076]). CONCLUSIONS SBHC enrollees had greater health and educational risk but demonstrated more growth in math and reading and less absenteeism than nonenrollees.
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Affiliation(s)
- Katherine A Connor
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md.
| | - Paul Spin
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md; Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, EVERSANA (P Spin), Milwaukee, Wis.
| | - Brandon M Smith
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md.
| | - Beth R Marshall
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Department of Population, Family, and Reproductive Health (BR Marshall), Johns Hopkins University Bloomberg School of Public Health, Baltimore, Md.
| | - Gabriela V Calderon
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md.
| | - Laura Prichett
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md.
| | - Vanya C Jones
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Department of Health, Behavior, and Society (VC Jones), Johns Hopkins University Bloomberg School of Public Health, Baltimore, Md.
| | - Ryan Connor
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md.
| | - Tina L Cheng
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md; Department of Pediatrics (TL Cheng), University of Cincinnati, Ohio.
| | - Lauren M Klein
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md.
| | - Sara B Johnson
- Johns Hopkins University School of Medicine Division of General Pediatrics, Department of Pediatrics, Ruth and Norman Rales Center for the Integration of Health and Education (KA Connor, P Spin, BM Smith, BR Marshall, GV Calderon, L Prichett, VC Jones, R Connor, TL Cheng, LM Klein, and SB Johnson), Baltimore, Md; Division of General Pediatrics (KA Connor, P Spin, BM Smith, GV Calderon, L Prichett, R Connor, TL Cheng, LM Klein, and SB Johnson), Johns Hopkins University School of Medicine, Baltimore, Md.
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Haeder SF, Marthey D, Skinner D. US public opinion about reproductive health care in school-based health centers. Contraception 2024; 132:110374. [PMID: 38244833 DOI: 10.1016/j.contraception.2024.110374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Revised: 01/13/2024] [Accepted: 01/16/2024] [Indexed: 01/22/2024]
Abstract
OBJECTIVES This study aimed to examine public support for the provision of seven reproductive health services in school-based health centers, including pregnancy testing, over-the-counter contraceptives, prescription (Rx) contraceptives, sexually transmitted disease testing, sexually transmitted disease treatment, gynecological examinations, sexual violence counseling, and an index measure combining all services. STUDY DESIGN We administered a large national online survey (N = 4196, response rate 31%) of US adults using Lucid, a large, internet-based, opt-in panel to assess public attitudes about offering sexual and reproductive health services in school-based health centers. We then used t tests and weighted linear regression models to carry out our study objectives. RESULTS Unadjusted analysis revealed that 60% of respondents supported the provision of all reproductive health services (combined) at school-based health centers. Regression analysis based on the index measure suggested that individuals identifying as Trump voters (p-value = 0.00) or conservatives (p-value = 0.00) reported the lowest support, while those identifying as liberal (p-value = 0.00) reported the highest support, controlling for demographic and health characteristics. CONCLUSIONS Respondents overwhelmingly support the provision of reproductive health services at school-based health centers, including pregnancy testing, over-the-counter contraceptives, prescription contraceptives, testing and treatment for sexually transmitted infections, and sexual violence counseling. IMPLICATIONS Adolescence is an important stage for sexual maturation, and access to appropriate sexual and reproductive health services can support healthy development into adulthood. Findings suggest that most respondents support the provision of reproductive health services at school-based health centers while there are important factors that influence public support.
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Affiliation(s)
- Simon F Haeder
- Department of Health Policy & Management, School of Public Health, Texas A&M University, College Station, TX, United States.
| | - Daniel Marthey
- Department of Health Policy & Management, School of Public Health, Texas A&M University, College Station, TX, United States
| | - Daniel Skinner
- Department of Social Medicine, Ohio University, Heritage College of Osteopathic Medicine, Dublin, OH, United States
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Choi J, Gabay EK, Cuccaro PM. School Teachers' Perceptions of Adolescent Human Papillomavirus (HPV) Vaccination: A Systematic Review. Vaccines (Basel) 2024; 12:361. [PMID: 38675743 PMCID: PMC11053788 DOI: 10.3390/vaccines12040361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2024] [Revised: 03/13/2024] [Accepted: 03/26/2024] [Indexed: 04/28/2024] Open
Abstract
School nurses are uniquely positioned to educate students about immunizations, including human papillomavirus (HPV) vaccination, but schools are often without a nurse for different reasons. In lieu of nurses, teachers who closely interact with students and are traditionally well-trusted by parents may be able to communicate about HPV vaccination, alleviating parental vaccine hesitancy. This systematic review explores school teachers' perspectives on adolescent HPV vaccination and factors influencing their willingness to make vaccine recommendations. We searched three databases with appropriate medical subject headings and keywords to identify relevant studies. We reviewed fifteen studies and provided an extensive summary and a comparison of the results across the studies. Teachers had low to moderate levels of HPV knowledge with low self-efficacy to counsel parents about the HPV vaccine and expressed concerns about the vaccine condoning adolescent sexual activity, vaccine side effects, and parental disapproval. Nonetheless, some teachers showed interest in learning about vaccine effectiveness in preventing HPV-associated cancers and wanted guidance on vaccine communication with parents, viewing schools as adequate venues to promote and deliver HPV vaccines. Schools should consider educating teachers on HPV and HPV vaccination, with a focus on effective vaccine communication practices to increase adolescent HPV vaccine uptake.
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Affiliation(s)
- Jihye Choi
- Department of Health Promotion and Behavioral Sciences, School of Public Health, The University of Texas Health Science Center at Houston, 7000 Fannin St., Houston, TX 77030, USA;
- Center for Health Promotion and Preventive Research, School of Public Health, The University of Texas Health Science Center at Houston, 7000 Fannin St., Houston, TX 77030, USA;
| | - Efrat K. Gabay
- Center for Health Promotion and Preventive Research, School of Public Health, The University of Texas Health Science Center at Houston, 7000 Fannin St., Houston, TX 77030, USA;
| | - Paula M. Cuccaro
- Department of Health Promotion and Behavioral Sciences, School of Public Health, The University of Texas Health Science Center at Houston, 7000 Fannin St., Houston, TX 77030, USA;
- Center for Health Promotion and Preventive Research, School of Public Health, The University of Texas Health Science Center at Houston, 7000 Fannin St., Houston, TX 77030, USA;
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Itriyeva K. Improving Health Equity and Outcomes for Children and Adolescents: The Role of School-Based Health Centers (SBHCs). Curr Probl Pediatr Adolesc Health Care 2024:101582. [PMID: 38490819 DOI: 10.1016/j.cppeds.2024.101582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/17/2024]
Abstract
School-based health centers (SBHCs) provide a critical point of access to youth in low-resource communities. By providing a combination of primary care, reproductive health, mental health, vision, dental, and nutrition services, SBHCs improve the health, wellbeing, and academic achievement of the students they serve. SBHCs operate in collaboration with schools and community primary care providers to optimize the management of chronic health conditions and other health concerns that may result in suboptimal scholastic achievement and other quality of life measures. Conveniently located in or near school buildings and providing affordable, child- and adolescent-focused care, SBHCs reduce barriers to youth accessing high quality health care. SBHCs provide essential preventive care services such as comprehensive physical examinations and immunizations to students without a primary care provider, assist in the management of chronic health conditions such as asthma, and provide reproductive and sexual health services such as the provision of contraceptives, screening and treatment for sexually transmitted infections (STIs), and management of pregnancy. Additionally, some SBHCs provide vision screenings, dental care, and nutrition counseling to students who may not otherwise access these services. SBHCs have been demonstrated to be a cost-effective model of health care delivery, reducing both health care and societal costs related to illness, disability, and lost productivity.
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Affiliation(s)
- Khalida Itriyeva
- Cohen Children's Medical Center, Division of Adolescent Medicine, Northwell, New Hyde Park, NY.
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11
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McCabe EM, Jameson BE, Grunin L, Yu G. Chronic Health Condition Management and School-Based Health Centers in New York: Findings From the 2020 School Health Profiles Survey. Policy Polit Nurs Pract 2024; 25:36-46. [PMID: 38099704 DOI: 10.1177/15271544231220360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2023]
Abstract
School-based health centers (SBHCs) are associated with numerous positive aspects of student health services. Many schools in the United States (US) do not have transparent policies on chronic health condition (CHC) management. Of particular concern is the underreporting of the delivery of health services in U.S. schools concerning CHC management and its relationship with the presence or absence of a SBHC. Data from the 2020 School Health Profiles (SHP) Survey were examined in New York public secondary schools. Specific health services were reviewed, together with the presence or absence of a SBHC, including daily medication administration, stock rescue medication, case management services, community partners, chronic disease-specific education, and assurance that students with CHCs were enrolled in an insurance program. A significantly greater proportion of schools with a SBHC compared with schools without a SBHC provided: (1) daily medication administration (92.9% vs. 86.5%; p < .001), (2) stock or rescue medication (84.9% vs. 77.4%; p < .001), (3) case management services (83.1% vs. 67.2%; p < .001), (4) disease-specific education for families (63.1% vs. 57.2%; p = .022), (5) student and family connection to community health services (84.2% vs. 76.5%; p < .001), and (6) ensured that a protocol existed whereby students with a CHC were enrolled in an insurance plan if eligible (79.6% vs. 66.8%; p < .001). Findings suggest that data on a national scale include essential facts for states to consider concerning school health policies and practices. Additional research should examine the intricacy of elements connected with school-based health care to understand better the care provided to children with CHCs.
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Affiliation(s)
- Ellen M McCabe
- Rory Meyers College of Nursing, New York University, New York, NY, USA
| | - Beth E Jameson
- College of Nursing, Seton Hall University, Nutley, NJ, USA
| | - Laura Grunin
- Rory Meyers College of Nursing, New York University, New York, NY, USA
| | - Gary Yu
- Rory Meyers College of Nursing, New York University, New York, NY, USA
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12
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Shaimaa E, Bialous S. Mental Health Care Access Among Arab Immigrants in the United States: Application of Public Arena Model. Community Ment Health J 2024; 60:376-384. [PMID: 37882893 PMCID: PMC10821982 DOI: 10.1007/s10597-023-01182-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 08/28/2023] [Indexed: 10/27/2023]
Abstract
Arab immigrants constitute a sizable portion of the US population, and their adjustment and relocation challenges might escalate mental health issues. Nevertheless, mental health care accessibility among such populations is not recognized as policy issue. Hence, it is crucial to explore the political tools that might be employed to improve immigrants' access to mental health treatment. The Public Arenas Model (Hilgartner and Bosk, American Journal of Sociology 94:53-78, 1988) provides better understanding of how access to mental health care is defined in the public sphere, why mental health inaccessibility among Arabs has not received attention, and how stakeholders worked to raise the public's attention to such issue (Smith, Policy, Politics & Nursing Practice 10:134-142, 2009). Ultimately, several policy options are proposed to address Arab immigrants' access to mental health care issue, including increasing mental health service providers' language proficiency and cultural competency, integration of behavioral health and primary care services for immigrant populations, and considering novel modes of mental health delivery.
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Affiliation(s)
- Elrefaay Shaimaa
- School of Nursing, UCSF, 2 Koret Way Rm 411Y, San Francisco, CA, 94143, USA.
- School of Nursing, Tanta University, ElGeish Street, Gharbiya, 31257, Egypt.
| | - Stella Bialous
- Department of Social and Behavioral Sciences, UCSF School of Nursing, San Francisco, CA, 94143, USA
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13
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Befus EG, Mølland E, Helseth S, Hagen M, Stea TH, Nolte S, Haraldstad K. The use of youth healthcare services and its association with health-related quality of life, physical and mental health and over-the-counter analgesics use in 13-19-year-old adolescents: a cross-sectional study. BMC Public Health 2024; 24:104. [PMID: 38183040 PMCID: PMC10770884 DOI: 10.1186/s12889-023-17544-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Accepted: 12/20/2023] [Indexed: 01/07/2024] Open
Abstract
BACKGROUND Youth healthcare services in Norway include a public health nurse (PHN) at school and local youth health centres (YHCs). They provide health services for all adolescents free of charge, focusing on health promotion and disease prevention. The present study aimed to assess possible associations between health-related quality of life (HRQoL), physical and mental health, over-the-counter analgesics (OTCA) use and use of youth healthcare services among 13-19-year-old adolescents. METHODS This study was based on national, cross-sectional data from the Ungdata Survey conducted in 2022. The sample was comprised of 16 482 adolescents. Multiple logistic regression was used to analyse the associations between HRQoL, headaches, selected physical symptoms, psychological distress, use of OTCA, PHN availability, sociodemographic variables, and use of the PHN at school or at a YHC. The KIDSCREEN-10 was used to measure HRQoL, and the Hopkins Symptoms Checklist 10 was used to measure symptoms of psychological distress. RESULTS Girls used the youth healthcare services more frequently than boys. Better HRQoL was significantly associated with fewer visits to the PHN at school. Girls reported lower HRQoL and mental health, and more pain and frequent OTCA use than boys. When having symptoms of psychological distress, boys had greater odds of visiting the PHN at school than girls. For girls in senior high school, headaches and OTCA use were strongly associated with visiting the PHN at school and the YHC. In senior high school, boys with an immigration background had greater odds of visiting the YHC than native Norwegian boys, while girls with an immigration background were less likely to visit the YHC than native Norwegian girls. CONCLUSIONS Our results show that more girls than boys use youth healthcare services. When adolescents experience pain, have mental problems, use OTCA, or report low levels of HRQoL, they have greater odds of using youth healthcare services. Youth healthcare services offer excellent opportunities to support and follow up with adolescents. The findings provide important insights into youth healthcare services used by adolescents for various stakeholders, including PHNs and policy makers, with potential implications for future public health efforts.
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Affiliation(s)
- Eva-Grethe Befus
- Faculty of Health and Sport Sciences, University of Agder, P.O. Box 422, Kristiansand, 4604, Norway.
| | - Eirin Mølland
- Department of Economics and Finance, School of Business and Law, University of Agder, P.O. Box 422, Kristiansand, 4604, Norway
| | - Sølvi Helseth
- Faculty of Health and Sport Sciences, University of Agder, P.O. Box 422, Kristiansand, 4604, Norway
- Faculty of Health, Oslo Metropolitan University, St. Olavs plass, P.O. Box 4, Oslo, 0130, Norway
| | - Milada Hagen
- Faculty of Health and Sport Sciences, University of Agder, P.O. Box 422, Kristiansand, 4604, Norway
- Faculty of Health, Oslo Metropolitan University, St. Olavs plass, P.O. Box 4, Oslo, 0130, Norway
| | - Tonje Holte Stea
- Faculty of Health and Sport Sciences, University of Agder, P.O. Box 422, Kristiansand, 4604, Norway
| | - Sandra Nolte
- Melbourne Health Economics, Centre for Health Policy, The University of Melbourne, Melbourne, VIC, Australia
- School of Health Sciences, Swinburne University of Technology, Melbourne, VIC, Australia
| | - Kristin Haraldstad
- Faculty of Health and Sport Sciences, University of Agder, P.O. Box 422, Kristiansand, 4604, Norway
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Mayfield CA, Priem JS, Effinger T, McGinnis S, Grinton P. School-Based Telemedicine and Reduced Avoidable Emergency Care Among Rural Pediatric Patients. Telemed J E Health 2023; 29:1819-1827. [PMID: 37172309 DOI: 10.1089/tmj.2023.0013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/14/2023] Open
Abstract
Objective: Children living in rural communities have disparate access to preventive health care, shifting the burden of care delivery to emergency services. This study examined the association of school-based telemedicine (SBT) and avoidable emergency department (ED) utilization in rural historically underserved pediatric patients served through an SBT program. Methods: A retrospective analysis was conducted using electronic medical records and claims data from a large integrated health care system serving as the majority health care provider in the area. Participants included all pediatric patients served through an SBT program between 2017 and 2020 across three rural North Carolina counties. The study was a quasi-experimental before/after design comparing 12-month time periods before and after a patient's index virtual care visit. A subset of patients served 12 months before the start of the coronavirus 2019 (COVID-19) pandemic in 2020 was extracted and analyzed separately for a sensitivity analysis. Results: The complete sample included 1,236 patients. The odds of having an avoidable ED visit were reduced by 33% between time periods, and the estimated count of visits was reduced by 26%. (Models were adjusted for race/ethnicity, gender, age, and insurance payer.) No significant differences in unavoidable ED utilization were observed. The sensitivity analysis showed similar trends. Conclusions: Results demonstrate that telemedicine can improve access to health care and may offset the burden of avoidable care through emergency health services. Policy changes and increased use during the COVID-19 pandemic have created an optimal environment for telemedicine expansion to reduce health care access disparities.
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Affiliation(s)
- Carlene A Mayfield
- Department of Community Health, Atrium Health, Charlotte, North Carolina, USA
| | - Jennifer S Priem
- Center for Outcomes Research and Evaluation, Atrium Health, Charlotte, North Carolina, USA
| | - Tiffany Effinger
- Information and Analytics Services, Population Health Analytics, Atrium Health, Charlotte, North Carolina, USA
| | - Sam McGinnis
- Levine Children's Pediatric Center, Atrium Health, Charlotte, North Carolina, USA
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15
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Lim C, Chung PJ, Biely C, Jackson NJ, Puffer M, Zepeda A, Anton P, Leifheit KM, Dudovitz R. School Attendance Following Receipt of Care From a School-Based Health Center. J Adolesc Health 2023; 73:1125-1131. [PMID: 37702648 DOI: 10.1016/j.jadohealth.2023.07.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Revised: 06/28/2023] [Accepted: 07/05/2023] [Indexed: 09/14/2023]
Abstract
PURPOSE School-based health centers (SBHCs) may mitigate barriers to health care access and improve students' academic outcomes, but few studies test this hypothesis. We examined whether school attendance improved after students received care at an SBHC. METHODS We conducted a secondary analysis of data from 17 SBHCs affiliated with a single large urban school district and demographic and attendance data from SBHC users (N = 14,030) and nonusers (N = 230,046) from August 2015-February 2020. We examined the percent of full school days present each month for three years before and after students' first SBHC visit and a proxy visit date for SBHC nonusers. Propensity weighted linear regression models tested whether visiting an SBHC was associated with a change in the attendance trajectory compared to a matched sample of SBHC nonusers. RESULTS Among SBHC users, attendance trajectories declined more steeply prior to their first SBHC visit than after the first visit (preslope -0.71%, postslope -0.05%), whereas SBHC nonusers had a similar attendance trajectory over the entire period (preslope -0.18%, postslope -0.17%), with difference-in-difference 0.65. Changes in trajectories were more pronounced for students with a mental health encounter. Prior to the first SBHC mental health visit, SBHC users displayed a marked decline in monthly attendance (preslope -1.02%). After the first mental health visit, attendance increased (postslope 1.44%), with difference-in-difference 2.33. DISCUSSION SBHC utilization was associated with improved school attendance over time, particularly for students with a mental health diagnosis. Investing in SBHCs may reduce school absenteeism and support student health.
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Affiliation(s)
- Caryssa Lim
- Department of Health Systems Science, Kaiser Permanente School of Medicine, Pasadena, California.
| | - Paul J Chung
- Department of Health Systems Science, Kaiser Permanente School of Medicine, Pasadena, California; Departments of Pediatrics and Health Policy & Management, University of California Los Angeles, Los Angeles, California
| | - Christopher Biely
- Departments of Pediatrics and Health Policy & Management, University of California Los Angeles, Los Angeles, California
| | - Nicholas J Jackson
- Department of Medicine, University of California Los Angeles, Los Angeles, California
| | - Maryjane Puffer
- The L.A. Trust for Children's Health, Los Angeles, California
| | - Alex Zepeda
- The L.A. Trust for Children's Health, Los Angeles, California
| | | | - Kathryn M Leifheit
- Departments of Pediatrics and Health Policy & Management, University of California Los Angeles, Los Angeles, California
| | - Rebecca Dudovitz
- Departments of Pediatrics and Health Policy & Management, University of California Los Angeles, Los Angeles, California.
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16
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Rankine J, Goldberg L, Miller E, Kelley L, Ray KN. School Nurse Perspectives on Addressing Chronic Absenteeism. J Sch Nurs 2023; 39:496-505. [PMID: 34647823 PMCID: PMC9062998 DOI: 10.1177/10598405211043872] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Chronic absenteeism is associated with poor health and educational outcomes. School nurses have great potential to address the health and educational needs that contribute to absenteeism. Through qualitative analysis of interviews with school nurses, we characterize their current role in reducing absenteeism and identify barriers 3 that limit their capacity to meet this goal, organized by the Framework for 21st Century School Nursing Practice. Interviewees (n = 23) identified actions perceived to reduce absenteeism aligned with domains of care coordination, leadership, quality improvement, and community and public health. Barriers perceived to limit the capacity of school nurses to address absenteeism were identified within these domains and ranged from student- and family-level to federal-level barriers. Specific healthcare system-level barriers included insufficient communication with community-based healthcare teams and the need for coordinated approaches across health and education sectors to address absenteeism. Strategic opportunities exist to address barriers to comprehensive school nursing practice and reduce absenteeism.
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Affiliation(s)
- Jacquelin Rankine
- Adolescent and Young Adult Medicine, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
| | - Lauren Goldberg
- Pediatrics, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
| | - Elizabeth Miller
- Adolescent and Young Adult Medicine, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
| | - Lori Kelley
- Pennsylvania Association of School Nurses and Practitioners, Sewickley, Pennsylvania, USA
| | - Kristin N. Ray
- Pediatrics, University of Pittsburgh School of Medicine, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA, USA
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17
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Maier MC, Scharf JY, Gold MA, Ancheta AJ, Bruzzese JM, Garbers S. 'Our mind could be our biggest challenge': A qualitative analysis of urban adolescents' sleep experiences and opportunities for mind-body integrative health approaches to improve sleep. PEC INNOVATION 2023; 2:100130. [PMID: 37214498 PMCID: PMC10194289 DOI: 10.1016/j.pecinn.2023.100130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 01/20/2023] [Accepted: 01/23/2023] [Indexed: 05/24/2023]
Abstract
Objective To inform the development of a combined sleep and mind-body integrative health (MBIH) intervention, we explored urban adolescents' sleep experiences and perceptions of MBIH techniques. Methods We conducted eight focus groups with school-based health center patients in New York City, exploring sleep experiences; mindfulness, body awareness, tapping, acupressure, and self-hypnosis; and intervention delivery preferences. We recorded, transcribed, and analyzed the discussions applying methods from grounded theory. Results Participants (n = 25) were ages 14-17, predominantly female (64%), Latino (60%), and Black (40%). Participants reported social, physical, and internal sleep barriers, but had limited success implementing sleep improvement strategies. Participants viewed MBIH techniques positively, noted audio-guided techniques' accessibility, and were intrigued by less-familiar techniques. Preferences varied around domains of intervention delivery. Conclusion Results underscore the need for adolescent-informed interventions offering sleep improvement strategies. Participants' interest and willingness to engage in MBIH techniques present an opportunity for practitioners to develop and deliver sleep interventions incorporating MBIH components to urban adolescents. Varied intervention preferences highlight the need to be adaptable to adolescents' lived experiences, comfort levels, and learning styles. Innovation This study elucidates the perspectives of underrepresented adolescents whose perspectives on MBIH have rarely been explored, an important first step in developing tailored interventions.
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Affiliation(s)
- Malia C. Maier
- Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University, New York, NY, USA
| | - Jodi Y. Scharf
- Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University, New York, NY, USA
| | - Melanie A. Gold
- Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University, New York, NY, USA
- Division of Child and Adolescent Health, Department of Pediatrics, Columbia University Irving Medical Center, New York, NY, USA
- School-Based Health Centers, New York-Presbyterian, USA
| | | | | | - Samantha Garbers
- Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University, New York, NY, USA
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18
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Maier MC, Gold MA, Vacca SH, Garbers S. Mixed-methods Exploration of Telehealth-supported Long-acting Reversible Contraceptive Services in School-based Health Centers: How Much Added Value? J Pediatr Health Care 2023; 37:599-608. [PMID: 37256251 DOI: 10.1016/j.pedhc.2023.05.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 05/10/2023] [Indexed: 06/01/2023]
Abstract
INTRODUCTION This study explored adolescent and young adult preferences and experiences with telehealth-supported long-acting reversible contraceptive (LARC) services in New York City school-based health centers (SBHCs) during COVID-19. METHOD Sequential mixed methods included post-LARC insertion surveys and in-depth interviews. RESULTS Survey respondents (n = 45) were aged 14-21 years and predominantly Hispanic (53.3%). Only four respondents completed a postinsertion visit via telehealth. Most (82.2%) preferred in-person for future LARC visits; none preferred telehealth. Four themes emerged in interviews (n = 15): LARC self-efficacy and autonomy; SBHC convenience and accessibility; comfort with SBHC providers; and preference for in-person visits despite telehealth benefits. DISCUSSION Although telehealth theoretically adds value to LARC service delivery, uptake and preference for telehealth in the SBHC context were low. Despite the perceived acceptability of telehealth, adolescents and young adults prefer in-person SBHC visits, suggesting SBHC access may eliminate barriers to care that telehealth seeks to overcome.
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Wright B, Kingsley E, Cooper C, Biggs K, Bursnall M, Wang HI, Chater T, Coates E, Teare MD, McKendrick K, Gomez de la Cuesta G, Barr A, Solaiman K, Packham A, Marshall D, Varley D, Nekooi R, Parrott S, Ali S, Gilbody S, Le Couteur A. Play brick therapy to aid the social skills of children and young people with autism spectrum disorder: the I-SOCIALISE cluster RCT. PUBLIC HEALTH RESEARCH 2023; 11:1-137. [PMID: 38095124 DOI: 10.3310/vgtr7431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2023] Open
Abstract
Background Social skills interventions are commonly recommended to help children and young people with autism spectrum disorder develop social skills, but some struggle to engage in these interventions. LEGO® (LEGO System A/S, Billund, Denmark) based therapy, a group social skills intervention, aims to be more interesting and engaging. Objective To evaluate the clinical effectiveness of LEGO® based therapy on the social and emotional skills of children and young people with autism spectrum disorder in school settings compared with usual support. Secondary objectives included evaluations of cost-effectiveness, acceptability and treatment fidelity. Design A cluster randomised controlled trial randomly allocating participating schools to either LEGO® based therapy and usual support or usual support only. Setting Mainstream schools in the north of England. Participants Children and young people (aged 7-15 years) with autism spectrum disorder, their parent/guardian, an associated teacher/teaching assistant and a facilitator teacher/teaching assistant (intervention schools only). Intervention Schools randomised to the intervention arm delivered 12 weekly sessions of LEGO® based therapy, which promotes collaborative play and encourages social problem-solving in groups of three children and young people with a facilitator (trained teacher or teaching assistant). Participants received usual support from school and community services. Participants in the control arm received usual support only. Research assistants and statisticians were blind to treatment allocation. Main outcome measure The social skills subscale of the Social Skills Improvement System (SSIS), completed by the children and young people's unblinded teacher pre randomisation and 20 weeks post randomisation. The SSIS social skills subscale measures social skills including social communication, co-operation, empathy, assertion, responsibility and self-control. Participants completed a number of other pre- and post-randomisation measures of emotional health, quality of life, loneliness, problem behaviours, academic competence, service resource utilisation and adverse events. Results A total of 250 children and young people from 98 schools were randomised: 127 to the intervention arm and 123 to the control arm. Intention-to-treat analysis of the main outcome measure showed a modest positive difference of 3.74 points (95% confidence interval -0.16 to 7.63 points, standardised effect size 0.18; p = 0.06) in favour of the intervention arm. Statistical significance increased in per-protocol analysis, with a modest positive difference (standardised effect size 0.21; p = 0.036). Cost-effectiveness of the intervention was found in reduced service use costs and a small increase in quality-adjusted life-years. Intervention fidelity and acceptability were positive. No intervention-related adverse events or effects were reported. Conclusions The primary and pre-planned sensitivity analysis of the primary outcome consistently showed a positive clinical difference, with modest standardised effect sizes of between 0.15 and 0.21. There were positive health economics and qualitative findings, corroborated by the difference between arms for the majority of secondary outcomes, which were not statistically significant but favoured the intervention arm. Post hoc additional analysis was exploratory and was not used in drawing this conclusion. Given the small positive change, LEGO® based therapy for children and young people with autism spectrum disorder in schools should be considered. Limitations The primary outcome measure was completed by an unblinded teacher (rather than by the facilitator). Future work The study team recommends future research into LEGO® based therapy, particularly in school environments. Trial registration This trial is registered as ISRCTN64852382. Funding This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 15/49/32) and is published in full in Public Health Research; Vol. 11, No. 12. See the NIHR Funding and Awards website for further award information.
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Affiliation(s)
- Barry Wright
- Hull York Medical School, University of York, York, UK
- Child Oriented Mental Health Innovation Collaborative, Leeds and York Partnership NHS Foundation Trust, York, UK
| | - Ellen Kingsley
- Child Oriented Mental Health Innovation Collaborative, Leeds and York Partnership NHS Foundation Trust, York, UK
| | - Cindy Cooper
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Katie Biggs
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Matthew Bursnall
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Han-I Wang
- Hull York Medical School, University of York, York, UK
| | - Tim Chater
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Elizabeth Coates
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - M Dawn Teare
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
| | - Kirsty McKendrick
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | | | - Amy Barr
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Kiera Solaiman
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | - Anna Packham
- Clinical Trials Research Unit, School of Health and Related Research (ScHARR), University of Sheffield, Sheffield, UK
| | | | | | - Roshanak Nekooi
- Child Oriented Mental Health Innovation Collaborative, Leeds and York Partnership NHS Foundation Trust, York, UK
| | - Steve Parrott
- Hull York Medical School, University of York, York, UK
| | - Shehzad Ali
- Hull York Medical School, University of York, York, UK
| | - Simon Gilbody
- Hull York Medical School, University of York, York, UK
| | - Ann Le Couteur
- Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK
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Rasiah S, Jüni P, Sgro MD, Thorpe KE, Maguire J, Freeman SJ. School-based health care: improving academic outcomes for inner-city children-a prospective cohort quasi-experimental study. Pediatr Res 2023; 94:1488-1495. [PMID: 36755187 PMCID: PMC9907190 DOI: 10.1038/s41390-023-02473-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 11/02/2022] [Accepted: 01/05/2023] [Indexed: 02/10/2023]
Abstract
BACKGROUND We examined whether a school-based health center model improved academic achievement compared to usual care. METHODS This was a quasi-experimental prospective cohort study. The primary outcome was an academic achievement. In addition, we analyzed sociodemographic characteristics and their relationship to academic achievement, and the wait time for a developmental assessment. RESULTS The differences in change of grades over time (from 2016/2017 to 2018/2019) were small for reading (-0.83, 95% CI -3.48, 1.82, p = 0.51), writing (-1.11, 95% CI -3.25, 1.03, p = 0.28), and math (0.06, 95% CI -3.08, 2.94, p = 0.98). The experimental arm's average wait time for developmental assessment was 3.4 months. CONCLUSION In this small, quasi-experimental prospective cohort study, we did not find evidence that our SBHC model improved academic achievement; however, the wait time at the SBHCs was considerably less than the provincial wait time for a developmental assessment. TRIAL REGISTRATION NCT04540003. IMPACT This study describes a unique and innovative school-based health center model. Our findings support the benefits of school-based health centers in diagnosing and treating children with developmental and mental health disorders for disadvantaged communities. This study did not find an improvement in academic achievement for school-based health center users. This study found that the wait time to developmental assessment was shorter for school-based health center users compared to the wait time reported in the community. Pandemic-associated school disruptions have highlighted the importance of accessible school-based health services for children requiring mental health and developmental assessments and care.
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Affiliation(s)
- Saisujani Rasiah
- Institute of Medical Sciences, University of Toronto, Toronto, ON, Canada
- Department of Pediatrics, St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada
| | - Peter Jüni
- Applied Health Research Centre, Li Ka Shing Knowledge Institute of St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada
| | - Michael D Sgro
- Institute of Medical Sciences, University of Toronto, Toronto, ON, Canada
- Department of Pediatrics, St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada
- Department of Pediatrics, University of Toronto, Toronto, ON, Canada
| | - Kevin E Thorpe
- Applied Health Research Centre, Li Ka Shing Knowledge Institute of St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
| | - Jonathon Maguire
- Department of Pediatrics, St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada
- Department of Pediatrics, University of Toronto, Toronto, ON, Canada
| | - Sloane J Freeman
- Department of Pediatrics, St. Michael's Hospital, Unity Health Toronto, Toronto, ON, Canada.
- Department of Pediatrics, University of Toronto, Toronto, ON, Canada.
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21
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Gruber JA, Nordquist EA, Acevedo-Polakovich ID. Student and Teacher Perspectives of Service Utilization at Their School-based Health Center. J Sch Nurs 2023; 39:368-376. [PMID: 34184909 DOI: 10.1177/10598405211025008] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
School-based health centers (SBHCs) positively influence student health. However, the extent to which these benefits are actualized varies across sites. We conducted focus groups with high school students and teachers at an underperforming SBHC to identify facilitators and barriers to student access to SBHC services. Our qualitative analysis revealed four main emergent categories: (1) students' knowledge of SBHC services; (2) teachers' perceptions of, and experiences with, the SBHC; (3) accessing and utilizing SBHC services; and (4) student and teacher suggestions to improve the school-SBHC relationship. Our findings suggest that the relationships between health center staff and teachers are crucial and can be damaged with poor implementation. Additionally, there was a general lack of knowledge about the procedures for accessing services at the SBHC. Participants provided recommendations, including strategies for better outreach and engagement with teachers and students, as well as operational strategies to enhance communication systems and the physical environment.
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Rungan S, Gardner S, Liu HM, Woolfenden S, Smith-Merry J, Eastwood J. Ngaramadhi Space: An Integrated, Multisector Model of Care for Students Experiencing Problematic Externalising Behaviour. Int J Integr Care 2023; 23:19. [PMID: 38107833 PMCID: PMC10723013 DOI: 10.5334/ijic.7612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 03/30/2023] [Indexed: 12/19/2023] Open
Abstract
Introduction Behavioural and emotional disorders are a significant cause of morbidity for young people aged 10-19 years. School-based health care (SBHC) provides an innovative approach to addressing these issues within Australia. Description We describe an innovative and integrative SBHC model called Ngaramadhi Space (NS) based at a specialised behavioural school called Yudi Gunyi school (YGS) in metropolitan Sydney, Australia. NS was developed in partnership with the Aboriginal community to provide holistic, integrated, multidisciplinary child and family centred care to students experiencing problematic externalising behaviour. We contextualise the historical factors leading to the development of NS, highlighting the importance of effective partnerships between sectors, and providing the theoretical framework and key components underpinning the model of care. Discussion In Australia, schools are an under-utilised resource for the delivery of health and support alongside education. Collaboration between sectors can be challenging but allows a more coordinated approach to the management of complex social and health issues. By forming effective partnerships with schools and communities, the health sector has an opportunity to improve access to health and social care in a culturally safe and acceptable way. This is in line with national and international frameworks for improving health service delivery and addressing inequity. Conclusion The health sector can play a pivotal role in improving the wellbeing of children by forming effective partnerships with schools and communities. The NS model is a practice-based example of this.
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Affiliation(s)
- Santuri Rungan
- Sydney Local Health District, University of Sydney, Sydney Institute for Women, Children & their Families, AU
| | | | - Huei-Ming Liu
- The George Institute for Global Health, University of New South Wales, AU
| | - Susan Woolfenden
- Sydney Local Health District, University of Sydney, AU
- Sydney Institute Women, Children and their Families, University of New South Wales, AU
| | - Jennifer Smith-Merry
- Centre for Disability Research and Policy, Sydney School of Health Sciences, The University of Sydney, AU
| | - John Eastwood
- University of New South Wales, Sydney, AU
- Ingham Institute of Applied Medical Research, Liverpool, NSW, AU
- University of Sydney, Sydney Institute for Women, Children and their Families and Sydney Local Health District, AU
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Burman C, Mendoza Diaz A, Leslie A, Goldthorp K, Jubb B, Simms AR, Eapen V. Critical success factors for school-based integrated health care models: Learnings from an Australian example. Health Promot J Austr 2023; 34:775-783. [PMID: 36538268 DOI: 10.1002/hpja.690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 10/05/2022] [Accepted: 12/15/2022] [Indexed: 12/24/2022] Open
Abstract
ISSUES ADDRESSED Integrated school-based health services have the potential to address the unmet health needs of children experiencing disadvantage, yet these models remain poorly evaluated. The current article examines an integrated social and health care hub located on the grounds of a regional Australian public primary school, the Our Mia Mia Wellbeing Hub, to identify critical success factors for this service and others like it. METHODS Semi-structured qualitative interviews were conducted with N = 55 multi-sector stakeholders comprising parents, students, school staff, social and health care providers, and local Aboriginal community members. Interview transcripts were analysed according to a grounded theory approach. RESULTS Six themes emerged from the analysis, reflecting important success factors for the model: service accessibility; service coordination; integration of education and health systems; trust; community partnerships; and perceptions of health. CONCLUSIONS Findings highlighted Our Mia Mia as a promising model of care, yet also revealed important challenges for the service as it responds to the varied priorities of the stakeholders it serves. SO WHAT?: Through capturing the perspectives of a large number of stakeholders, the current study provides valuable insight into key challenges and success factors for Our Mia Mia; these learnings can guide the development of other emerging school-based health services and integrated care hubs.
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Affiliation(s)
- Charlotte Burman
- BestSTART-SWS, Ingham Institute of Applied Medical Research, Nowra, NSW, Australia
| | - Antonio Mendoza Diaz
- School of Psychiatry, Faculty of Medicine, UNSW Sydney, Sydney, NSW, Australia
- Academic Unit of Child Psychiatry, Infant, Child and Adolescent Mental Health Service, NSW, Australia
| | - Andrew Leslie
- Nowra East Public School, Nowra, NSW, Australia
- Our Mia Mia Wellbeing Hub, Nowra, NSW, Australia
| | | | - Brendan Jubb
- Our Mia Mia Wellbeing Hub, Nowra, NSW, Australia
| | | | - Valsamma Eapen
- School of Psychiatry, Faculty of Medicine, UNSW Sydney, Sydney, NSW, Australia
- Academic Unit of Child Psychiatry, Infant, Child and Adolescent Mental Health Service, NSW, Australia
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D’Arienzo D, Xu S, Shahid A, Meloche D, Hebert J, Dougherty G, Li P, Sternszus R. Evaluating the feasibility and outcomes of a resident-led school-based pediatric clinic. Paediatr Child Health 2023; 28:349-356. [PMID: 37744759 PMCID: PMC10517241 DOI: 10.1093/pch/pxad016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 04/19/2023] [Indexed: 09/26/2023] Open
Abstract
Objective A resident-led school-based clinic to serve low-income populations was established in 2019 and served as a continuity clinic for pediatric residents at a single university. Our aim was to assess the feasibility, clinic outcomes, and resident experience of a resident-led school-based clinic (RLSBC), established in an elementary school that serves an underserved population. Methods A retrospective chart review for the first 6 months (October 2019 to March 2020) of clinic operations was conducted. Feasibility metrics included the number of patients, visits and planned follow-ups; clinic outcomes included the number and type of presenting complaint, new diagnoses and interventions. Residents were also surveyed to assess their satisfaction and perceived learning in training at the school-based clinic. Results Over the first 19 clinic days, 48 children were seen at the school-based clinic. Of the clinic users, 60% did not have a primary care physician, 46% received a new diagnosis, 46% received an intervention in the form of medication prescription, laboratory/imaging requisitions or referrals, and 96% received a treatment plan. Residents positively rated the experience of staffing the school-based clinic in all aspects, including learning environment, clinic and team environment, teaching obtained, practice management, and overall experience. Conclusion A RLSBC is feasible and our outcomes suggest that such clinics may address health care needs of low-income families and children, while being a positively rated educational experience for pediatric residents.
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Affiliation(s)
- David D’Arienzo
- Department of Pediatrics, Montreal Children’s Hospital, McGill University, Montreal, Quebec, Canada
| | - Shiqi Xu
- Faculty of Engineering, University of Toronto, Toronto, Ontario, Canada
| | - Abeera Shahid
- Faculty of Medicine, McMasters University, Hamilton, Ontario, Canada
| | - David Meloche
- Lester B. Pearson School Board, Montreal, Quebec, Canada
| | - Julie Hebert
- Department of Pediatrics, Montreal Children’s Hospital, McGill University, Montreal, Quebec, Canada
- Department of Pediatrics, Notre-Dame Hospital, CCSMTL, Montreal, Quebec, Canada
| | - Geoffrey Dougherty
- Department of Pediatrics, Montreal Children’s Hospital, McGill University, Montreal, Quebec, Canada
| | - Patricia Li
- Department of Pediatrics, Montreal Children’s Hospital, McGill University, Montreal, Quebec, Canada
- Centre for Outcomes Research and Evaluation, Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
| | - Robert Sternszus
- Department of Pediatrics, Montreal Children’s Hospital, McGill University, Montreal, Quebec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
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Boudreaux M, Chu J, Lipton BJ. School-Based Health Centers, Access to Care, and Income-Based Disparities. JAMA Netw Open 2023; 6:e2334532. [PMID: 37721750 PMCID: PMC10507491 DOI: 10.1001/jamanetworkopen.2023.34532] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Accepted: 08/13/2023] [Indexed: 09/19/2023] Open
Abstract
Importance School-based health centers (SBHCs) are primary care clinics colocated at schools. SBHCs have the potential to improve health care access and reduce disparities, but there is limited rigorous evidence on their effectiveness at the national level. Objective To determine whether county-level adoption of SBHCs was associated with access, utilization, and health among children from low-income families and to measure reductions in income-based disparities. Design, Setting, and Participants This survey study used a difference-in-differences design and data from a nationally representative sample of children in the US merged with SBHC indicators from the National Census of School-Based Health Centers. The main sample included children aged 5 to 17 years with family incomes that were less than 200% of the federal poverty level observed in the National Health Interview Survey, collected between 1997 to 2018. The sample was restricted to children living in a county that adopted a center between 2003 and 2013 or that did not have a center at any time during the study period. Analyses of income-based disparities included children from higher income families (ie, 200% or higher than the federal poverty level). Data were analyzed between January 2020 and July 2023. Exposure County-by-year SBHC adoption. Main Outcomes and Measures Outcomes included access (usual source of care, insurance status, barriers), ambulatory care use (general physician, eye doctor, dental, mental health visits), and health (general health status, missed school days due to illness). P values were adjusted for multiple comparisons using the sharpened q value method. Results This study included 12 624 unweighted children from low-income families and 24 631 unweighted children from higher income families. The weighted percentage of children in low-income families who resided in counties with SBHC adoption included 50.0% aged 5 to 10 years. The weighted percentages of the race and ethnicity of these children included 36.7% Hispanic children, 25.2% non-Hispanic Black children, and 30.6% non-Hispanic White children. The weighted percentages of children in the counties that never adopted SBHCs included 50.1% aged 5 to 10 years. The weighted percentages of the race and ethnicity of these children included 20.7% Hispanic children, 22.4% non-Hispanic Black children, and 52.9% non-Hispanic White children. SBHC adoption was associated with a 6.4 percentage point increase in dental visits (95% CI, 3.2-9.6 percentage points; P < .001), an 8.0 percentage point increase in having a usual source of care (95% CI, 4.5-11.5 percentage points; P < .001), and a 5.2 percentage point increase in insurance (95% CI, 1.2-9.2 percentage points; P = .03). No other statistically significant associations were found with other outcomes. SBHCs were associated with relative reductions in income-based disparities to dental visits by 76% (4.9 percentage points; 95% CI, 2.0-7.7 percentage points), to insured status by 63% (3.5 percentage points; 95% CI, 1.3-5.7 percentage points), and to having a usual source of care by 98% (7.2 percentage points; 95% CI, 5.4-9.1 percentage points). Conclusions and Relevance In this survey study with difference-in-differences analysis of SBHC adoption, SBHCs were associated with access to care and reduced income-based disparities. These findings support additional SBHC expansion.
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Affiliation(s)
- Michel Boudreaux
- Department of Health Policy and Management, University of Maryland, College Park
| | - Jun Chu
- Department of Sociology, Anthropology, and Public Health, University of Maryland, Baltimore County, Baltimore
| | - Brandy J. Lipton
- Department of Health, Society, and Behavior, University of California, Irvine
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Smith BM, Smith TK, Holve S, Connor KA, Coleman C, Tschudy MM. Defining and Promoting Pediatric Pulmonary Health: Equitable Family and Community Partnerships. Pediatrics 2023; 152:e2023062292G. [PMID: 37656028 PMCID: PMC10484323 DOI: 10.1542/peds.2023-062292g] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/16/2023] [Indexed: 09/02/2023] Open
Abstract
Optimizing pulmonary health across the lifespan begins from the earliest stages of childhood and requires a partnership between the family, pulmonologist, and pediatrician to achieve equitable outcomes. The Community Pediatrics session of the Defining and Promoting Pediatric Pulmonary Health workshop weaved together 4 community-based pillars with 4 research principles to set an agenda for future pediatric pulmonary research in optimizing lung and sleep health for children and adolescents. To address diversity, equity, and inclusion, both research proposals and workforce must purposefully include a diverse set of participants that reflects the community served, in addition to embracing nontraditional, community-based sites of care and social determinants of health. To foster inclusive, exploratory, and innovative research, studies must be centered on community priorities, with findings applied to all members of the community, particularly those in historically marginalized and minoritized groups. Research teams should also foster meaningful partnerships with community primary care and family members from study conceptualization. To achieve these goals, implementation and dissemination science should be expanded in pediatric pulmonary research, along with the development of rapid mechanisms to disseminate best practices to community-based clinicians. To build cross-disciplinary collaboration and training, community-academic partnerships, family research partnerships, and integrated research networks are necessary. With research supported by community pillars built on authentic partnerships and guided by inclusive principles, pediatric lung and sleep health can be optimized for all children and adolescents across the full lifespan in the community in which they live and thrive.
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Affiliation(s)
- Brandon M. Smith
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Tyler K. Smith
- Department of Pediatrics, University of Missouri-Kansas City School of Medicine and Children’s Mercy Kansas City, Kansas City, Missouri
| | - Steve Holve
- Tuba City Regional Health Care, Indian Health Service, Tuba City, Arizona
| | - Katherine A. Connor
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | | | - Megan M. Tschudy
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland
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Dong M, Ip DKM, Yuan J, So HC, Cowling BJ, Liao Q. Assessing the longitudinal effects of the continuation and discontinuation of the school-located influenza vaccination programme on parental vaccine hesitancy in Hong Kong. J Public Health (Oxf) 2023; 45:e501-e509. [PMID: 37002942 DOI: 10.1093/pubmed/fdad018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 02/01/2023] [Accepted: 02/07/2023] [Indexed: 04/03/2023] Open
Abstract
BACKGROUND School-located influenza vaccination programme (SIVP) can effectively promote childhood seasonal influenza vaccination (SIV). However, the longitudinal effects of continuation and discontinuation of the SIVP on parents' vaccine hesitancy remained unknown. METHODS A two-wave longitudinal study recruited adult parents who had at least one child attending a kindergarten or primary school using random-digital-dialled telephone interviews. Generalized estimating equation and structural equation modelling were used to examine the impact of changes in schools' SIVP participation status on parents' vaccine-related attitudes, and childhood SIV acceptance over 2 years in Hong Kong. RESULTS Children's SIV uptake varied by the schools' SIVP participation status. The highest SIV uptake was found in schools that consistently participated in SIVP (Consistent participation group) (2018/2019: 85.0%; 2019/2020: 83.0%) but lowest in the Consistent non-Participation group (2018/2019: 45.0%; 2019/2020: 39.0%). SIV uptake increased in the Late Initiation group but declined in the Discontinuation group. An increasing trend of parental vaccine-hesitant attitudes was observed in the Consistent non-Participation group. CONCLUSIONS Initiation and continuation of the SIVP can reduce parental vaccine hesitancy to achieve a high childhood SIV uptake. Conversely, discontinuation of the SIVP or persistent resistance to the implementation of SIVP can increase parental vaccine hesitancy and reduce childhood SIV uptake.
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Affiliation(s)
- Meihong Dong
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Dennis Kai Ming Ip
- World Health Organization Collaborating Center for Infectious Disease Epidemiology and Control, School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Jiehu Yuan
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Hau Chi So
- World Health Organization Collaborating Center for Infectious Disease Epidemiology and Control, School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Benjamin J Cowling
- World Health Organization Collaborating Center for Infectious Disease Epidemiology and Control, School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
- Laboratory of Data Discovery for Health, Hong Kong Science and Technology Park, Hong Kong, China
| | - Qiuyan Liao
- School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
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Ruff RR, Habib R, Godín TB, Niederman R. School-based caries prevention and the impact on acute and chronic student absenteeism. J Am Dent Assoc 2023; 154:753-759. [PMID: 37500236 DOI: 10.1016/j.adaj.2023.05.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 05/01/2023] [Accepted: 05/11/2023] [Indexed: 07/29/2023]
Abstract
BACKGROUND Poor oral health is significantly associated with absenteeism, contributing to millions of lost school hours per year. The effect of school-based dental programs that address oral health care inequities on student attendance has not yet been explored. METHODS CariedAway was a longitudinal, cluster-randomized, noninferiority trial of minimally invasive medicines for caries used in a school-based program. We extracted data on school absenteeism and chronically absent students from publicly available data sets for years before, during, and after program onset (2016-2021). Total absences and the proportion of chronically absent students were modeled using multilevel mixed-effects linear and 2-limit tobit regression, respectively. RESULTS In years in which treatment was provided through a school-based caries prevention program, schools recorded approximately 944 fewer absences than in nontreatment years (95% CI, -1,739 to -149). Averaged across all study years, schools receiving either treatment had 1,500 fewer absences than comparator schools, but this was not statistically significant. In contrast, chronic absenteeism was found to significantly decrease in later years of the program (b, -.037; 95% CI, -.062 to -.011). Excluding data for years affected by COVID-19 removed significant associations. CONCLUSIONS Although originally designed to obviate access barriers to critical oral health care, early integration of school-based dental programs may positively affect school attendance. However, the observed effects may be due to poor reliability of attendance records resulting from the closing of school facilities in response to COVID-19, and further study is needed. PRACTICAL IMPLICATIONS School-based caries prevention may also improve educational outcomes, in addition to providing critical oral health care. This clinical trial was registered at ClinicalTrials.gov. The registration number is NCT03442309.
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Babatunde GB, Akintola O. Beyond Access: Can a School Health Initiative Facilitate Healthcare Services Utilisation for School-Going Children? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6448. [PMID: 37568989 PMCID: PMC10418310 DOI: 10.3390/ijerph20156448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 07/11/2023] [Accepted: 07/15/2023] [Indexed: 08/13/2023]
Abstract
Accessing quality healthcare services is critical to addressing the different health challenges confronting school-going children, especially those in low-resource communities. However, the evidence of access to services is utilisation and not the mere availability of such services. This study explored caregivers' descriptions of the factors influencing the access and utilisation of quality healthcare services for school-going children and their perceptions of the services provided through the integrated school health programme in South Africa. Qualitative interviews were conducted with 17 caregivers of school-going children in three low-resource communities of KwaZulu-Natal province. The data was analysed using thematic analysis, and the themes were clustered using components of the Aday and Andersen framework for access. Despite the efforts to expand the coverage and range of services provided through the Integrated School Health Programme (ISHP), we identified various factors that undermine the overall aim of the ISHP. Financial constraints, distance to health facilities, poor communication and information dissemination systems, low literacy levels, healthcare workers' negative attitudes, and long waiting periods at the referral sites constitute barriers to service utilisation. Specific attention should be paid to improving the communication system between the school-health team and the caregivers, providing support for transportation, improving the attitude of the clinic staff, and providing follow-up services for children referred for further screening and treatment.
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Affiliation(s)
- Gbotemi Bukola Babatunde
- School of Public Health, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town 7535, South Africa;
- Graduate School of Professional Psychology, University of Denver, Denver, CO 80208, USA
| | - Olagoke Akintola
- School of Public Health, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town 7535, South Africa;
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Stump TK, Wetter DW, Kuzmenko T, Orleans B, Kolp L, Wirth J, Del Fiol G, Chipman J, Haaland B, Kaphingst KA, Hersh AL, Wu YP. Preliminary Reach of an Information Technology Approach to Support COVID-19 Testing in Schools. Pediatrics 2023; 152:e2022060352E. [PMID: 37394508 PMCID: PMC10312282 DOI: 10.1542/peds.2022-060352e] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/04/2023] [Indexed: 07/04/2023] Open
Abstract
OBJECTIVES SCALE-UP Counts tests population health management interventions to promote coronavirus disease 2019 (COVID-19) testing in kindergarten through 12th-grade schools that serve populations that have been historically marginalized. METHODS Within 6 participating schools, we identified 3506 unique parents/guardians who served as the primary contact for at least 1 student. Participants were randomized to text messaging (TM), text messaging + health navigation (HN) (TM + HN), or usual care. Bidirectional texts provided COVID-19 symptom screening, along with guidance on obtaining and using tests as appropriate. If parents/guardians in the TM + HN group were advised to test their child but either did not test or did not respond to texts, they were called by a trained health navigator to address barriers. RESULTS Participating schools served a student population that was 32.9% non-white and 15.4% Hispanic, with 49.6% of students eligible to receive free lunches. Overall, 98.8% of parents/guardians had a valid cell phone, of which 3.8% opted out. Among the 2323 parents/guardians included in the intervention, 79.6% (n = 1849) were randomized to receive TM, and 19.1% (n = 354) engaged with TM (ie, responded to at least 1 message). Within the TM + HN group (40.1%, n = 932), 1.3% (n = 12) qualified for HN at least once, of which 41.7% (n = 5) talked to a health navigator. CONCLUSIONS TM and HN are feasible ways to reach parents/guardians of kindergarten through 12th-grade students to provide COVID-19 screening messages. Strategies to improve engagement may strengthen the impact of the intervention.
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Affiliation(s)
- Tammy K. Stump
- Departments of Dermatology
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
| | - David W. Wetter
- Population Health Sciences
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
| | | | - Brian Orleans
- Population Health Sciences
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
| | - Leighann Kolp
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
| | - Jennifer Wirth
- Population Health Sciences
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
| | | | - Jonathan Chipman
- Population Health Sciences
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
| | - Benjamin Haaland
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
| | | | | | - Yelena P. Wu
- Departments of Dermatology
- Huntsman Cancer Institute, University of Utah, Salt Lake City, Utah
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Heinrich CJ, Colomer A, Hieronimus M. Minding the gap: Evidence, implementation and funding gaps in mental health services delivery for school-aged children. CHILDREN AND YOUTH SERVICES REVIEW 2023; 150:107023. [PMID: 37261333 PMCID: PMC10202463 DOI: 10.1016/j.childyouth.2023.107023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Revised: 02/28/2023] [Accepted: 05/20/2023] [Indexed: 06/02/2023]
Abstract
State and local educational agencies are grappling with growing mental health needs among school-aged children that intensified during the COVID-19 pandemic. We undertake a case study of the experiences of one state, Tennessee, to examine the landscape of mental health interventions that are being deployed and to illuminate contextual factors that can support their implementation or exacerbate state and local challenges in addressing children's fast-rising mental health needs. We begin with an examination of the knowledge base on interventions and approaches that are commonly employed in K-12 schools to address children's mental health needs, including in Tennessee, with the aim to identify notable gaps in what we understand about their implementation and impacts on student outcomes. We find a lack of rigorous research that can inform efforts to improve the implementation and effectiveness of school-based mental health interventions. We bring this insight to our case-study analysis, which shows that this lack of guidance from research is compounded by inadequate, time-limited and fluctuating public funding that hinders local efforts to establish strong, ongoing programs that provide or connect K-12 students to essential mental health services. We call for more federal funding to support state and local implementation of proven and promising interventions for addressing children's mental health needs and more rigorous evaluations to strengthen the evidence base on their implementation and impacts.
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Affiliation(s)
| | - Ann Colomer
- Vanderbilt University, Nashville, TN, United States
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Duck AA, Carr K, Lim CS, Robinson JC. Integrating Behavioral Health and Primary Care in an Inner-City High School: Expanded Care in a School-Based Clinic in Mississippi, 2018-2020. Public Health Rep 2023; 138:16S-21S. [PMID: 37226942 PMCID: PMC10226072 DOI: 10.1177/00333549221128221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/26/2023] Open
Abstract
Adolescence, a critical and rapid stage of human development, requires innovative approaches in the provision of health care. With considerable mental health issues occurring among adolescents, an urgent need exists to address their mental and behavioral health. School-based health centers can provide an important safety net, particularly for young people who lack access to comprehensive and behavioral health care. We describe the design and implementation of behavioral health assessment, screening, and treatment services in a primary care school-based health center. We reviewed primary care and behavioral health measures as well as the challenges and lessons learned of this process. Five hundred and thirteen adolescents and young adults aged 14-19 years from an inner-city high school in South Mississippi were screened for behavioral health issues from January 2018 through March 2020, and all 133 adolescents deemed at risk for behavioral health issues received comprehensive health care. Lessons learned included the importance of recruiting behavioral health providers to ensure sufficient staff, establishing academic-practice arrangements to ensure funding, increasing student enrollment by improving the return rate of consent for care, and enhancing data collection through process automation. This case study may help inform the design and implementation of integrated primary and behavioral health care in school-based health centers.
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Affiliation(s)
- Angela A Duck
- School of Nursing, University of Mississippi Medical Center, Jackson, MS, USA
| | - Kayla Carr
- School of Nursing, University of Mississippi Medical Center, Jackson, MS, USA
| | - Crystal S Lim
- Department of Psychiatry and Human Behavior, University of Mississippi Medical Center, Jackson, MS, USA
| | - Jennifer C Robinson
- School of Nursing, University of Mississippi Medical Center, Jackson, MS, USA
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Gaylor EM, Krause KH, Welder LE, Cooper AC, Ashley C, Mack KA, Crosby AE, Trinh E, Ivey-Stephenson AZ, Whittle L. Suicidal Thoughts and Behaviors Among High School Students - Youth Risk Behavior Survey, United States, 2021. MMWR Suppl 2023; 72:45-54. [PMID: 37104546 PMCID: PMC10156155 DOI: 10.15585/mmwr.su7201a6] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/28/2023] Open
Abstract
Suicide is the third leading cause of death among high school-aged youths aged 14-18 years. The 2021 suicide rate for this age group was 9.0 per 100,000 population. Updating a previous analysis of the Youth Risk Behavior Survey during 2009-2019, this report uses 2019 and 2021 data to examine high school students' reports of suicidal thoughts and behaviors. Prevalence estimates are reported by grade, race and ethnicity, sexual identity, and sex of sexual contacts. Unadjusted logistic regression models were used to calculate prevalence differences comparing 2019 to 2021 and prevalence ratios comparing suicidal behavior between subgroups across demographic characteristics to a referent group. From 2019 to 2021, female students had an increased prevalence of seriously considered attempting suicide (from 24.1% to 30%), an increase in making a suicide plan (from 19.9% to 23.6%), and an increase in suicide attempts (from 11.0% to 13.3%). In addition, from 2019 to 2021, Black or African American (Black), Hispanic or Latino (Hispanic), and White female students had an increased prevalence of seriously considered attempting suicide. In 2021, Black female students had an increased prevalence of suicide attempts and Hispanic female students had an increased prevalence of suicide attempts that required medical treatment compared with White female students. Prevalence of suicidal thoughts and behaviors remained stable overall for male students from 2019 to 2021. A comprehensive approach to suicide prevention with a focus on health equity is needed to address these disparities and reduce prevalence of suicidal thoughts and behaviors for all youths. School and community-based strategies include creating safe and supportive environments, promoting connectedness, teaching coping and problem solving, and gatekeeper training.
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Wright B, Kingsley E, Cooper C, Biggs K, Bursnall M, Wang HI, Chater T, Coates E, Teare MD, McKendrick K, Gomez de la Cuesta G, Barr A, Solaiman K, Packham A, Marshall D, Varley D, Nekooi R, Parrott S, Ali S, Gilbody S, Le Couteur A. I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO ® based therapy ('Play Brick Therapy') clubs in school environments. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:13623613231159699. [PMID: 36991578 PMCID: PMC10576908 DOI: 10.1177/13623613231159699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023]
Abstract
LAY ABSTRACT Autism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12 weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher's questionnaire answers about the children and young people's social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy.
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Affiliation(s)
| | - Ellen Kingsley
- COMIC Research, Leeds and York Partnership NHS Foundation Trust, UK
| | - Cindy Cooper
- Clinical Trials Research Unit, University of Sheffield, UK
| | - Katie Biggs
- Clinical Trials Research Unit, University of Sheffield, UK
| | | | | | - Tim Chater
- Clinical Trials Research Unit, University of Sheffield, UK
| | | | | | | | | | - Amy Barr
- Clinical Trials Research Unit, University of Sheffield, UK
| | - Kiera Solaiman
- Clinical Trials Research Unit, University of Sheffield, UK
| | - Anna Packham
- Clinical Trials Research Unit, University of Sheffield, UK
| | | | | | - Roshanak Nekooi
- COMIC Research, Leeds and York Partnership NHS Foundation Trust, UK
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Richards EC, Allen MR, Weiss MD. The Impact of School Closures on Service Utilization in School-Based Health Centers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4588. [PMID: 36901598 PMCID: PMC10001771 DOI: 10.3390/ijerph20054588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 02/28/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The pandemic was followed by a severe mental health crisis in youth with both an increase in the prevalence of mental health problems and a decrease in requests for and access to care. METHODS data were extracted from the school-based health center records in three large public high schools that include under-resourced and immigrant communities. Data from 2018/2019 (pre-pandemic), 2020 during the pandemic, and then in 2021 after the return to in-person school were compared regarding the impact of in-person, telehealth, and hybrid care. RESULTS Despite the increase in mental health needs globally, there was a dramatic decrease in referrals, evaluations, and the total number of students seen for behavioral health care. The time course of this decrease in care was specifically associated with the transition to telehealth, although treatment did not return to pre-pandemic levels, even after in-person care became available. CONCLUSIONS Despite ease of access and increased need, these data suggest that telehealth has unique limitations when delivered in school-based health centers.
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Ma S, Serban N, Dehghanian A, Tomar SL. The impact of dentists' availability in delivering dental care in Florida Elementary Schools. J Public Health Dent 2023; 83:60-68. [PMID: 36221807 PMCID: PMC10006351 DOI: 10.1111/jphd.12551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 06/15/2022] [Accepted: 08/09/2022] [Indexed: 11/28/2022]
Abstract
OBJECTIVE This study evaluates the dentists' availability to deliver preventive dental care to children in schools and the impact of school-based programs on access. METHODS The study population included Florida elementary-school children, differentiated by dental insurance (Medicaid, CHIP, private, or none). We considered the implementation of school-based programs using optimization modeling to (re)allocate the dentists' caseload to schools to meet demand for preventive care under resource constraints. We considered multiple settings for school-based program implementation: (i) school prioritization; and (ii) dentists' participation in public insurance. Statistical inference was used to identify communities to improve access and reduce disparities. RESULTS School-based programs reduced unmet demand (3%-12%), being more efficient if prioritizing schools in communities targeted to improve access. The access improvement varied by insurance status and geography. Uninsured urban children benefited most from school-based programs, with 15%-75% unmet need reduction. The percentage of urban communities targeted to improve access decreased by 12% against no-school program. Such percentage remained large for suburban (15%-100%) and rural (50%-100%) communities. Disparity in access for public-insured vs. private-insured children persisted under school-based programs (32%-84% identified communities). CONCLUSION School-based programs improve dental care access; the improvement was however different by insurance status, with uninsured children benefiting the most. Accounting to the dentists' availability in prioritizing schools resulted in effective resource allocation to school-based programs. Access disparities between public and private-insured children did not improve; school-based programs shifted resources from public-insured to uninsured. School-based programs are effective in addressing access barriers to those children experiencing them most.
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Affiliation(s)
- Simin Ma
- School of Industrial & Systems Engineering, Georgia Institute of Technology, Atlanta GA 30332-0205
| | - Nicoleta Serban
- School of Industrial & Systems Engineering, Georgia Institute of Technology, Atlanta GA 30332-0205
| | - Amin Dehghanian
- School of Industrial & Systems Engineering, Georgia Institute of Technology, Atlanta GA 30332-0205
| | - Scott L. Tomar
- Department of Prevention and Public Health Sciences, College of Dentistry, University of Illinois, Chicago, IL, 60612
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Klein LM, Johnson SB, Prichett L, Abel Y, Connor K, Jones VC. Parent Engagement with a School-Based Health Center Consent Process Predicts Student Attendance and School Transition. THE JOURNAL OF SCHOOL HEALTH 2023; 93:235-240. [PMID: 36418006 DOI: 10.1111/josh.13266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Revised: 09/19/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND School-based health centers (SBHCs) fill critical pediatric health care access gaps but typically require parental consent for enrollment. Families' responses to SBHC consent form outreach efforts may reflect broader school engagement. This study investigated whether SBHC consent form return predicted subsequent chronic absenteeism and school transition, indicators of student and family school engagement. METHODS Multivariable logistic regression was used to compare the odds of being chronically absent or transitioning out of a US elementary/middle school (n = 1917) during 2015-2016 and 2016-2017 for those who declined SBHC enrollment or did not return a consent form, compared to those who enrolled. RESULTS Compared to enrolled students, those who declined had 78% lower odds of chronic absenteeism [95% CI: 0.09, 0.54]. Families who did not respond had 2.8 times greater odds of their student transitioning out of school [95% CI: 2.15, 3.58] but were no more likely to be chronically absent. CONCLUSIONS Consent form return may predict aspects of broader students and family school engagement.
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Affiliation(s)
- Lauren M Klein
- Division of General Pediatrics, Johns Hopkins School of Medicine, Baltimore, MD
| | - Sara B Johnson
- Division of General Pediatrics, Johns Hopkins School of Medicine, Baltimore, MD
| | - Laura Prichett
- Division of General Pediatrics, Johns Hopkins School of Medicine, Baltimore, MD
| | - Yolanda Abel
- Johns Hopkins University School of Education, Baltimore, MD
| | - Katherine Connor
- Division of General Pediatrics, Johns Hopkins School of Medicine, Baltimore, MD
| | - Vanya C Jones
- Department of Health Behavior and Society, Johns Hopkins Bloomberg School of Public Health, 624 N. Broadway, Suite 544, Baltimore, MD 21205
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Soleimanpour S, Geierstanger S, Goddard A, Cushing K, Fields P, Love H. Developing National Standardized Performance Measures for School-Based Health Centers: The National Quality Initiative. THE JOURNAL OF SCHOOL HEALTH 2023; 93:97-106. [PMID: 35915560 DOI: 10.1111/josh.13236] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 07/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Despite extensive literature on school-based health center (SBHC) characteristics and outcomes, their quality of care has not been examined nationally. Standardized quality metrics can inform health care delivery and improvement. METHODS SBHC national performance measures (NPMs) were developed by reviewing measures from national child health quality initiatives and engaging stakeholders in a consensus-building process. NPMs were pilot-tested with 73 SBHCs and SBHCs nationally subsequently reported data. RESULTS Five NPMs were selected including the percentage of clients annually who received at least one: (1) well-child visit, whether administered in the SBHC or elsewhere; (2) risk assessment; (3) body mass index screen with nutrition and physical activity counseling; and, if age-appropriate, (4) depression screening with follow-up treatment plan; and (5) chlamydia screening among sexually active clients. SBHCs experienced challenges with reporting during pilot-testing, particularly related to extracting data from electronic health records, and identified strategies to address challenges. Approximately 20% of SBHCs nationally voluntarily reported data during the initial year. IMPLICATIONS FOR SCHOOL HEALTH Standardized performance measures can help SBHCs monitor and improve care delivery and demonstrate effectiveness compared to other child health delivery systems. CONCLUSION Ongoing data collection will help examine whether measure adoption drives quality improvement for SBHCs nationwide.
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Affiliation(s)
- Samira Soleimanpour
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, 490 Illinois Street, Floor 7, San Francisco, CA, 94158
| | - Sara Geierstanger
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, 490 Illinois Street, Floor 7, San Francisco, CA, 94158
| | - Anna Goddard
- School-Based Health Alliance, 1010 Vermont Ave NW, Suite 816, Washington, DC, 20005
- Managing Director of Medical Services & Quality Improvement and Pediatric Nurse Practitioner, , Child and Family Agency of Southeastern Connecticut, 255 Hempstead Street, New London, CT, 06320
| | - Katherine Cushing
- School-Based Health Alliance, 1010 Vermont Ave NW, Suite 816, Washington, DC, 20005
| | - Paula Fields
- School-Based Health Alliance, 1010 Vermont Ave NW, Suite 816, Washington, DC, 20005
| | - Hayley Love
- School-Based Health Alliance, 1010 Vermont Ave NW, Suite 816, Washington, DC, 20005
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School Dental Services Theoretical Model-Based on Geographic Information System in Al-Madinah, Saudi Arabia. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020186. [PMID: 36832315 PMCID: PMC9954952 DOI: 10.3390/children10020186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 01/10/2023] [Accepted: 01/15/2023] [Indexed: 01/20/2023]
Abstract
The study aimed to design a geographic theoretical model for school dental services (SDS) in Al-Madinah, Saudi Arabia (SA), using a geographic information system (GIS). The location of all primary public schools and the student population at each school were obtained from the General Administration of Education in Al-Madinah Al-Munawwarah Region website. The geographic modeling for SDS was analyzed using GIS according to two models. A scenario was developed to simulate the demand for dental care for the two models based on schoolchildren's estimated oral health profile. The areas with the higher number of schools; higher number of students; and dense child population as presented in the map suggest the future location of SDS. The total number of dentists required to work in SDS settings was 415 for the first model, and 277 for the second model. The suggested average number of dentists per district in the highest child population density districts is 18 dentists in the first model, compared to 14 in the second model. Establishing SDS is suggested as a solution to the persistently high prevalence of dental caries among schoolchildren in Al-Madinah and SA in general. A model was suggested for SDS with a guide of the proposed SDS locations and the number of dentists to hire for the services to meet the child population's oral health needs.
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Beierwaltes P, Bell SE, Cornell R, Ostrow LG, Schmitz N, Verchota G, Clisbee D, Houston R, Eggenberger SK. A school-based health centre partnership: Faculty practice, nursing student learning and wellness in youth, families and community. J Clin Nurs 2023; 32:332-345. [PMID: 35146815 DOI: 10.1111/jocn.16246] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 10/26/2021] [Accepted: 01/20/2022] [Indexed: 12/14/2022]
Abstract
AIMS AND OBJECTIVES This paper describes the development of a SBHC with an innovative model of care that grew out of a partnership between a public-school district and a university nursing programme in the midwestern region of the United States. BACKGROUND AND PURPOSE Persistent barriers to health and health care experienced by youth are well documented. School-based health centres (SBHCs) can improve educational and health outcomes, positively impacting health equity. Academic systems are positioned to address health care needs of the school-aged population, yet educators face challenges of accessing quality learning placements for students and faculty practice sites. METHODS A community-based collaborative methodology guided the planning phases that were driven by priority needs identified by families and stakeholders. With the mission of "partnering with students, families, and communities in the promotion of health and wellness through engagement in practice, education, and research," an ongoing dialogue over a two-year period led to articulating a vision, designing a plan and implementing a nurse-managed SBHC. The Standards for Reporting Qualitative Research (SRQR) checklist was considered in the preparation of this paper. RESULTS In three years, this SBHC has addressed and identified priority needs and served individual youth and families. The SBHC provides opportunities for the faculty to fulfil a practice requirement for certification and accreditation. Nursing students engage with youth and families in health education and health promotion while strengthening their technical and relational skills. Family nurse practitioner students gain valuable clinical experience. Faculty with expertise in family nursing guide family assessments, support family resiliency and direct therapeutic conversations with family units. CONCLUSION SBHCs serve youth, families, and community. This academic-practice partnership has the added benefit of providing faculty practice opportunities and nursing student experiential learning. RELEVANCE TO CLINICAL PRACTICE SHBCs provide practice opportunities that address needs in individuals, families, and communities. Partnerships should be considered at academic nursing programmes to support their needs and fulfil commitments to address health equity gaps.
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Affiliation(s)
| | - Sue Ellen Bell
- School of Nursing, Minnesota State University, Mankato, Mankato, Minnesota, USA
| | - Rhonda Cornell
- School of Nursing, Minnesota State University, Mankato, Mankato, Minnesota, USA
| | - Laurel Gail Ostrow
- School of Nursing, Minnesota State University, Mankato, Mankato, Minnesota, USA
| | - Nicole Schmitz
- School of Nursing, Minnesota State University, Mankato, Mankato, Minnesota, USA
| | - Gwen Verchota
- School of Nursing, Minnesota State University, Mankato, Mankato, Minnesota, USA
| | - David Clisbee
- School of Nursing, Minnesota State University, Mankato, Mankato, Minnesota, USA
| | - Rebecca Houston
- School of Nursing, Minnesota State University, Mankato, Mankato, Minnesota, USA
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Ward MM, Bhagianadh D, Ullrich F, Merchant KAS, Mena C. Overview of School-Based Telehealth Network Grant Program Services Delivered to Students in Rural Schools. J Sch Nurs 2022:10598405221142498. [PMID: 36464799 DOI: 10.1177/10598405221142498] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2024] Open
Abstract
Telehealth can expand and enhance access to school-based health care, but its use has been relatively limited. Recognizing that school-based health care is still not reaching many students, the Health Resources and Services Administration (HRSA) funded the School Based Telehealth Network Grant Program to expand telehealth in rural school-based settings to help to increase the availability and use of these services. The 19 grantees delivered telehealth to over 200 schools across 17 states, choosing which services they would deliver and how. Looking across the services, these fell into three categories - primary/urgent care, behavioral health, and other more specialized services. The majority of grantees offered multiple telehealth services with the combination of behavioral health and primary/urgent care the most common. The current study adds to the literature by elucidating that telehealth in schools can address multiple clinical conditions through separate services even though doing so involves using various combinations of clinicians providing different services.
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Affiliation(s)
- Marcia M Ward
- Department of Health Management and Policy, University of Iowa, Iowa City, USA
| | - Divya Bhagianadh
- School of Social Work, 242612Rutgers University, New Brunswick, USA
| | - Fred Ullrich
- Department of Health Management and Policy, University of Iowa, Iowa City, USA
| | | | - Carlos Mena
- Office for the Advancement of Telehealth, 17225Health Resources and Services Administration, Rockville, USA
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Borkowski V, Goddard A, Gaffney B. School-Based Health Centers: A Concept Analysis. J Pediatr Health Care 2022; 37:269-278. [PMID: 36470799 DOI: 10.1016/j.pedhc.2022.11.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 10/23/2022] [Accepted: 11/11/2022] [Indexed: 12/05/2022]
Abstract
INTRODUCTION This concept analysis aims to provide a conceptual definition for school-based health centers (SBHCs). Despite growing evidence of SBHC growth and impact, there is a gap in the conceptual clarity of SBHCs. METHOD A systematic review using Walker and Avant's 8-step method of concept analysis produced 369 articles, of which 17 were analyzed. PubMed, CINAHL, Embase, PsycINFO, and Cochrane Library were searched with no time limit to capture the history and development of SBHCs. Search terms included "school-based health" and "school-based health center." RESULTS Accessible and advanced practitioners, heterogeneity, integrated care and location, and youth-friendly provide defining attributions to SBHCs. Antecedents, consequences, and empirical referents are discussed. DISCUSSION This concept analysis highlights evidence supporting the potential impact of SBHCs as a health service model for advancing health equity. Clear criteria contribute to understanding SBHCs and serve as a basis for ongoing research and stakeholder collaboration.
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Affiliation(s)
- Vera Borkowski
- Child & Family Agency of Southeastern Connecticut, Inc., 7 Vauxhall Street, New London, CT, 06320; Vanderbilt University, School of Nursing, 461 21st Avenue South, Nashville, TN, 37240
| | - Anna Goddard
- Child & Family Agency of Southeastern Connecticut, Inc., 7 Vauxhall Street, New London, CT, 06320.
| | - Betsy Gaffney
- Child & Family Agency of Southeastern Connecticut, Inc., 7 Vauxhall Street, New London, CT, 06320
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Gallardo M, Zepeda A, Biely C, Jackson N, Puffer M, Anton P, Dudovitz R. School-Based Health Center Utilization During COVID-19 Pandemic-Related School Closures. THE JOURNAL OF SCHOOL HEALTH 2022; 92:1045-1050. [PMID: 35945893 PMCID: PMC9538881 DOI: 10.1111/josh.13226] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 07/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Little is known regarding utilization of school-based health centers (SBHCs) during prolonged school closures, such as those that occurred during the COVID-19 pandemic. We sought to compare SBHC utilization before and after pandemic-related school closures across a network of SBHCs affiliated with a large Southern Californian urban school district. METHODS We conducted a secondary analysis of encounter data extracted from electronic health records from 12 SBHCs that remained open despite school closures, including patient demographics and diagnostic and billing codes. We used the Clinical Classifications Software Refined to group encounters for common primary care conditions. Utilization before and during pandemic-related school closures was compared using logistic regression with cluster-robust standard errors to account for clustering within clinics, after adjusting for month of encounter. RESULTS During the pandemic, study SBHCs conducted 52,530 encounters and maintained ∼4040 encounters/month. The frequency of encounters for annual preventative health exams increased for school-aged patients but decreased for other age groups while the frequency of encounters for mental health problems increased for all age groups. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Despite pandemic-related school closures, SBHCs appeared play a critical role in providing primary care to vulnerable communities. CONCLUSIONS SBHCs may hold value beyond their co-location with academic instruction.
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Affiliation(s)
| | - Alex Zepeda
- The L.A. Trust for Children's HealthLos AngelesCA
| | - Christopher Biely
- David Geffen School of Medicine at UCLA, Los Angeles, CA; UCLA Department of PediatricsLos AngelesCA
| | - Nicholas Jackson
- David Geffen School of Medicine at UCLA, Los Angeles, CA; UCLA General Internal MedicineLos AngelesCA
| | | | | | - Rebecca Dudovitz
- David Geffen School of Medicine at UCLA, Los Angeles, CA; UCLA Department of PediatricsLos AngelesCA
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Rates, Patterns, and Predictors of Follow-up Care for Adolescents at Risk for Substance Use Disorder in a School-Based Health Center SBIRT Program. J Adolesc Health 2022; 71:S57-S64. [PMID: 36122971 DOI: 10.1016/j.jadohealth.2022.02.024] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 01/17/2022] [Accepted: 02/28/2022] [Indexed: 12/23/2022]
Abstract
PURPOSE To examine rates, patterns, and predictors of follow-up care for adolescents screened as being at risk for substance use disorder (SUD) in a school-based health center (SBHC) Screening, Brief Intervention and Referral to Treatment (SBIRT) program. METHODS Electronic health records were extracted of adolescents who received health care services from one of three high school-based health centers implementing SBIRT. Patterns and predictors of engagement in follow-up care within 8 weeks following the week of a positive SUD risk screen were analyzed using item response theory (IRT) modeling. RESULTS Out of 1,327 adolescents receiving SBHC services, 81.2% completed a health screening questionnaire. Of screened adolescents, 17.7% were positive for SUD risk. Across the 8-week follow-up period, 65.4% of adolescents at risk for SUD received at least one follow-up visit. IRT modeling indicated that high levels of engagement in follow-up care were characterized by contact with a behavioral health care (BHC) provider. The percentage of adolescents having follow-up contact with a BHC provider increased significantly after the onset of the COVID-19 pandemic. Engagement in follow-up care was predicted by risk for depression, history of suicidal behavior, being female, and previous sexual activity. DISCUSSION SBHCs provide a favorable setting for screening and detecting adolescents at risk for SUD. Adolescents at risk for SUD should receive follow-up contact with a BHC provider. Enhanced follow-up engagement efforts may be warranted for adolescents at risk for SUD without risk for depression or suicidal history, as well as for females and those with previous sexual activity.
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Child and Adolescent Psychiatry and Underrepresented Youth With School Attendance Problems: Integration With Systems of Care, Advocacy, and Future Directions. J Am Acad Child Adolesc Psychiatry 2022; 61:1208-1210. [PMID: 35364248 DOI: 10.1016/j.jaac.2022.03.016] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Revised: 03/07/2022] [Accepted: 03/21/2022] [Indexed: 11/22/2022]
Abstract
School attendance problems (SAPs) include full-day and partial absences (eg, missing classes, tardiness) as well as difficulties going to or remaining in school. SAPs also include nonparticipation in distance/hybrid learning formats or lack of access to necessary technology or equipment. SAPs are particularly prevalent among students of color, students in poverty, students with disabilities, English language learners, and migrant populations. SAPs are often part of a complicated clinical picture of mental health (eg, emotional, neurodevelopmental, conduct disorders) and somatic (eg, abdominal, cardiovascular, respiratory problems) challenges. These challenges are exacerbated by disparities in socioeconomic status, childhood adversities, family structure, and neighborhood-level factors that have an impact on mental health outcomes.1 SAPs have serious negative consequences in childhood (eg, lower academic achievement, greater risk of dropout) and in adulthood (eg, lower lifetime earning potential, greater occupational and mental health problems). Unfortunately, underrepresented youth with SAPs often have less access to proper care, especially psychiatric care.
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Verhoog S, Eijgermans DGM, Fang Y, Bramer WM, Raat H, Jansen W. Contextual determinants associated with children's and adolescents' mental health care utilization: a systematic review. Eur Child Adolesc Psychiatry 2022:10.1007/s00787-022-02077-5. [PMID: 36129544 PMCID: PMC9490713 DOI: 10.1007/s00787-022-02077-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Accepted: 08/31/2022] [Indexed: 11/19/2022]
Abstract
Determinants at the contextual level are important for children's and adolescents' mental health care utilization, as this is the level where policy makers and care providers can intervene to improve access to and provision of care. The objective of this review was to summarize the evidence on contextual determinants associated with mental health care utilization in children and adolescents. A systematic literature search in five electronic databases was conducted in August 2021 and retrieved 6439 unique records. Based on eight inclusion criteria, 74 studies were included. Most studies were rated as high quality (79.7%) and adjusted for mental health problems (66.2%). The determinants that were identified were categorized into four levels: organizational, community, public policy or macro-environmental. There was evidence of a positive association between mental health care utilization and having access to a school-based health center, region of residence, living in an urban area, living in an area with high accessibility of mental health care, living in an area with high socio-economic status, having a mental health parity law, a mental health screening program, fee-for-service plan (compared to managed care plan), extension of health insurance coverage and collaboration between organizations providing care. For the other 35 determinants, only limited evidence was available. To conclude, this systematic review identifies ten contextual determinants of children's and adolescents' mental health care utilization, which can be influenced by policymakers and care providers. Implications and future directions for research are discussedPROSPERO ID: CRD42021276033.
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Affiliation(s)
- S Verhoog
- Department of Public Health, Erasmus MC, University Medical Centre, P.O. box 2040, 3000 CA, Rotterdam, The Netherlands
| | - D G M Eijgermans
- Department of Public Health, Erasmus MC, University Medical Centre, P.O. box 2040, 3000 CA, Rotterdam, The Netherlands
- The Generation R Study Group, Erasmus MC, University Medical Centre, Rotterdam, the Netherlands
| | - Y Fang
- Department of Public Health, Erasmus MC, University Medical Centre, P.O. box 2040, 3000 CA, Rotterdam, The Netherlands
| | - W M Bramer
- Medical Library, Erasmus MC, University Medical Centre, Rotterdam, The Netherlands
| | - H Raat
- Department of Public Health, Erasmus MC, University Medical Centre, P.O. box 2040, 3000 CA, Rotterdam, The Netherlands
| | - W Jansen
- Department of Public Health, Erasmus MC, University Medical Centre, P.O. box 2040, 3000 CA, Rotterdam, The Netherlands.
- Department of Social Development, City of Rotterdam, Rotterdam, the Netherlands.
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Elkhodary HM, Sabbagh HJ, El Meligy OAES, Talaat IM, Abdellatif EB, Mostafa MH, Khader Y, Al-Batayneh OB, Alhabli S, Al-Khanati NM, Qureshi S, Qureshi N, Yousaf MA, Marafi YF, Al Harrasi SN, Al-Rai S, Gomaa N, Mattar H, Bakhaider HA, Samodien B, Lố H, El Tantawi M. Children’s access to dental care during the COVID-19 pandemic: a multi-country survey. CHILDRENS HEALTH CARE 2022. [DOI: 10.1080/02739615.2022.2114478] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Affiliation(s)
- Heba Mohamed Elkhodary
- Pediatric Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
- Department of Pedodontics and Oral Health, Faculty of Dental Medicine for Girls, Al Azhar University, Cairo, Egypt
| | - Heba Jafar Sabbagh
- Pediatric Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Omar Abd El Sadek El Meligy
- Pediatric Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
- Pediatric Dentistry and Dental Public Health Department, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Iman Mamdouh Talaat
- Clinical Sciences Department, College of Medicine, University of Sharjah, Sharjah, UAE
- Pathology Department, Faculty of Medicine, Alexandria University, Alexandria, Egypt
| | - Enas B. Abdellatif
- Pediatric Dentistry and Dental Public Health Department, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Mohamed Hassan Mostafa
- Department of Pedodontics and Oral Health, Faculty of Dental Medicine for Girls, Al Azhar University, Cairo, Egypt
| | - Yousef Khader
- Department of Public Health, Faculty of Medicine, Jordan University of Science and Technology, Jordan
| | - Ola B. Al-Batayneh
- Preventive Dentistry Department, Faculty of Dentistry, Jordan University of Science and Technology, Jordan
| | - Sara Alhabli
- Pediatric Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Nuraldeen Maher Al-Khanati
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Syrian Private University, Damascus, Syria
| | - Shabnum Qureshi
- Department of Education, University of Kashmir, Srinagar, India
| | - Nafeesa Qureshi
- General Dental services NHS Tayside, NHS Tayside Scotland, DD2 2RZ, Dundee, United Kingdom
| | - Muhammad Abrar Yousaf
- Department of Biology, Faculty of Science and Technology, Virtual University of Pakistan, Lahore, Pakistan
| | | | | | - Sarah Al-Rai
- Department of Conservative and Preventive Dentistry, Faculty of Dentistry, Saba University, Yemen
| | - Noha Gomaa
- Oral Medicine, Schulich School of Medicine and Dentistry, University of Western Ontario, London, ON, Canada
- Department of Oral Medicine, Children’s Health Research Institute, London, ON, Canada
| | - Hala Mattar
- Faculty of Dentistry, Alexandria University, Alexandria, Egypt
| | - Hanin A. Bakhaider
- Pediatric Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Bahia Samodien
- Western Cape Education Department, Cape Town, South Africa
| | - Hanane Lố
- Department of Pediatric Dentistry, Clinique Dentaire D’Agadir, Morocco
| | - Maha El Tantawi
- Pediatric Dentistry and Dental Public Health Department, Faculty of Dentistry, Alexandria University, Alexandria, Egypt
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Adams EK, Johnson VC, Hogue CJ, Franco-Montoya D, Joski PJ, Hawley JN. Elementary School-Based Health Centers and Access to Preventive and Asthma-Related Care Among Publicly Insured Children With Asthma in Georgia. Public Health Rep 2022; 137:901-911. [PMID: 34436955 PMCID: PMC9379825 DOI: 10.1177/00333549211032973] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/28/2021] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVES We assessed the effects of 3 new elementary school-based health centers (SBHCs) in disparate Georgia communities-predominantly non-Hispanic Black semi-urban, predominantly Hispanic urban, and predominantly non-Hispanic White rural-on asthma case management among children insured by Medicaid/Children's Health Insurance Program (CHIP). METHODS We used a quasi-experimental difference-in-differences analysis to measure changes in the treatment of children with asthma, Medicaid/CHIP, and access to an SBHC (treatment, n = 193) and children in the same county without such access (control, n = 163) in school years 2011-2013 and 2013-2018. Among children with access to an SBHC (n = 193), we tested for differences between users (34%) and nonusers of SBHCs. We used International Classification of Diseases diagnosis codes, Current Procedural Terminology codes, and National Drug Codes to measure well-child visits and influenza immunization; ≥3 asthma-related visits, asthma-relief medication, asthma-control medication, and ≥2 asthma-control medications; and emergency department visits during the child-school year. RESULTS We found an increase of about 19 (P = .01) to 33 (P < .001) percentage points in the probability of having ≥3 asthma-related visits per child-school year and an increase of about 22 (P = .003) to 24 (P < .001) percentage points in the receipt of asthma-relief medication, among users of the predominantly non-Hispanic Black and Hispanic SBHCs. We found a 19 (P = .01) to 29 (P < .001) percentage-point increase in receipt of asthma-control medication and a 15 (P = .03) to 30 (P < .001) percentage-point increase in receipt of ≥2 asthma-control medications among users. Increases were largest in the predominantly non-Hispanic Black SBHC. CONCLUSION Implementation and use of elementary SBHCs can increase case management and recommended medications among racial/ethnic minority and publicly insured children with asthma.
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Affiliation(s)
- E. Kathleen Adams
- Department of Health Policy and Management, Rollins School of
Public Health, Emory University, Atlanta, GA, USA
| | - Veda C. Johnson
- Department of Pediatrics, Emory University School of Medicine,
Atlanta, GA, USA
| | - Carol J. Hogue
- Department of Epidemiology, Rollins School of Public Health,
Emory University, Atlanta, GA, USA
| | - Daniela Franco-Montoya
- Department of Health Policy and Management, Rollins School of
Public Health, Emory University, Atlanta, GA, USA
| | - Peter J. Joski
- Department of Health Policy and Management, Rollins School of
Public Health, Emory University, Atlanta, GA, USA
| | - Jonathan N. Hawley
- Department of Health Policy and Management, Rollins School of
Public Health, Emory University, Atlanta, GA, USA
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Ervin AM, Solomon SD, Shoge RY. Access to Eye Care in the United States: Evidence-Informed Decision-Making Is Key to Improving Access for Underserved Populations. Ophthalmology 2022; 129:1079-1080. [PMID: 36058738 DOI: 10.1016/j.ophtha.2022.07.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 07/10/2022] [Accepted: 07/12/2022] [Indexed: 11/28/2022] Open
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Solomon SD, Shoge RY, Ervin AM, Contreras M, Harewood J, Aguwa UT, Olivier MMG. Improving Access to Eye Care: A Systematic Review of the Literature. Ophthalmology 2022; 129:e114-e126. [PMID: 36058739 DOI: 10.1016/j.ophtha.2022.07.012] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 07/12/2022] [Accepted: 07/14/2022] [Indexed: 01/02/2023] Open
Abstract
PURPOSE The goals were to develop a working and inclusive definition of access to eye care, identify gaps in the current system that preclude access, and highlight recommendations that have been identified in prior studies. This manuscript serves as a narrative summary of the literature. CLINICAL RELEVANCE Health care disparities continue to plague the nation's well-being, and eye care is no exception. Inequities in eye care negatively affect disease processes (i.e., glaucoma, cataracts, diabetic retinopathy), interventions (surgical treatment, prescription of glasses, referrals), and populations (gender, race and ethnicity, geography, age). METHODS A systematic review of the existing literature included all study designs, editorials, and opinion pieces and initially yielded nearly 2500 reports. To be included in full-text review, an article had to be US-based, be written in English, and address 1 or more of the key terms "barriers and facilitators to health care," "access," and "disparities in general and sub-specialty eye care." Both patient and health care professional perspectives were included. One hundred ninety-six reports met the inclusion criteria. RESULTS Four key themes regarding access to eye care from both patient and eye care professional perspectives emerged in the literature: (1) barriers and facilitators to access, (2) utilization, (3) compliance and adherence, and (4) recommendations to improve access. Common barriers and facilitators included many factors identified as social determinants of health (i.e., transportation, insurance, language, education). Utilization of eye care was largely attributable to having coverage for eye care, recommendations from primary care professionals, and improved health status. Geographic proximity, age, and lack of transportation surfaced as factors for compliance and adherence. There were a variety of recommendations to improve access to eye care, including improving presence in community health clinics, reimbursement for physicians, and funding of community-based programs such as DRIVE and REACH. CONCLUSIONS The eye care profession has abundant evidence of the disparities that continue to affect marginalized communities. Improving community-based programs and clinics, addressing social determinants of health, and acknowledging the effects of discrimination and bias on eye care serve as ways to improve equity in this field.
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Affiliation(s)
- Sharon D Solomon
- School of Medicine, Johns Hopkins University, Baltimore, Maryland.
| | - Ruth Y Shoge
- School of Optometry, University of California Berkeley, Berkeley, California
| | - Ann Margret Ervin
- School of Medicine, Johns Hopkins University, Baltimore, Maryland; Bloomberg School of Public Health, Johns Hopkins University, Baltimore, Maryland
| | - Melissa Contreras
- College of Optometry, Marshall B. Ketchum University, Fullerton, California
| | | | - Ugochi T Aguwa
- School of Medicine, Johns Hopkins University, Baltimore, Maryland
| | - Mildred M G Olivier
- Chicago Medical School, Rosalind Franklin University of Medicine and Science, Chicago, Illinois
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