Sustained selective attention in adolescence: Cognitive development and predictors of distractibility at school

Despite much research into the development of attention in adolescence, mixed results and between-task differences have precluded clear conclusions regarding the relative early or late maturation of attention abilities. Moreover, although adolescents constantly face the need to pay attention at school, it remains unclear whether laboratory measures of attention can predict their ability to sustain attention focus during lessons. Therefore, here we devised a task that was sensitive to measure both sustained and selective attention and tested whether task measures could predict adolescents' levels of inattention during lessons. In total, 166 adolescents (aged 12-17 years) and 50 adults performed a sustained selective attention task, searching for letter targets while ignoring salient yet entirely irrelevant distractor faces, under different levels of perceptual load-an established determinant of attention in adults. Inattention levels during a just preceding classroom lesson were measured using a novel self-report classroom distractibility checklist. The results established that sustained attention (measured with response variability) continued to develop throughout adolescence across perceptual load levels. In contrast, there was an earlier maturation of the effect of perceptual load on selective attention; load modulation of distractor interference was larger in the early adolescence period compared with later periods. Both distractor interference and response variability were significant unique predictors of distractibility in the classroom, including when controlling for interest in the lesson and cognitive aptitude. Overall, the results demonstrate divergence of development of sustained and selective attention in adolescence and establish both as significant predictors of attention in the important educational setting of school lessons.

Effective practices during emergency school lockdowns: shared experiences of four Australian schools

This study investigates common features of a set of diverse schools' responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support of students and teachers during the emergency remote teaching period. Methods included interviews and focus groups with school leaders, teachers and students. The schools had widely differing contexts, technology access and student needs. Despite these varied contexts, the findings provided important insights into common practices supporting effective remote teaching. Emerging principles of effective practice illuminate ways forward to mitigate the significant risks accompanying emergency remote teaching, and guide practices in a variety of school contexts.

A scoping review of AAC research conducted in segregated school settings

BACKGROUND

School education for children with severe disabilities tends to occur in restricted or segregated settings, especially for students who require augmentative and alternative communication (AAC).

AIM

We sought to understand the role played by AAC, especially in supporting students' academic learning and social participation in studies conducted in segregated school settings.

METHODS

We conducted a scoping review, searching five databases, supplemented by hand, ancestral and forward citation searches of studies published from 2000 to 2020 involving compulsory school-aged students and featuring AAC. Data were extracted and summarized regarding study and participant characteristics, and key findings.

RESULT

Our search yielded 141 studies conducted in a segregated setting (n = 129) or mixed settings (n = 12). Most studies focused on communication skills (n = 69); academic skills (n = 27) and social participation (n = 17) were addressed to a far lesser extent.

CONCLUSIONS

Research into students requiring or using AAC has focused on teaching communication skills and far less on academic learning and social activities of classrooms and schools. There is a need for research that extends beyond functional communication into how AAC can promote access to these key aspects of school education.

Creation Of The «Soludable» Sun Protection Accreditation Program For Schools

INTRODUCTION

Sun exposure during childhood is the main risk factor for skin cancer in later life. School-based sun protection policies and practices have proven to be the most effective and cost-effective strategies for preventing skin cancer.

OBJECTIVE

To develop a sun protection accreditation program known as «Soludable» (a play on the Spanish words sol [sun] and saludable [healthy]) to objectively identify schools that actively promote sun protection behaviors among students.

METHODS

The consensus method used was a 2-round Delphi technique with input from a panel of experts. We then calculated the median scores for the importance and feasibility of each of the recommendations proposed and the level of complexity assigned to each recommendation by counting the percentage of experts who chose each difficulty category.

RESULTS

The resulting accreditation model consists of 14 recommendations with corresponding evaluation criteria divided into 7 domains: 1) organizational leadership (5 recommendations), 2) effective communication (2 recommendations), 3) structural elements (2 recommendations), 4) training of professionals (1 recommendation), 5) school curriculum (1 recommendation), 6) behavioral models (2 recommendations), and 7) student habits (1 recommendation). A high level of agreement among experts was observed for all recommendations, in terms of both their perceived importance and feasibility and their categorization by levels of complexity.

CONCLUSIONS

This is the first sun protection accreditation program developed for Spanish schools. Studies are needed to evaluate how this program is received and how it affects students' sun protection behaviors.

Genetically modulated educational attainment and coronary disease risk

AIMS

Genetic disposition and lifestyle factors are understood as independent components underlying the risk of multiple diseases. In this study, we aim to investigate the interplay between genetics, educational attainment-an important denominator of lifestyle-and coronary artery disease (CAD) risk.

METHODS AND RESULTS

Based on the effect sizes of 74 genetic variants associated with educational attainment, we calculated a 'genetic education score' in 13 080 cases and 14 471 controls and observed an inverse correlation between the score and risk of CAD [P = 1.52 × 10-8; odds ratio (OR) 0.79, 95% confidence interval (CI) 0.73-0.85 for the higher compared with the lowest score quintile]. We replicated in 146 514 individuals from UK Biobank (P = 1.85 × 10-6) and also found strong associations between the 'genetic education score' with 'modifiable' risk factors including smoking (P = 5.36 × 10-23), body mass index (BMI) (P = 1.66 × 10-30), and hypertension (P = 3.86 × 10-8). Interestingly, these associations were only modestly attenuated by adjustment for years spent in school. In contrast, a model adjusting for BMI and smoking abolished the association signal between the 'genetic education score' and CAD risk suggesting an intermediary role of these two risk factors. Mendelian randomization analyses performed with summary statistics from large genome-wide meta-analyses and sensitivity analysis using 1271 variants affecting educational attainment (OR 0.68 for the higher compared with the lowest score quintile; 95% CI 0.63-0.74; P = 3.99 × 10-21) further strengthened these findings.

CONCLUSION

Genetic variants known to affect educational attainment may have implications for a health-conscious lifestyle later in life and subsequently affect the risk of CAD.

School education and childhood obesity: A systemic review

Childhood obesity prevalence is shooting up at a phenomenal rate worldwide, leading to long-term devastating consequences. A great number of studies have investigated factors contributing to the increase in BMI of children and adolescents. School-based, home-based and clinic-based solutions have been suggested as possible viable strategies, among which school-based interventions is believed to produce a noticeable effect on a massive scale. However, the question of whether school interventions, especially school education exert significant impact on childhood obesity or not, is left with mixing results. This article aims to holistically review the relationship between school education and childhood obesity. Various factors are covered, including health education, nutrition education, school nutrition, physical education, teachers' awareness, teaching practice and school stress, In all, school education is not the answer to childhood obesity but just part of it. More attempts from other stakeholders (parents, community, policy makers, researchers, etc.) should be made in order to solve this complicated puzzle.

Teachers' and Parents' Perspectives on a Curricular Subject of "Religion and Spirituality" for Indian Schools: A Pilot Study Toward School Mental Health Program

Religious-spiritual (R/S) education helps medical students cope with caregiving stress and gain skills in interpersonal empathy needed for clinical care. Such R/S education has been introduced into K-12 and college curricula in some developed nations and has been found to positively impact student's mental health. Such a move has not yet been seen in the Indian education system. This paper aimed to examine perspectives of teachers and parents in India on appropriateness, benefits, and challenges of including R/S education into the school curriculum and also to gather their impressions on how a R/S curriculum might promote students' health. A cross-sectional study of religiously stratified sample of teachers and parents was initiated in three preselected schools in India and the required sample size (N = 300) was reached through snowballing technique. A semi-structured questionnaire, with questions crafted from "Religion and Spirituality in Medicine, Physicians Perspective" (RSMPP) and "American Academy of Religion's (AAR) Guidelines for Religious Literacy," was used to determine participants' perspectives. Findings revealed that teachers' and parents' "comfort in integrating R/S into school curriculum" was associated with their gender (OR 1.68), education status (OR 1.05), and intrinsic religiosity (OR 1.05). Intrinsic religiosity was significantly (p = 0.025) high among parents while "intrinsic spirituality" was high (p = 0.020) among teachers. How participants' R/S characteristics influence their support of R/S education in school is discussed. In conclusion, participants believe R/S education will fosters students' emotional health and interpersonal skills needed for social leadership. A curriculum that incorporates R/S education, which is based on AAR guidelines and clinically validated interpersonal spiritual care tools would be acceptable to both teachers and parents.

[Children, Collect Bones! : Teaching Aids and Propaganda Material on Bone-Collections and Bone-Utilisation Used in German Schools During the "Third Reich"]

In the nineteenth and early twentieth centuries bones were an essential raw material for the German chemical industry, vital to the production of fertilizer, glue, gelatine, soap and other products. As most of this material was imported, the German school system during the "Third Reich" took the utilisation of bones as an example to illustrate the relevance of the four-year plan of 1936 and its policy of economic self-sufficiency. The school children were encouraged to collect bones from domestic sources and bring them to the collecting points in the schools. Several NS-institutions developed a variety of teaching aids and materials to support school education on this economically and politically important topic. Focussing on the example of bone-utilisation, this paper examines the messages and intentions of these educational materials. It also demonstrates how even apparently ideologically unbiased school subjects, such as chemistry, were instrumentalised for the political indoctrination of the pupils.

Not Seeing is Believing: the Role of Invisibility in Human Lives

Our life is full of invisibility that exerts power on our acts, relationships, and construction of the self. This paper discusses psychological processes in which invisibility plays an essential role, and constructs a typology of invisibility in society and in our lives. After a brief look at the crucial role of invisibility in prevailing theories of psychology, I first show how invisibility works in children's meaning constructions, the process in which their selves become clear for observers (the presentational self, Komatsu 2010). The development of children's meaning making is led by different types of invisibility concerning the children themselves. Second, I extend the discussion from the development of individuals to the role of socially regulated invisibility that controls our acts and relationships with others, introducing examples concerning religious belief in history. After these discussions, I present a hierarchical classification of invisibility from a simple spatial-temporal separation of concretely existing objects and ourselves to an abstract aspect of invisibility in which the object and its meaning are unclear.

Effect of railway safety education on the safety knowledge and behaviour intention of schoolchildren

This study was designed to evaluate whether railway safety lessons are effective in increasing schoolchildren's safety knowledge and behaviour intention. The railway safety education in schools included a 45-min lesson on safe behaviour in a railway environment directed at 8-11 year old schoolchildren. The lessons were held in four schools located near railway lines in Finland. The effectiveness of this measure was evaluated based on a short survey directed at pupils before the lesson (base level) and around 2-3 months later (post-lesson) based on three variables which are considered as strong determinants of actual behaviour: behaviour intention, estimated dangerousness of the behaviour, and level of knowledge on the legality of the behaviour. The results show that the change in the share of correct answers was positive regarding all questions except for one question in which the difference was not significant. Based on this we can reasonably assume that railway safety education in schools can have a positive effect for all the measured variables, although the effect is not necessarily large. The results indicate that these positive changes can have a positive effect on the frequency of trespassing (i.e. fewer unsafe crossings in the future). We can further assume that reduction in the frequency of trespassing would reduce the frequency of trespassing accidents.