school Tag
18 Sep COVID-19: Risk of Severe Disease Within Households of School Employees
MedicalResearch.com Interview with: Thomas M. Selden Director of the Division of Research and Modeling Center for Financing, Access, and Cost Trends Agency for Healthcare Research and Quality Rockville, Maryland MedicalResearch.com: What is the background for this study? Response: Across the United States, school districts are facing decisions about whether and how to reopen elementary and secondary schools. We conducted this study to provide evidence on the risk of severe COVID-19 among adults who are connected to schools in some way – as teachers or other school workers or as household members of school-age children or school employees. The Agency for Healthcare Research and Quality (AHRQ) collects the data we used in this study as part of its longstanding Medical Expenditure Panel Survey (MEPS), which is the nation’s most complete source of data on the cost and use of health care and health insurance coverage.
22 Aug Symptoms Alone Do Not Accurately Identify COVID-19 Infection in Kids
MedicalResearch.com Interview with: [caption id="attachment_55181" align="alignleft" width="225"]
Dr. Yonker[/caption]
Lael Yonker, MD
Pediatric Pulmonology
Director, MGH Cystic Fibrosis Center
Principal Investigator, Pediatric COVID biorepository
Mucosal Immunology and Biology Research Center
Massachusetts General Hospital
MedicalResearch.com: What is the background for this study? What are the main findings?
Response: Children were initially felt to be spared from the COVID-19 pandemic. Here, we show that children can become sick from SARS-CoV-2 infection, and even if the initial illness is mild, some go on to develop a severe inflammatory illness after the initial illness. We also show that children can carry very high levels of virus early in the course of infection, suggesting they may play a larger role in spreading the virus than previously thought.
25 Sep Younger Children in Same School Year More Likely To Be Diagnosed with Depression, ADHD and Intellectual Disability
Posted at 11:27h
in ADHD, Author Interviews, Depression, Education, JAMA, Mental Health Research, Pediatrics
MedicalResearch.com Interview with:
[caption id="attachment_51452" align="alignleft" width="200"] Jeremy Brown[/caption]
Jeremy Brown BA MSc
RESEARCH DEGREE STUDENT IN PHARMACOEPIDEMIOLOGY
London School of Hygiene & Tropical Medicine
MedicalResearch.com: What is the background for this study?
Response: Given the way schools typically work, children in the same year as each other can be almost a whole year apart in terms of age. We’ve known for a while that children who are young in their year at school are also more likely to be diagnosed as having hyperactivity disorders and tend to do less well academically than the older children in the year. They also seem to be at increased risk of suicide. This is thankfully an extremely rare occurrence in children, but there is little evidence about whether younger children are more likely to be diagnosed with depression.
We used electronic health records for just over a million children in the UK to see if there was any association between how old the children were in their year and whether they got diagnosed with ADHD, intellectual disability and depression.
14 Jun Children With Amblyopia and Strabismus Take Longer To Complete Answer Forms
MedicalResearch.com Interview with:
Krista Kelly, PhD
Postdoctoral Fellow
Crystal Charity Ball Pediatric Vision Evaluation Center
Retina Foundation of the Southwest
Dallas, TX 75231
MedicalResearch.com: What is the background for this study? What are the main findings?
Response: We were interested in seeing whether the fine motor deficits typically seen in amblyopia (lazy eye) and strabismus (crossed eyes) translate to an academic setting. Namely, transferring answers to a multiple choice answer form widely used in standardized testing in schools.
Children with amblyopia and strabismus took about 28% longer than their peers transferring answers to a multiple choice answer form, even though they have good vision in one or both eyes.
20 Apr Variety of Interventions Can Improve Childhood Self-Regulation Skills
MedicalResearch.com Interview with:
Dr Anuja Pandey
Population, Policy and Practice Programme,
UCL Great Ormond Street Institute of Child Health
London UK
MedicalResearch.com: What is the background for this study? What are the main findings?
Response: Evidence from longitudinal studies suggests that self-regulation skills can be a powerful predictor of positive health, educational, financial and social outcomes. Hence, self-regulation has received interest as an intervention target and a number of interventions have been evaluated in children and adolescents.
Our study summarised the evidence from 50 rigorously evaluated self-regulation interventions in children and adolescents including 23098 participants. We found that while most interventions were successful in improving self-regulation (66%), some of them did not produce a noticeable change (34%).Curriculum based approach was most commonly used to deliver interventions, and this involved training teachers, who implemented these interventions.
27 Mar Grouping Students By Abilities Fosters Dependence and Caps Opportunities for Learning
MedicalResearch.com Interview with:
Dr Anna Mazenod
Institute of Education
University of London
UK
MedicalResearch.com: What is the background for this study? What are the main findings?
Response: In this paper we report baseline findings from a large study of grouping practices in state-funded secondary schools in England. The study seeks to improve our understanding of how students are grouped for their English and mathematics classes, and the potential impact of different grouping practices on student outcomes and experiences of schooling. This paper draws on a survey of 597 teachers and 34 teacher interviews in schools where students are grouped by their attainment for the subject. It focuses on teacher perspectives on teaching and learning in the lower attainment groups.
We found that students in the lower attainment groups were typically constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. Most teachers felt that students in the lower attainment groups were not able to access learning independently from their teachers in comparison with their peers in the higher attainment groups. Some teachers for example described students in the lower attainment groups as ‘more dependent on people’ and students in the higher attainment groups as ‘independent learners.’
26 Jan Majority of Middle and High School Students Do Not Get Enough Sleep on School Nights
MedicalResearch.com Interview with:
Anne G. Wheaton, Ph.D.
Epidemiologist
Centers for Disease Control and Prevention
National Center for Chronic Disease Prevention and Health Promotion
Division of Population Health
Epidemiology and Surveillance Branch
Atlanta, GA 30341-3717
MedicalResearch.com: What is the background for this study?
Response: Insufficient sleep among children and adolescents is associated with an increased risk for obesity, diabetes, injuries, poor mental health, and attention and behavior problems.
In previous reports, CDC had found that, nationwide, approximately two thirds of U.S. high school students report sleeping <8 hours per night on school nights. CDC conducted this study to provide state-level estimates of short sleep duration on school nights among middle school and high school students using age-specific recommendations from the American Academy of Sleep Medicine (AASM). AASM has recommended that children aged 6–12 years should regularly sleep 9–12 hours per 24 hours and teenagers aged 13–18 years should sleep 8–10 hours per 24 hours for optimal health.