Elementary School Teachers' Perceptions of COVID-19-Related Restrictions on Food Allergy Management.
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ABSTRACT:
SUBMITTER: Santos MJL
PROVIDER: S-EPMC9268574 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Backgroundelementary schoolteachers play a central role in shaping their students' beliefs, attitudes, and behaviours related to health and oral hygiene. This study was designed to evaluate Turkish schoolteachers' levels of oral health knowledge, attitudes, and behaviours.MethodsA cross-sectional survey-based study was conducted among elementary schoolteachers in Istanbul using a validated self-administered questionnaire. The questionnaire was composed of 36 multiple-choice items categorised into six sections, and the participants were recruited using convenience sampling. (3) Results: A total of 385 elementary schoolteachers participated in this study. The majority were female (62.2%), qualified with a licensure degree (81.3%) and working in public schools (86.5%). Female gender and greater work experience were found to be promoters for oral health knowledge and positive attitudes. The correlation between their perceived knowledge and actual knowledge was very weak, thus suggesting that the teachers are inclined to overestimate their knowledge.ConclusionsThe Turkish elementary schoolteachers showed satisfactory oral health knowledge and attitudes toward oral health education. The teachers' knowledge about dental trauma management was inadequate, necessitating urgent educational interventions, especially for physical education teachers, who are at the greatest risk of encountering such events during their work. The oral hygiene behaviours were not associated with teachers' oral health knowledge, attitudes, or practice, thus requiring further investigation.
| S-EPMC8199972 | biostudies-literature
Project description:How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers (N = 911) in the United States and Canada at the end of the 2020-2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students' academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers' reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.
| S-EPMC10507123 | biostudies-literature
Project description:BackgroundThe entire school community contributes to the safety of students with food allergy. We sought to determine the food allergy perceptions and education needs of parents, students and school staff, with the goal of enhancing food allergy education in schools.MethodsWith ethics approval from the University of Manitoba and participating school divisions, elementary school principals emailed SurveyMonkey® Questionnaire Links to their parent/caregiver contact list and school staff. We compared anonymous responses of parents of children with and without food allergy, students with and without food allergy, and parents and school staff using chi-squared tests.ResultsParticipants included 561 parents of school-age children (ages 7-12 years, 19% with food allergy), 61 students (23% with food allergy), and 203 school staff (62% teachers, 88% with experience managing food allergies in the classroom). Parents of children with and without food allergy considered food allergy when sending food to school (98% vs. 96%, p = 0.39). More parents of children with food allergy thought that greater information and awareness about food allergy was needed (74% vs. 44%, p < 0.0001). Students with food allergy were most interested (100%) in having other students learn not to bully and how to help during a reaction. Students without food allergy were most interested in learning how to prevent a reaction (70%). Fewer parents than school staff thought that food allergies in the classroom impacted teachers' time (2.1% vs. 21%, p < 0.0001) and that teachers knew how to treat allergic reactions to foods (34% vs. 94%, p < 0.0001). More parents than school staff thought that banning foods from classrooms kept allergic students safe (65% vs. 34%, p = 0.006) and that having a Food Allergy Educator speak at school would be helpful (99% vs. 67%, p < 0.0001).ConclusionsFood allergy education is necessary for the entire school community and should include parents of school-aged children with and without food allergy, students with and without food allergy, and teachers and school staff. These members of the school community recognized their own and others' needs for increased food allergy education and awareness in the school setting.
| S-EPMC9188203 | biostudies-literature
Project description:Background:Compared to non-allergic individuals, food allergic individuals have impaired health-related quality of life (HRQL). However, effects of gender and age are unclear. The objective of our study was to describe associations between allergies to common foods and HRQL with consideration to gender and age. Methods:Adolescents and adults (N?=?137; 49.6% males) with specialist-diagnosed allergy to milk, egg and/or wheat completed age-appropriate versions of the Food Allergy Quality of Life Questionnaire (FAQLQ). We pooled common questions and calculated overall- and domain-specific HRQL in association with number and severity of symptoms and time elapse since worst reaction. Results:In the entire study population, HRQL was not affected by gender or age, whereas gender-specific age categories affected HRQL among males only. For example, males 18-39 years had worse overall- (??=?0.77; 95% CI 0.08-1.45) and domain-specific HRQL vs. males?<?18 years. Among participants with 1-3 food allergy symptoms, no associations were found. Among participants with 4-6 symptoms, the domain allergen avoidance and dietary restrictions was worse among older participants (e.g. 40+ years: ??=?0.71; 95% CI 0.05-1.37 vs.?<?18 years), and males 18-39 vs.?<?18 years. Among participants with severe symptoms, females vs. males, and participants 18-39 vs.?<?18 years had worse HRQL. At least 4 years since worst reaction was associated with worse HRQL for participants 40+ years vs.?<?18 years, and older males vs. males?<?18 years. Nearly all differences exceeded the clinical relevance threshold of???0.5. Conclusions:Associations between allergies to common foods and HRQL are affected by gender and age. Most affected are males 18-39 years. Among females, HRQL is more stable across age groups.
| S-EPMC6727333 | biostudies-literature
Project description:Food allergies have become a growing public health concern. At present the standard of care focuses on avoidance of trigger foods, education, and treatment of symptoms following accidental ingestions. This article provides a framework for primary care physicians and allergists for the diagnosis, management, and treatment of pediatric food allergy.
| S-EPMC4960977 | biostudies-literature
Project description:BackgroundFew studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers' PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors.MethodsThis cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7-35; Cronbach's alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district.ResultsTeachers were 91% female, 63% elementary, 60% white, mean age 43.2 years (SD = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA (SD = 85.0) per day, 24.1 min in MVPA (SD = 14.4) per day, and the mean teacher PA practices sum score was 22.4 (SD = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE = 0.28; p < 0.001). Female gender (versus males; coeff = - 1.95; SE = 0.92, p = 0.034), an obese weight status (versus non-obese; coeff = - 1.38; SE = 0.54, p = 0.010), and teaching in a middle school (versus elementary; coeff = - 3.86; SE = 0.54, p < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices.ConclusionsTeachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students' PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors.Trial registrationClinical Trials, NCT03432715 ; Registered on 02/2/2018.
| S-EPMC8135930 | biostudies-literature
Project description:BackgroundFood allergy is negatively associated with health-related quality of life (HRQL). Although differences exist between parents and children, less is known about age-specific differences amongst children. As such, we aimed to identify if age, as well as other factors, are associated with food allergy-specific HRQL in an objectively defined population of children.MethodsOverall, 63 children (boys: n = 36; 57.1%) with specialist-diagnosed food allergy to 1 + foods were included. Parents/guardians completed the Swedish version of a disease-specific questionnaire designed to assess overall- and domain-specific HRQL. Descriptive statistics and linear regression were used.ResultsThe most common food allergy was hen's egg (n = 40/63; 63.5%). Most children had more than one food allergy (n = 48; 76.2%). Nearly all had experienced mild symptoms (e.g. skin; n = 56/63; 94.9%), and more than half had severe symptoms (e.g. respiratory; 39/63; 66.1%). Compared to young children (0-5 years), older children (6-12 years) had worse HRQL (e.g. overall HRQL: B = 0.60; 95% CI 0.05-1.16; p < 0.04.). Similarly, multiple food allergies, and severe symptoms were significantly associated with worse HRQL (all p < 0.05) even in models adjusted for concomitant allergic disease. No associations were found for gender or socioeconomic status.ConclusionOlder children and those with severe food allergy have worse HRQL.
| S-EPMC6366088 | biostudies-literature
Project description:This study aimed to determine psychological and physical differences in elementary and junior high school teachers during COVID-19. This questionnaire-based cross-sectional study was conducted among 427 teachers in Tokyo, Japan (between 15 and 30 October 2020). The questionnaire explored school type (elementary and middle schools), sex, age, and COVID-19 changes (psychological changes, physical changes, impact on work, and infection control issues perceived to be stressed). Post hoc tests for I cannot concentrate on work at all, found a significant difference for no change-improved and male teacher in elementary school female teacher in junior high school (p = 0.03). Regarding stress situation due to implementation of COVID-19 infection control, there were significant differences for disinfection work by teachers between male teachers in elementary school female teachers in junior high school (p = 0.04) and female teachers in elementary school female teachers in junior high school (p = 0.03). COVID-19 produced differences in psychological and physical changes between male and female teachers in elementary and junior high schools. Some experienced psychological and physical stress, whereas others showed improvement. Given that teachers' mental health also affects students' educational quality, it is important to understand and improve teachers' psychological and physical circumstances and stress.
| S-EPMC9265812 | biostudies-literature
Project description:IgE-mediated food allergy is an important health concern with increasing prevalence worldwide. Manifestations of IgE-mediated food allergy include urticaria, angioedema, pruritus, difficulty in breathing, laryngeal oedema, vomiting, diarrhoea and/or hypotension within minutes to two hours of the offending food's ingestion. Diagnosis requires both a careful history and supportive testing with laboratory studies and possibly oral food challenges. Current treatment of food allergy focuses on avoidance of the allergen and prompt emergency management of reactions. Epinephrine autoinjectors are provided to patients for the treatment of severe reactions. More research is needed to determine the optimal timing with which to introduce common allergens into a child's diet to possibly prevent the development of food allergy. Novel therapies are under investigation given the difficulty of allergen avoidance and the potentially fatal nature of reactions. Both allergen specific therapies such as oral, sublingual and epicutaneous immunotherapy and allergen non-specific therapies such the Chinese herbal formula FAHF-2 and omalizumab show promise though more data on efficacy and long-term safety are needed before these therapies become mainstream.
| S-EPMC4164992 | biostudies-literature
Project description:Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education .
| S-EPMC9437534 | biostudies-literature