Temporomandibular disorder symptoms, sleep quality, and burnout syndrome in teachers

OBJECTIVE

The aim of this study was to assess the association between the symptoms of temporomandibular disorder (TMD), sleep quality, and indicators of burnout syndrome in teachers.

METHODS

This cross-sectional study included 330 teachers with an average age of 43 years. The Diagnostic Criteria for Temporomandibular Disorders, Pittsburgh Sleep Quality Index, and the questionnaire to assess burnout syndrome - teachers' version were used for data collection. Simple and multiple logistic regression models were applied to analyze the independent variables at a 5% significance level.

RESULTS

Teachers with poor sleep quality, indicators of burnout syndrome, female sex, and impact on the domains of psychological exhaustion and guilt were, respectively, 1.91,1.92, 2.66, 1.97, and 2.60 times more likely to present at least one TMD symptom (p < 0.05).

CONCLUSION

Teachers with indicators of burnout syndrome and impaired sleep quality were more likely to present with at least one TMD symptom.

Degree of awareness and practices on urinary tract infections: A study of Sri Lankan school teachers selected from a chronic kidney disease high-prevalent setting

OBJECTIVE

As key stakeholders in educational settings, teachers' awareness on Urinary Tract Infections (UTI) will ultimately enhance its management in schools and community. This study aimed to assess the level of knowledge, attitudes, and practices (KAP) on UTIs among teachers in Sri Lanka.

MATERIALS AND METHODS

Conveniently selected 373 school teachers were assessed using a pre-tested questionnaire. Each of the individual was scored and categorized as either satisfactory or poor. Descriptive statistics and chi-square tests were performed to describe the outcomes.

RESULTS

Around 80% of respondents demonstrated awareness regarding the microbial origin of UTIs, while 42% possessed knowledge of women's increased susceptibility to UTIs. Over 90% of participants had favorable attitudes toward drinking adequate amounts of water, personal hygiene, and consulting doctors for UTI symptoms. Each inquiry demonstrated significant disparities between individuals with satisfactory and poor attitudes (p = 0.000), with over 95% adhered to effective hygiene practices as a preventive measure against UTIs. The demographics of the participants did not show any significance over the KAP results of the study (p < 0.05).

CONCLUSIONS

The study revealed satisfactory levels of awareness and favorable attitudes among respondents on UTIs. However, there is a further need for increased awareness, specifically regarding the risk factors associated with UTIs.

Evaluating the Impact of Training Teachers to Identify Learning Disabilities: A Pre-experimental Study on Knowledge Enhancement

Introduction Learning disability (LD) affects many school-going children and is seldom recognized or treated. As teachers spend time with students, they can easily recognize LD by observing academic activities and behaviors. In this context, the present study was conducted to assess the knowledge and practices of teachers regarding LD and evaluate the impact of an educational intervention on teachers' knowledge regarding LD and its screening and referral. Methods A pre-experimental study, including pre-post interventional assessments of teachers, was conducted from June 2018 to December 2019. A universal sample of 150 teachers from 10 schools teaching primary (first to fifth grade) and upper primary (sixth to eight grade) grades was included. Their knowledge about LD was assessed using the Dyslexia Assessment for the Languages of India (DALI), and an educational intervention for assessing, screening, and identifying LD was implemented. Data was analyzed using SPSS version 24.0 (IBM Inc., Armonk, New York). Using descriptive statistics (mean, median, and standard deviation). The pre-post test results were compared using the McNemar test. Results Overall knowledge about LD was 24.7% at baseline, and improved to 76% post-intervention (p<0.001). The knowledge for most of the components showed improvement. Teachers with a good level of knowledge increased from 21% to 84%. Post-intervention screening of students increased from 0.53% to 13.37%. The suspicion rate for LD increased from 0.04% to 1.94% post-intervention. Conclusion Knowledge about LD was poor among the school teachers. However, the overall knowledge about LD, its specific domains, screening as well as actual LD screening significantly improved after the intervention (p<0.001). This emphasizes the need of training primary and post-primary school teachers about LD and the services available for children with LD.

Analysis of the association between high workload and musculoskeletal pain in public school teachers according to physical activity level

BACKGROUND

A high workload has been associated with musculoskeletal pain in public school teachers. However, the hypothesis of the present study was that physical activity (PA) practice is able to attenuate this association.

OBJECTIVE

To analyze the associations between high workload with musculoskeletal pain according to PA levels in public school teachers.

METHODS

Teachers (n = 239) from 13 public schools were evaluated. Workload was assessed using a Likert scale in which teachers reported their perception of their work routine as: very low, low, regular, high, and very high. Musculoskeletal pain and PA were assessed using questionnaires. Multivariate logistic regression models were used to investigate the association of high workload with PA levels and musculoskeletal pain in different body regions, compared to participants with normal workload, adjusted by sex, age, and socioeconomic status.

RESULTS

A high workload was associated with higher chances of reporting pain in the wrists and hands (OR = 3.55; 95% CI = 1.27-9.89), knee (OR = 3.09; 95CI%  = 1.09-8.82), and feet and ankles (OR = 3.16; 95% CI = 1.03-9.76) in less active teachers. However, these associations were not observed in teachers considered more active.

CONCLUSION

PA practice is able to act as a good protector against musculoskeletal pain in teachers, even in individuals with a high workload.

A cross-sectional study of Australian teachers' health: are work-related factors associated with lifestyle behaviours?

Teacher's lifestyle behaviours are important because they lead to positive health outcomes for teachers themselves and because teachers model behaviour to their students. This cross-sectional study examined the lifestyle behaviours of a large sample of teachers in New South Wales (NSW), Australia and assessed the association between work-related factors and lifestyle behaviours. From February to October 2021, data were collected on the lifestyle behaviours, work-related factors and socio-demographics of primary and secondary school teachers in NSW, via an online survey. Associations between individual work-related factors and lifestyle behaviours were modelled using logistic regression and adjusted for sex, age, number of children and geographic location. Most of our survey sample (n = 1136) were women (75%) and 53% were reported as having overweight or obesity. Only 23% of teachers met the recommended physical activity guidelines, 39% met fruit intake guidelines, 9% met vegetable intake guidelines and 58% met healthy sleep guidelines. Most teachers (78%) met the recommendation of sugar-sweetened beverage consumption, 89% were not current smokers, but only 46% met the recommended alcohol consumption guidelines. Hours worked, teaching load, school sector and teacher role were associated with one or more lifestyle behaviours after adjusting for the demographic variables. This study highlights the need for additional support to improve the health-related behaviours of teachers in NSW. Policymakers should recognize the negative impact of high workloads on teachers' health-related behaviours, increasing their risk of chronic disease.

Visual Acuity Screening in North Indian Schools: Testing Accuracy and Cost of Alternate Screening Models

PURPOSE

Our study compares the sensitivity, specificity and cost of visual acuity screening as performed by all class teachers (ACTs), selected teachers (STs) and vision technicians (VTs) in north Indian schools.

METHODS

Prospective cluster randomized control studies are conducted in schools in a rural block and an urban-slum of north India. Consenting schools, with a minimum of 800 students aged 6 to 17 years, within a defined study region in both locations, were randomised into three arms: ACTs, STs or VTs. Teachers were trained to test visual acuity. Reduced vision was defined as unable to read equivalent of 20/30. Optometrists, who were masked to results of initial screening, examined all children. Costs were measured for all three arms.

RESULTS

The number of students screened were 3410 in 9 ACT schools, 2999 in 9 ST schools and 3071 in 11 VT schools. Vision deficit was found in 214 (6.3%), 349 (11.6%) and 207 (6.7%), (p < .001) children in the ACT, ST and VT arms, respectively. The positive predictive value of VT screening for vision deficit (81.2%) was significantly higher than that of ACTs (42.5%) and STs (30.1%), (p < .001). VTs had significantly higher sensitivity of 93.3% and specificity of 98.7%, compared to ACTs (36.0% and 96.1%) and STs (44.3% and 91.2%). The cost of screening children with actual visual deficit by ACTs, STs and VTs, was found to be $9.35, $5.79 and $2.82 per child, respectively.

CONCLUSION

Greater accuracy and lower cost favours school visual acuity screening by visual technicians in this setting, when they are available.

Occupational physical demands and menstrual cycle irregularities in flight attendants and teachers

OBJECTIVES

Flight attendants perform physically demanding work such as lifting baggage, pushing service carts and spending the workday on their feet. We examined if more frequent exposure to occupational physical demands could explain why previous studies have found that flight attendants have a higher reported prevalence of menstrual cycle irregularities than other workers.

METHODS

We conducted a cross-sectional analysis of 694 flight attendants and 120 teachers aged 18-44 years from three US cities. Eligible participants were married, had not had a hysterectomy or tubal ligation, were not using hormonal contraception and were not recently pregnant. Participants reported menstrual cycle characteristics (cramps, pain, irregular cycles, flow, bleed length, cycle length) and occupational physical demands (standing, lifting, pushing/pulling, bending/twisting, overall effort). We used modified Poisson regression to examine associations between occupation (flight attendant, teacher) and menstrual irregularities; among flight attendants, we further examined associations between occupational physical demands and menstrual irregularities.

RESULTS

All occupational physical demands were more commonly reported by flight attendants than teachers. Flight attendants reported more frequent menstrual cramps than teachers, and most occupational physical demands were associated with more frequent or painful menstrual cramps. Lifting heavy loads was also associated with irregular cycles.

CONCLUSIONS

Occupational physical demands were associated with more frequent and worse menstrual pain among flight attendants. The physical demands experienced by these workers may contribute to the high burden of menstrual irregularities reported by flight attendants compared with other occupational groups, such as teachers.

[Impact of training schoolchildren how to perform cardiopulmonary resuscitation using stories and animated cartoons]

BACKGROUND

We compared the outcome of training schoolchildren how to perform CPR by parents/legal guardians in the family environment versus by teachers at school.

METHODS

Randomized study of CPR learning in primary school children (1st and 2nd grades) in the Region of Murcia. Parents/legal guardians (family group) and teachers (teacher group) trained the children using didactic material adapted for that age population (one story and one cartoon video) from the educational series Jacinto y sus Amigos©. We evaluated eight theoretical knowledge items and five practical skills.

RESULTS

One hundred and sixty schoolchildren were selected and 116 completed the study; in the family group, 51.3% did not finish the study. Children trained by teachers obtained significantly higher median scores in comparison with the family group both in theoretical knowledge (6.7; IQR=1.8 vs 4.7; IQR=3.1, respectively; p < 0.001) and in all practical skills except for "recognizing an emergency situation". Children in the family group, learning CPR with one story and one cartoon video achieved significantly better scores in five theoretical knowledge items and four skills than with only the story.

CONCLUSIONS

Using non-technological educational resources, e.g., stories and animated cartoons for teaching CPR to primary school students, increases their knowledge and skills. Schoolchildren trained in the educational environment acquired more knowledge and skills than those trained by parents. Within the family environment, CPR teaching was more effective through one story and one cartoon video than when only the story was used.

Child sexual abuse prevention: A qualitative study of teachers' educational needs

Background

Child sexual abuse (CSA) has emerged as a global concern, particularly affecting children in Indonesia. However, there remains a scarcity of research on CSA within the Indonesian context.Objective: This study aimed to explore the educational needs of primary school teachers in preventing child sexual abuse.

Methods

A qualitative descriptive study design was employed, with eight teachers and school principals selected through purposive sampling. Data were collected through focus group discussions and analyzed using content analysis.

Results

Six categories emerged: 1) The risk of sexual abuse, 2) The necessity for clear CSA preventive regulations and sanctions for abusers, 3) Lack of CSA program socialization, 4) The need for structured CSA prevention education for children, 5) The importance of effective coordination with various relevant stakeholders, and 6) The presence of barriers and obstacles.

Conclusion

This study provides valuable insights into the educational prerequisites for teachers to implement CSA prevention measures effectively. The findings emphasize the pressing need for school teachers to develop and implement CSA prevention programs, with the government's and nursing professionals' support, to enhance educators' abilities in combating CSA. Nurses have a pivotal role in preventing and addressing child sexual abuse, and they should actively contribute to improving child safety and well-being through knowledge, collaboration, and advocacy for comprehensive prevention strategies.

The Promotion of Mental Health and Prevention of First-Episode Psychosis: A Pilot and Feasibility Non-Randomised Clinical Trial

BACKGROUND

Mental-health-related stigma prevents active help seeking and therefore early therapeutic approaches and the recovery of functionality. National and international agencies recommend the implementation of prevention and mental health promotion programs that support the elimination of stigma in the classroom, since most mental health problems usually start in the adolescent stage. In view of the evidence that teachers present stigmatizing attitudes towards mental health, it has been considered as convenient to carry out an anti-stigma program with the main objective of evaluating the impact of an intervention based on the education and promotion of mental health, aimed at teachers and counsellors of a secondary school. The specific objectives were to get to know which were the most stigmatising attitudes that prevailed in the sample before and after the intervention; to evaluate the knowledge of the teaching staff and counsellors on psychosis before the intervention; to analyse correlations between clinically relevant variables; and assess whether this programme was beneficial and feasible for alphabetising counsellors/teachers of educational centres on stigma and FEP.

METHODS

This was a non-randomised clinical trial in which a nursing intervention was performed.

TOOLS

a psychosis test (pre), Stigma Attribution Questionnaire (AQ-27) (pre-post), and satisfaction survey (post) were used. The inferential analysis included the Wilcoxon and the Pearson Correlation Test.

RESULTS

In the sample (n = 22), the predominant stigmatising attitude was "Help". The p-values obtained in the Wilcoxon Test were statistically significant, except for "Responsibility" and "Pity". The following constructs of interest were faced: "Fear"-"Age" and "Professional experience"; and "Help"-"Psychosis test".

CONCLUSIONS

Despite the scores obtained in "Responsibility" and "Pity", the intervention was useful for reducing stigma in the sample. Implications for the profession: There are adolescents who have suffered stigma from their teachers, and consequently have minimized their symptoms and not asked for help. For this reason, we implemented a nursing intervention based on the education and promotion of mental health, with the aim of expanding knowledge and reducing stigma. In fact, this intervention, which we carried out on high school teachers, managed to reduce the majority of stigmatizing attitudes measured on the stigma attribution scale.

The effect of relaxation education intervention on stress, anxiety, and depression in female teachers during the COVID-19 pandemic

BACKGROUND

The high levels of job stress, anxiety, and depression among teachers, which affect their job and quality of life, necessitate using methods to cope with these issues. The present study aimed to determine the effect of relaxation education intervention on stress, anxiety, and depression in female teachers in 2020.

MATERIALS AND METHODS

This research is semi-experimental. Herein, 100 female teachers were studied. Data collection was performed using the Depression, Anxiety, and Stress Scale-42 items (DASS-42) questionnaire that was completed three times by the teachers: before the intervention, 10 days after the intervention, and 1 month following it. Relaxation education intervention was conducted online and offline based on the bioenergy economy model and by doing psychosomatic exercises. The data obtained from the questionnaire were analyzed by the independent t-test, paired t-test, and R. M. analysis of variance (ANOVA).

RESULTS

Before the intervention, there was no significant difference between the intervention and control groups in terms of stress (P = 0.385), anxiety (P = 0.168), and depression (P = 0.554) scores. The mean scores of stress, anxiety, and depression decreased significantly in the intervention group 10 days after the intervention; however, there was no significant change in the control group. The reduction in depression, stress, and anxiety remained constant in the intervention group during the 1-month follow-up. The results indicated that among the relaxation exercises, diaphragmatic breathing and meditation techniques were performed by the teachers for a longer period than other techniques.

CONCLUSION

Results obtained suggested teaching short-term relaxation techniques as highly recommended to all school teachers. These techniques include diaphragmatic breathing and meditation. They can reduce their stress, anxiety, and depression, improve their mental health, and empower them to control their tensions and negative emotions.

Enhancing psychological well-being of school teachers in India: role of energy management, thriving, and stress

Purpose

The psychological well-being of school teachers is a growing concern in the post-pandemic era. Many initiatives are undertaken by individual school authorities and government agencies to address this issue. In this study, we examine the impact of energy management, thriving, and stress on the psychological well-being of school teachers in India.

Method

Data was collected from 356 school teachers in Rajasthan, India, through a cross-sectional questionnaire survey. These teachers were working both in rural and urban areas. The relationship among energy management, thriving, stress, and psychological well-being was analyzed using hierarchical regression.

Results

The findings suggest that energy management positively impacts psychological well-being. A mediating effect of thriving and stress on the relationship between energy management and psychological well-being was also found. The results support that psychological well-being can be enhanced by investing in managing school teachers' energy levels.

Discussion

These results contribute to our theoretical and practical understanding of factors that can enhance the psychological well-being of school teachers and improve the quality of education. Institutes may design and implement interventions on energy management to enhance the psychological well-being of school teachers.

Physical Activity among Elderly Teachers Working in Basic Education Schools

This study aimed to assess the levels of physical activity (PA) among elderly teachers. It was an epidemiological, cross-sectional, and analytical web survey conducted with teachers working in public basic education schools. Data collection took place between October and December 2021 through an online form. The dependent variable was physical activity practice, classifying teachers as either physically active or inactive. Descriptive, bivariate, and multiple analyses were performed using Poisson Regression with robust variance. A total of 1907 teachers participated in the study, of whom 5.6% were elderly, ranging in age from 60 to 72 years. Regarding PA practice, elderly teachers were found to be more physically inactive compared with adult teachers (PR = 1.18; 95% CI = 1.04; 1.34). Conclusion: A statistically significant difference in PA practice was observed between adult and elderly teachers, indicating that elderly teachers are more physically inactive.

Food Allergy: Knowledge and Attitude of Primary School Teachers in Makkah Region, Saudi Arabia

Food allergy is a serious and potentially life-threatening medical condition that affects both adults and children. School teachers are considered to be among the first line of defense in identifying and responding to such situations, as 22% of food allergic reactions occur in schools. It is, therefore, important to understand the knowledge and attitudes of school teachers toward food allergy. This study is a descriptive, cross-sectional investigation conducted using an online questionnaire from December 2022 to February 2023. We collected data from 413 primary school teachers in Makkah region, Saudi Arabia. SPSS version 21 (IBM Corp., Armonk, NY) was used to analyze the data. Out of 413 teachers who met the inclusion criteria, only 14.5% demonstrated good awareness levels (scoring above 60% on the knowledge questionnaire) regarding food allergy, with young teachers making up the highest proportion as 26.1% of younger teachers had good awareness levels compared to 8.8% of teachers aged 51-60 years (p = 0.012). Additionally, 46.7% of the teachers knew the symptoms of a severe allergic reaction, and only 16.7% knew that they should use an epinephrine pen as the first step in managing a severe allergic reaction. School teachers have insufficient knowledge about food allergies, underscoring the importance of establishing school policies to handle food allergies. Such policies should encompass the adoption of a comprehensive food allergy action plan, training programs for school personnel, and educational campaigns.

Assessment of Oral Health-Related Quality of Life Using the Oral Impact on Daily Performance (OIDP) Instrument Among Secondary School Teachers of Modinagar, Uttar Pradesh: A Cross-Sectional Study

Introduction Oral health has an impact on a person's general health, well-being, and quality of life. Due to their expertise and interactions with people, school staff members can actively contribute to the promotion of children's health if provided with the proper training. Methodology A cross-sectional survey was conducted to assess the "oral health-related quality of life" using the Oral Impact on Daily Performance (OIDP) instrument among the secondary school teachers of Modinagar, Uttar Pradesh. The study included a sample of 400 government secondary school teachers and 400 private secondary school teachers. The independent sample t-test was performed to assess the relationship between the mean of OIDP dimensions and the prevalence of dental caries. Any p-value less than 0.05 was considered significant. The data was analyzed using the SPSS version 20.0 software package (IBM Corp., Armonk, NY). Results In the present study, most of the participants (174 (43.5%) government teachers and 197 (49.2%) private teachers) were in the age group of 41-50 years. According to the Decayed, Missing, and Filled Teeth (DMFT) index, the mean decayed teeth present for government and private school teachers were 0.45 ± 0.503 and 0.41 ± 0.493, respectively, and the mean DMF scores for government and private teachers were 1.27 ± 0.736 and 1.03 ± 0.757, respectively. There was a positive correlation between the DMFT scores and the mean scores for the dimensions of the OIDP among both government and private secondary school teachers. Conclusion The poor dental health status of teachers' has a bad impact on everyday performance and academic work. The findings of the study highlight the need for oral health education and good oral health maintenance among school teachers since they are the ones who can easily influence the behavior of the children.

Digital mental health interventions for school teachers - A narrative review

AIM

School teachers face the paradox of being in a privileged position to act in youth mental health prevention, but in a vulnerable position for not receiving adequate training and personal support. Digital interventions can provide unexpensive tools and narrow this gap in a large scale without major structural changes. We aimed to synthesize the evidence for digital mental health interventions for school teachers.

METHODS

Studies published from any date until August 2022 were identified through a literature search of the MEDLINE, Embase, ScIELO, and Cochrane Central databases. The studies included evaluated digital interventions targeting school teachers to deal with their own mental health or to assist them in the management of students' mental health. Studies that addressed school-based digital mental health interventions, but directly targeted students, parents, or specifically other professionals were not included.

RESULTS

The literature search retrieved 5626 hits and several interventions were described, but only 11 studies fulfilled the inclusion criteria, none of which focused on teachers' mental health. There was some evidence that these interventions improved knowledge about general or specific topics in mental health, and most studies also reported gains in preparedness, confidence, and attitudes towards mental health.

CONCLUSIONS

The studies identified in this review provide initial support for teacher-focused mental health digital interventions. However, we discuss limitations regarding study designs and data quality. We also discuss barriers, challenges, and the need for effective evidence-based interventions.

Work-related burnout among public secondary school teachers is significantly influenced by the psychosocial work factors: a cross-sectional study from Ethiopia

Introduction

Work-related burnout (WRB) is the degree of physical and psychological fatigue and exhaustion perceived by individuals as related to their work. Even though the condition is widespread across various occupations, teachers inevitably experience high levels of burnout in their work, which can have long-term effects on their health and well-being. However, in developing countries such as Ethiopia, the lack of reliable data on psychosocial hazards, including work-related burnout, often encumbers officials from planning preventive measures. This study investigated the prevalence and contributing factors of work-related burnout among public secondary school teachers in Gondar City, northwestern Ethiopia.

Methods

An institution-based cross-sectional study was conducted from May to June 2022. A sample of 588 teachers was recruited using simple random sampling. Work-related burnout was assessed using a standardized seven-item Copenhagen Burnout Inventory (CBI). The data were collected through a self-administered questionnaire. The collected data were entered into EpiData and analyzed using SPSS. A multivariable logistic regression analysis was used to identify factors associated with work-related burnout.

Results

The overall response rate was 94.05% (N = 553). The majority of participants, 356 (64.4%), were male. The mean (±SD) age of the participants was 38.74 (±7.65) years. This study demonstrated that the prevalence of work-related burnout among school teachers in the past 12 months was 37.4% (n = 207). High job demands, job stress, job dissatisfaction, low role clarity, and student demotivation were found to be the psychosocial work factors that significantly influenced the prevalence of work-related burnout among school teachers.

Conclusion

This study highlights the high prevalence of work-related burnout among public secondary school teachers. Psychosocial work factors such as job demands, job stress, job satisfaction, role clarity, and student demotivation were significant factors influencing work-related burnout. To reduce the condition, it is recommended to take measures to cope with high job demands, improve stress management skills, promote job satisfaction strategies, clarify teachers' responsibilities, and use effective teaching practices to motivate students. In general, addressing psychosocial work factors needs to be central to efforts to prevent teacher burnout.

Job satisfaction and absenteeism among Brazilian teachers

Introduction

Teachers, especially those in primary education, face unfavorable working conditions, which lead to job dissatisfaction and affect their physical and mental health, thus contributing to absenteeism.

Objectives

To verify the association between lower job satisfaction and absenteeism due to short and long term health problems in elementary and hight school teachers.

Methods

This observational, analytical, individual, cross-sectional, retrospective cohort study included 899 elementary and high school teachers. Absenteeism was determined by self-reported absences in the last 12 months for health reasons, categorized as short term (1-7 days) or long term (≥8 days). Job satisfaction was measured by the Occupational Stress Indicator scale, categorized as lower satisfaction (≤25th percentile) or higher satisfaction (>25th percentile). Multinomial logistic regression was used, and the odds ratio was calculated as a measure of association.

Results

The majority of the teachers were women (68.3%) and were permanently employed (69.1%); the mean age was 42 (SD, 10) years. Women, younger teachers, permanent employees, those reporting chronic pain or illness, and those reporting a moderate/poor level of physical or mental work capacity had a higher risk of absenteeism. Lower job dissatisfaction was associated with short-term and long-term absenteeism. Job satisfaction was only related to short-term absenteeism after the adjustments made.

Conclusions

There was an association between absenteeism and lower job satisfaction, which indicates that measures to improve job satisfaction are necessary.

Metabolic Syndrome among Female School Teachers: A Sedentary Occupational Sector

Background

Dyslipidemia, insulin resistance, hypertension, and abdominal obesity are important determinants of metabolic syndrome (MetS). Ample studies provide statistical data on the prevalence of MetS among the general public. Conversely, there is a paucity of data on the risk of MetS among different sedentary occupational groups.

Objective

To assess the risk of MetS among female school teachers and to identify factors contributing to MetS.

Methodology

The study was conducted among 256 female school teachers residing in Chennai city. A questionnaire was used to elicit information on the socio-demographic profile, diet pattern, physical fitness, and genetic history of lifestyle diseases. Anthropometric, biochemical, and clinical parameters were measured using standard methods. MetS was diagnosed using the harmonizing definition. Data analysis was done using Statistical Package for Social Sciences software.

Results

Results evince that 39.45% of female school teachers were diagnosed with MetS, of which 26.56% had three components, 9.77% had four components, and 3.12% had all components of MetS. Abdominal obesity (99%) and low levels of high-density lipoprotein cholesterol (HDL-C) (96.04%) were the most predominant components. The least common component was diastolic hypertension (32.67%). MetS components were high among school teachers aged 36-45 years and 46-55 years. Age, fasting hyperglycemia, paternal history of hypertension, physical inactivity, eating out, and consumption of refined cereals significantly contributed to MetS (P < 0.05).

Conclusion

Results highlight the need to identify high-risk individuals and promote a healthy lifestyle through various intervention programs.

Assessment of Oral Health Status and Treatment Needs of School Teachers in Indore City, Madhya Pradesh, India: A Cross-Sectional Study

INTRODUCTION

Teachers are central to the well-being of a community. Being an influential part of society, their role can be broadened to promote oral health and healthy oral hygiene habits. This study was aimed at the assessment of the oral health status and treatment needs of school teachers in Indore City.

METHOD

A descriptive cross-sectional study was carried out over a period of five months on 470 school teachers working in various government schools of Indore city selected through random sampling technique. The modified WHO Oral Health Assessment Form for Adults 2013 was used to record oral health status and treatment needs, while the WHO Questionnaire for Adults 2013 was used to document oral hygiene practices, dietary habits, and deleterious habits. Data was analyzed using IBM SPSS Version 25 (IBM Corp., Armonk, NY). Chi-square test, independent t-test, and one-way ANOVA were used.

RESULTS

The gender distribution of the representative sample showed female predominance. The prevalence of smokeless tobacco consumption was 5.1% among the study subjects. The mean number of Decayed, Missing, and Filled Teeth (DMFT) was 3.45 ± 3.10, and the mean number of 1.52 ± 2.40 teeth showed the presence of bleeding. Around 37.2% had shallow pockets of 4-5 mm. A mean number of 4.26 ± 1.97 sextants showed 0-3 mm attachment loss. There was a significant association between the frequency and technique of toothbrushing with a decayed number of teeth (p<0.001).

CONCLUSION

High proportion of dental caries and periodontal disease was seen which could be related to their oral health care-seeking behavior and the impairment related to age changes.

Association between Objective and Subjective Sleep Parameters with Postural Control Responses among Brazilian Schoolteachers

Objective  To investigate the impact of sleep quality on postural control in teachers. Methods  Cross-sectional study with 41 schoolteachers (mean age 45.7 ± 10.4 years). Sleep quality was assessed in two ways: objectively (through actigraphy), and subjectively (through the Pittsburgh Sleep Quality Index). Postural control was assessed in an upright posture during 3 trials of 30s (bipedal and semitandem stances in rigid and foam surfaces with eyes open) with a period of rest across trials, on a force platform, based in the center of pressure measurements in the anteroposterior and mediolateral directions. Results  The prevalence of poor sleep quality in this study sample was 53.7% ( n  = 22). No differences were found between Poor and Good sleep in the posturographic parameters (p > 0.05). Although, there was moderate correlation between postural control in the semitandem stance and subjective sleep efficiency for center of pressure area (rs = -0.424; p  = 0.006) and amplitude in anteroposterior direction (rs = -0.386; p  = 0.013). Discussion  There is correlation between poor sleep quality and postural control in schoolteachers, as sleep efficiency decreases, postural sway increases. Poor sleep quality and postural control were investigated in other populations, but not in teachers. Several factors such as work overload, insufficient time for physical activities, among others, can contribute to a worse perception of sleep quality, as well as deterioration in postural control. Further studies with larger populations are needed to confirm these findings.

Stress and associated factors in public school teachers: a cross-sectional study

Introduction

The search for improving productivity and performance at work has exposed workers to high levels of stress. Since the working conditions of basic education teachers interfere negatively with their health, it is important to study the entire context involving teachers, in order to encourage the promotion of workers' health actions.

Objectives

To investigate stress levels and associated factors in public school teachers.

Methods

The study was conducted through online questionnaires sent to public school teachers in the state of Piauí, in 2020, using the snowball method. Sociodemographic and economic characteristics and risk habits (smoking, alcoholism, and sedentary lifestyle) of the study sample were investigated, as well as clinical, anthropometric, and stress-related conditions.

Results

A total of 126 teachers participated in the study, most of which were women (88.9%), had a family income from three to four minimum salaries (30.2%), and worked two shift or more (55.6%); furthermore, 10.3% reported having hypertension; 8.7%, musculoskeletal diseases; 3.2%, thyroid-related problems; and 2.4%, diabetes. A statistically significant difference in median stress levels was observed in women (p = 0.002) and in individuals with thyroid problems (p = 0.015).

Conclusions

Teachers, especially women working in this job, suffer from expressive levels of stress, which can directly affect their quality of life, requiring the development of measures to prevent stress, in order to improve the health and the performance of these professionals.

Improving work life balance among female educationists during the COVID-19 lockdown

BACKGROUND

The entire education industry switched from offline to online modes as a result of the coronavirus outbreak. Numerous teachers who were diagnosed with musculoskeletal, psychological, and other neurodegenerative diseases have reported increased exhaustion, lack of sleep, a decline in quality of life (QoL), a decrease in physical activity, and excessive stress from online classes during the COVID-19 lockdown, especially women.

OBJECTIVE

The aim of this study is to evaluate the effectiveness of three-modal exercise on fatigue, sleep, QoL as well as to determine the relationship between age, disease severity, disease stage and working years with women diagnosed with Parkinson's disease (PD).

METHODS

In this randomized controlled trial, 44 female educators in stages I-II with PD who were between the ages of 40 and 60 volunteered. For a total of 36 sessions over the course of six weeks, Group A received a three-modal fitness program through online video sessions, whereas Group B received Nordic walking. The outcome measures included the Fatigue Severity Scale, Parkinson's Disease Sleep Scale, and Parkinson's Disease Quality of Life Questionnaire-39.

RESULTS

Age, Hoehn and Yahr scale, working years, and PD in years did not correlate with each other (p > 0.50). The three-modal exercise experimental Group A showed statistically significant improvement in QoL (p 0.001), sleep (p 0.001), and fatigue (p 0.001).

CONCLUSION

Women in the field of education who participated in a three-modal exercise programme for PD reported a significant improvement in their level of exhaustion, sleep patterns, and quality of life.

COVID-19 in School Teachers: Job Satisfaction and Burnout through the Job Demands Control Model

The recent pandemic has influenced teachers' mental health and well-being. The present work follows the Job-Demands-Control model, analyzing changes in the demands, control, and social support during COVID-19, and how they influence job satisfaction, emotional exhaustion, depersonalization, and personal accomplishment among school teachers. The sample comprised 172 school teachers. The instruments applied were The Maslach Burnout Inventory (MBI), The Job Satisfaction Teacher Index (Organization for Economic Cooperation and Development (OECD), 2014), and The Demand Control Support Questionnaire (DCSQ). Job satisfaction was predicted exclusively by social support, revealing the importance of social interactions at work. Emotional exhaustion and depersonalization were predicted by job demands, showing that an increase in job demands (i.e., COVID) affects individuals' feelings of burnout. The results show that it would be interesting to design strategies that guarantee job control in the teaching context. This would open multiple pathways to implement healthier methodological processes for teachers and the consequent research to support these processes.

The Level of School Teachers' Knowledge About First-Aid Management and Control of Epistaxis in Qassim Region, Saudi Arabia

BACKGROUND

 Epistaxis is an acute episode of nasal bleeding commonly caused in children by traumatic injuries in a school setting. It is one of the common ear, nose, and throat emergencies, which should be managed with first-aid measures. To the best of our knowledge, no studies have been conducted among school teachers in the Qassim region of Saudi Arabia regarding this information. This study thus aimed to assess levels of knowledge about first-aid management and control of epistaxis among school teachers in the Qassim region, Saudi Arabia.

MATERIALS AND METHODS

 A cross-sectional study using a validated online questionnaire was distributed via social media platforms. Information was collected regarding sociodemographic characteristics, and eight items assessed participants' knowledge about epistaxis and its management. Univariate, bivariate, and multivariable analyses were conducted to assess the factors associated with good levels of knowledge.

RESULTS

 The study had a total of 1,152 participants, of which 69.7% were female. The mean of knowledge was 3.29 (SD=1.39, range: 0-7). Only 19.4% of participants had a good level of knowledge. In multivariate analysis, females and those who had received information on first aid to stop nose-bleeds were significantly associated with good knowledge levels (adjusted odds ratio {AOR}: 1.72, 95% CI: 1.18-2.51, p=0.005; and AOR: 3.38, 95% CI: 2.47-4.64, p<0.001, respectively).

CONCLUSION

 Less than one-quarter of participants had good knowledge levels. Health education sessions for teachers are highly recommended and should specifically target male teachers.

Teachers' Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

School teachers have faced many challenges due to the coronavirus disease-2019 (COVID-19) pandemic and public health-related containment measures. Recent studies have demonstrated high levels of stress and mental health issues among school teachers. To better understand teacher well-being and inform practices to support them in the face of the ongoing pandemic, we aimed to assess perceived stress, well-being and associated factors among school teachers in Hong Kong, China. For this cross-sectional study, we employed a self-reported questionnaire to assess teacher well-being as an indicator of mental health. Drawing on quantitative data obtained from 336 teachers in Hong Kong from April 2021 to February 2022, we assessed workloads, work-related sense of coherence, perceived stress, secondary burnout symptoms (i.e. intensification of work and exhaustion related to work situation), self-endangering work behaviours and satisfaction with work. Bivariate and multivariate analyses were performed to examine the associations between well-being, demographic and work characteristics. A high percentage (87.6%) of teachers had high levels of perceived stress, which was positively associated with extensification of work (r = 0.571, p < 0.01), intensification of work (r = 0.640, p < 0.01) and exhaustion related to work situation (r = 0.554, p < 0.01). A multilinear regression model adjusted for age and gender was computed to detect predictors of teachers' well-being index values (F(12, 296) = 41.405, p < 0.001, R² = 0.627). A higher WHO-5 score was associated with (1) higher teaching hours (B = 0.235, 95% CI = 0.093, 0.413, p = 0.002); (2) higher work-related sense of coherence (B = 2.490, 95% CI = 0.209, 4.770, p = 0.032); (3) higher work satisfaction (B = 5.410, 95% CI = 2.979, 7.841, p < 0.001); (4) lower level of exhaustion related to work situations (B = -9.677, 95% CI = -12.279, -7.075, p < 0.001); and (5) lower level of psychosomatic complaints (B = -4.167, 95% CI = -6.739, -7.075, p = 0.002). These findings highlight the critical need to allocate more attention and resources to improve the mental health of school teachers in Hong Kong. The findings can also inform the development of psychological and organisational interventions and support mechanisms for teachers during the prolonged COVID-19 pandemic and in preparation for future stressful scenarios. Safeguarding the well-being and mental health of teachers is important for improving the quality of teaching and learning environments and the mental health of school students.

Returning to work at school during the COVID -19 pandemic, is it stressful for schoolteachers? Assessment of immediate psychological effects: a cross sectional study

Background: The adoption of remote classes for students has been in vogue since the onset of the pandemic. Schools reopened in a phased manner after the second wave of coronavirus disease 2019 (COVID-19) in India. Reverting to the regular face-to-face teaching for students became a challenge to the teachers and students, especially at times when there was an impending third wave on the way. The study aimed to assess the presence of symptoms of depression, anxiety, and stress in teachers who attended reopened schools in the scenario of face-to-face classes. In addition, we studied the association of psychological symptoms with teachers' age groups, gender, school boards, and school institution type. Methods: A cross-sectional study was conducted between October to December 2021 after schools had reopened. Data was collected using Google Form questionnaires in 124 schoolteachers. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21) questionnaire assessed the psychological symptoms. Results: Of 124 schoolteachers, 108(87.1%) were female, 112 (90.3%) were from private institutions, and 70(56.5%) were from Central Board of Secondary Education (CBSE) school boards. The prevalence of depression, anxiety, and stress in teachers was 30.6%, 45.2%, and 20.2%, respectively. Nearly 80% of the female teachers expressed depression, anxiety, and stress symptoms. Amongst all the age groups, symptoms were higher in 40-49 group. We found anxiety to be statistically significant when compared with gender (p-0.042). We found no statistically significant differences concerning age groups, school boards, or school institutions with any psychological symptoms. Conclusions: The prevalence of psychological symptoms was high among schoolteachers after schools reopened for regular face-to-face teaching. Gender was associated with anxiety in teachers. We agree that identifying teachers' symptoms and providing adequate psychological counseling/support would improve their mental health status and thereby the quality of teaching to students.

Development and Validation of a Comic Tool: An Innovative Approach to Raise Awareness about Tobacco Control among School Teachers

Background

National legislation (COTPA) in India has focused on school children with dedicated section (6a and 6b) for tobacco control at Educational Institutions. Innovative mediums like Comic offer unique and engaging medium for dissemination of health information. However, its true potential remains unexplored in tobacco control. The study was conducted to develop and validate Comic for promotion of tobacco control laws in school settings.

Materials and Methods

The present cross-sectional study was conducted among school teachers in Delhi in three phases: (1) need assessment, (2) development of Comic, and (3) validation (face/content validity by experts in public health/tobacco control, and construct validity by school teachers). Ethical clearance was obtained from Institutional Ethical Review Board. Prevalidated, structured, close-ended, and self-administered Questionnaire was used for the data collection. SPSS version 21 was used for descriptive and inferential results.

Results

Phase 1 showed, out of 150 school teachers, 121 participated (80.66%). Mean age and teaching experience was 41.85 ± 9.76 years and 10.35 ± 6.53 years, respectively. Overall awareness about COTPA was 47.9% (n = 58) and COTPA sections 4 and 6 were 37.2% (n = 45). Majority 59.5% (n = 72) reported lack of access to training material. Phase 2 and 3 showed overall content validity index (CVI) score of 0.84. Construct validity evaluation from pre-postintervention yield mean ± SD scores of 3.94 ± 0.99 and 7.97 ± 1.17, respectively, (P < 0.001).

Conclusion

Comic was developed on sound theoretical basis with satisfactory face, content and construct validity, to raise awareness about tobacco control among school children, and teachers to promote tobacco-free school.

Cyberbullying Characteristics and Prevention-What Can We Learn from Narratives Provided by Adolescents and Their Teachers?

The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students' and teachers' perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13-16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens' testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.

Evaluation of teachers' knowledge about dental injuries in primary schoolchildren in the city of Isfahan

Background

Dental trauma is a common problem in children, which mostly occurs at school. Traumatic dental injuries often cause unpleasant experiences for children, and immediate and appropriate measures are needed. Its prognosis depends on immediate posttraumatic measures, and schoolteachers can play a key role in the treatment of children. The current study aimed to investigate teachers' knowledge about dental injuries in primary school children in the city of Isfahan.

Materials and Methods

Following a cross-sectional design, the current study was conducted on 248 elementary school teachers who were selected using the simple two-stage random cluster. Then the teachers' knowledge was measured based on a four-choice questionnaire consisted of two parts. According to this questionnaire, teachers were divided into five categories based on their knowledge score which was consist of strongly high knowledge, high knowledge, average knowledge, low awareness, and strongly low knowledge. Data were analyzed using the Spearman correlation coefficient and independent t-test. Statistical significance was considered when P < 0.05.

Results

The total knowledge score of teachers was 45.9%. About 61% of the teachers had a history of exposure to dental injuries. Furthermore, 49.6% of them believed milk was the best environment to keep the avulsed teeth. There was no significant association between teachers' knowledge and education level, history of previous trauma, or participation in a training course, but there was a direct association between teachers' knowledge and their work experience (P < 0.05). Female teachers' knowledge score was significantly higher than their male counterparts (P < 0.001).

Conclusion

Participants had a moderate level of knowledge about the management of dental traumas. Hence, it is suggested to develop educational programs to increase teachers' awareness about this issue.

Review: Education and training interventions, and support tools for school staff to adequately respond to young people who disclose self-harm - a systematic literature review of effectiveness, feasibility and acceptability

BACKGROUND

Self-harm among young people is a major public health concern, and whilst schools are well placed to identify and intervene with students who self-harm, the literature shows that school staff lack training and confidence in this area. This systematic review investigated the effectiveness, feasibility and acceptability of training interventions and support tools intended to equip school staff with skills and knowledge to adequately respond to students' disclosure of self-harm.

METHOD

References for this review were identified through systematic searches of Medline, Embase, PsycINFO, Child Development & Adolescent Studies, ERIC, ASSIA and British Education Index on with search terms 'self-harm', 'training', 'school staff' and 'young people'. Thematic synthesis was used to analyse qualitative data.

RESULTS

We found that all eight included studies evaluated interventions/tools that were highly effective in terms of an increase in knowledge, skills and confidence of staff in responding to self-harming youth. Acceptability was good with high levels of satisfaction and perceived benefit by staff, though data on feasibility of the interventions were lacking. Limitations of the studies included a paucity of follow-up data, and lack of data relating to student outcomes and actual changes in staff practice in schools.

CONCLUSIONS

The findings from this review indicate that more evidence is needed to determine the effectiveness, acceptability and feasibility of interventions/tools for school staff addressing self-harm. Further studies should focus on maintaining knowledge, confidence and comfort levels over time, and determine the feasibility of interventions/tools with different staff cohorts and across school settings, as well as address outcomes for students.

Musculoskeletal Disorders and Quality of Life in Chilean Teachers: A Cross-Sectional Study

Introduction

Teaching professionals have reported multiple conditions associated with low quality of life (QoL) perception. Various studies have also reported high prevalence of musculoskeletal disorders (MSD). In this context, there are few studies regarding the association between low QoL perception and MSD suffering in teachers.

Objective

Therefore, in this study the aim was evaluate MSD prevalence and its association with teachers' QoL perception.

Participants and Methods

A total sample of 544 Chilean teachers were included in a cross-sectional study. MSD prevalence was evaluated via the Standardized Nordic Questionnaire and QoL perception via the Short-Form 36 Health Survey Instrument. Multinomial logistic regression was applied to evaluate the association between MSD and QoL perception adjusted for gender and age.

Results

A total of 91% of teachers have had some MSD in the last 12 months, and 28.86% have had 6 or more painful regions. Females showed greater MSD prevalence than males. Teachers who reported no MSD had higher QoL scores compared to teachers with MSD. The group of teachers with the most MSD (≥p75) saw significant increases in the risk of having low scores in the physical (OR: 2.82) and mental components (OR: 2.65) of QoL. By contrast, teachers without MSD have a buffer effect for their QoL (physical OR: 0.2; mental OR: 0.44).

Conclusions

High MSD prevalence suggest that preventive and informative actions must be taken regarding these disorders to protect teachers' mental and physical health, considering the multiple risk factors to which teachers are exposed given their work conditions in Chile and worldwide.

Dealing with food selectivity and mealtime behaviour in school-children with autism: a qualitative study of special education teachers in Japan

Food selectivity in children with autism spectrum disorder (ASD) is a serious issue in special needs schools, and special education teachers face various difficulties in their management of the problem. The aim of this study is to investigate the difficulties that special education teachers face in managing food selectivity in children with ASD. Data were obtained from 12 special education teachers in 2018 via semi-structured in-depth interviews. Thematic analysis was used to identify key conceptions of the participants' experiences, while qualitative analysis of the interview data revealed three major themes. Their personal and professional thoughts and hopes regarding eating habits in children, feelings of uncertainty about their practice, and their interactions with the children and their parents were the key factors behind the difficulties they experience as special education teachers. The findings improve our understanding of the challenges experienced by teachers managing food selectivity in children with ASD. A different conceptualisation of the problem may lead to difficulties in collaboration among the people who are tasked with solving the problem.

The Relationship Between Long Working Hours and Stress Responses in Junior High School Teachers: A Nationwide Survey in Japan

Background: Long working hours and mental health problems among teachers are a concern in Japan. More specifically, it has been reported that junior high school teachers tend to work overtime. In this study, examined the working hours of junior high school teachers in public schools and investigated the association between overtime work and stress responses across job titles.

Methods: From June to December 2018, 54,772 teachers in public junior high schools completed a web-based nationwide survey regarding occupational stress and submitted self-evaluated working hours per day of the previous month. Psychological and physical stress responses were assessed using the Brief Job Stress Questionnaire.

Results: Results showed that 59.6% of the participants worked 11 h or more per day. Additionally, the length of working hours significantly differed across job titles (χ² (30) = 5295.8, p < 0.001, Cramér’s V = 0.14). With respect to tenured teachers, sex (female), age, taking charge of the class, number of working years in the same school, working hours of 10 to 11 h, 11 to 12 h, 12 to 13 h, and 13 h or more were significantly associated with high stress, compared to those who worked less than 9 h per day. Moreover, for fixed-term teachers, sex (female), age, working hours of 9 to 10 h, 10 to 11 h, 11 to 12 h, 12 to 13 h, and 13 h or more were related with more stress as compared to those who worked less than 9 h per day. On the other hand, there was no significant relationship between long working hours and stress response among vice-principals, even though they tended to work the longest hours.

Conclusion: We verified that Japanese junior high school teachers work long hours. Long working hours were associated with stress responses in both tenured and fixed-term teachers, but not in vice-principals. However, vice-principals work the longest hours among teachers, and we suggest that these long working hours may be a hidden problem that is often overlooked.

SARS-CoV-2 Infection among School Population of One Developing Country. Do School Closures Protect Students and Teachers against SARS-CoV-2 Infection?

Evidence about the effectiveness of school closures as a measure to control the spread of COVID-19 is controversial. We posit that schools are not an important source of transmission; thus, we analyzed two surveillance methods: a web-based questionnaire and a telephone survey that monitored the impact of the pandemic due to COVID-19 cases in Bogotá, Colombia. We estimated the cumulative incidences for Acute Respiratory Infection (ARI) and COVID-19 for each population group. Then, we assessed the differences using the cumulative incidence ratio (CIR) and 95% confidence intervals (CI95%). The ARI incidence among students was 20.1 times higher when estimated from the telephone survey than from the online questionnaire (CIR: 20.1; CI95% 17.11-23.53). Likewise, the ARI incidence among schoolteachers was 10 times higher in the telephone survey (CIR: 9.8; CI95% 8.3-11.5). the incidence of COVID-19 among schoolteachers was 4.3 times higher than among students in the online questionnarie (CIR: 4.3, CI95%: 3.8-5.0) and 2.1 times higher in the telephone survey (CIR = 2.1, CI95%: 1.8-2.6), and this behavior was also observed in the general population data. Both methods showed a capacity to detect COVID-19 transmission among students and schoolteachers, but the telephone survey estimates were probably closer to the real incidence rate.

The Effect of Cognitive Behavioral Group Therapy on Children's Self-Esteem

(1) Background: Self-esteem plays an important role in developing emotional resilience and wellbeing in children. Yet, there has been little related research on Cognitive Behavioral Group Therapy on this topic. Our aims were to assess the effect of the Child Self-Esteem CBT (CSE-CBT) protocol on children's self-esteem in grades five and six; to assess the effect of the CSE-CBT protocol on the therapeutic process; and to explore the feasibility of delivering the CSE-CBT protocol in a school setting. (2) Methods: Eighty elementary school children in grades five and six, divided into four intervention and four control groups, attended 12 structured sessions using the CSE-CBT protocol, led by specially trained teachers. The children completed questionnaires to assess their self-esteem at the beginning and at the end of the study, and answered weekly questionnaires that assessed therapeutic process. Hierarchical linear modeling was used to analyze the data. (3) Results: The CSE-CBT protocol had a significant effect on improving children's self-esteem over the course of the study, regardless of the children's working alliance with the teacher leading the group. (4) Conclusions: The findings suggest that the CSE-CBT protocol has the potential to benefit children's self-esteem and indicate that school teachers can be trained to administer the CBT-protocol.

Attitudes of school teachers toward influenza and COVID-19 vaccine in Greece during the COVID-19 pandemic

Our study aims to assess the attitudes, knowledge, and influenza vaccine uptake of school teachers, the intention to uptake influenza vaccine as well as the COVID-19 vaccine and to identify factors associated with vaccine acceptance during the COVID-19 pandemic in Greece. A cross-sectional online survey was conducted among elementary and kindergarten school teachers in the area of Western Greece from June 2020 to August 2020. A self-administered questionnaire was distributed via an internet-based link along with an invitation e-mail. Responses from 399 participants were retrieved. 139 (34.8%) had received the annual influenza vaccine in the season 2019-2020, whereas 215 (53.9%) stated that they would get it in the forthcoming season 2020-2021 (p < .001). 152 (38.1%) intent to get the COVID-19 vaccine when available. For COVID-19 vaccine factors that were independently associated with the intention to uptake included more than 15 years at work (p = .001), prior influenza vaccine uptake (p = .003), believing that COVID-19 vaccine should be mandatory (p = .04) and that school teachers are a high-risk group for COVID-19 (p = .001). In conclusion, COVID-19 pandemic appeared to have an impact on the intention of school teachers to get vaccinated for influenza. The low level of COVID-19 vaccine acceptance intention among the teachers in our cohort warrants further attention. Public health interventions should aim to increase knowledge on both influenza and COVID-19 and prevention of them via immunization in this particular at-risk population.

Assessment of Knowledge and Awareness of Public School Teachers Towards Learning Disabilities in Children - An Institutional Based Cross-Sectional Study in Dharmapuri District, Tamil Nadu

Introduction

Literature indicates that the incidence of specific learning disabilities among Indian children has been rising. Scholars have been paying much attention to teachers' knowledge which is largely associated with early identification and treatment of learning disabilities.

Objectives

This study aimed to understand the knowledge and awareness of public-school teachers, about learning disabilities among children, in Dharmapuri district of Tamil Nadu, India.

Material and Methods

A cross-sectional study was done among 200 school teachers in Dharmapuri district to achieve the desired objectives using structured and self- administered questionnaire.

Results

The knowledge of teachers regarding learning disabilities among children was found to be moderate among the majority of the teachers (45%), where as substantially large number of participants showed an adequate level of knowledge (33.5%), and rest of the participants (21.5%) have shown an inadequate level of knowledge. A vast majority of participants (73.5%) were aware of the learning disability amongst children. The educational qualification (P value < 0.001) and experience (P value < 0.05) of the teachers had a significant association between knowledge level.

Conclusion

In light of the findings, it is essential to spread the awareness and knowledge about the learning disabilities of children among teachers. The government should take necessary policy directions in raising awareness and knowledge of various learning disabilities among parents, teachers and peer groups so that these children will be handled in a better way in the social circle. This also should be included as a part of curriculum in teachers' training programs.

The Perception of Primary School Teachers Regarding the Pharmacotherapy of Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder (ADHD) is raising concerns across health systems, affecting about 5% of the school-age population. Therapy usually involves psychostimulants, which are prone to adverse drug reactions (ADRs). Teachers have many contact hours with children and can easily detect behavioral changes upon the beginning of medication. However, few studies have focused on the role of teachers in the management of ADHD children and detection of ADRs. The present work aimed to characterize the perception of primary school teachers regarding the impact of ADHD therapeutics. A questionnaire was constructed focused on teachers’ training regarding ADHD and its therapy; experience with students with ADHD; changes upon beginning of medication; and observation of ADRs. A total of 107 completed questionnaires were obtained. The results indicate that more than 40% of the inquired teachers have received training in ADHD, but in most cases, the theme of therapeutics was absent from that training. The vast majority of teachers (91.6%) have had students with ADHD and observed mood alterations associated with medications. More than 60% of the teachers answered that they are aware of the ADRs and of these, 24% have already detected them in their students. The teachers reported the observed ADRs to parents in 93% of the cases and to doctors in 28% of the cases. In conclusion, the results show the need to reinforce teachers’ training in ADHD and its therapeutics.

Musculoskeletal Disorders Associated With Quality of Life and Body Composition in Urban and Rural Public School Teachers

Introduction: Teachers have been reported to be a labor group with high rates of musculoskeletal disorders (MSDs), stress, and strong deterioration of quality of life (QoL). However, little information exists about the association between MSD, QoL, and body composition in rural and urban teachers.

Objective: The aim was to study the association of MSD with QoL perception and body composition of urban and rural teachers.

Participants and Methods: Participants are comprised a representative sample of urban and rural public schoolteachers from the Valparaiso Region, Chile. MSDs were evaluated with the Standardized Nordic Questionnaire for Musculoskeletal Symptoms validated for the Chilean population. QoL perception was evaluated with the 36-Item Short-Form Survey (SF-36). Body composition was measured via bioimpedance. A logistic regression model was used to evaluate the association between MSD, QoL, and body composition, adjusted for age and gender.

Results: A total of 88.9% (urban 90%; rural 87%) of teachers felt pain in some body area, 71.2% of them with limitations; 39% of teachers presented body fat obesity, with the highest rate in rural women. The body area with the greatest MSD prevalence was the neck and shoulders (68.6%). Significant differences were observed between teachers with >p75 of MSD (over six pain regions) and those with ≤p75 (six or fewer painful regions; p < 0.05) on six QoL scales and on physical health components (PCSs) and mental health (MCS) in urban teachers. However, rural teachers presented no differences. The association between teachers with >p75 MSD and low QoL perception was significant (p < 0.05) in PCS and MCS. Furthermore, the regression model presents a significant association between rural areas and low PCS perception.

Conclusions: Urban and rural teachers present high rates of MSD and obesity. Teachers with higher rates of MSD have their mental and physical QoL affected, making workplace intervention in MSD necessary to prevent teacher health deterioration.

Perceptions of Frontline Workers, Female Health Workers, and School Teachers in Menstrual Hygiene Promotion among Adolescent Girls of Delhi, India: A Qualitative Study

Background:

Government schemes for the promotion of Menstrual Hygiene Management (MHM) among adolescent girls in India are underpinned by crucial implementation efforts from the frontline health workers, community health workers, and school teachers.

Aim:

The aim of the study is to identify the perspectives on menstrual health and hygiene management with regard to government schemes for sanitary pad distribution to adolescent girls among the frontline workers and the government school teachers located in urban resettlement colonies in Delhi.

Methods:

In-depth interviews were conducted with 30 accredited social health activisits, 30 Anganwadi Workers (AWW), and 30 auxiliary nurse midwives (ANMs) and five focus group discussions among 28 government school teachers from the middle, high, and secondary standard.

Results:

Most participants recognized the phenomenon of menstruation-related problems in adolescent girls and were aware of some of the common sociocultural, religious, and hygiene-related menstrual restrictions prevalent in their communities. All the participants believed that the pad distribution scheme was highly beneficial. However, in spite of inclusion of menstrual health promotion in the school curriculum, teachers often lacked self-efficacy in discussing challenges and health concerns related to MHM with their students.

Conclusions:

Despite their potential as community resources for adolescent girls, FHWs, ANMs, and school teachers often fail to impart crucial menstrual hygiene information and skills-building needed toward achieving effective, safe, and optimal MHM.

The Perspective of Physical Education Teachers in Spain Regarding Barriers to the Practice of Physical Activity among Immigrant Children and Adolescents: A Qualitative Study

Physical activity (PA) contributes to the development of children and adolescents and to their mental and physical health. The practice of PA in the school context can contribute towards generating a more inclusive educational community for immigrant children and adolescents. The aim of this study was to describe the perspectives of Spanish physical education (PE) teachers on the practice of PA among immigrant children and adolescents. This research was a qualitative exploratory study. A purposeful sampling strategy was used. Data were collected through semi-structured interviews and field notes. Twenty teachers were recruited. An inductive thematic analysis and content analysis were applied. The following topics were identified: (a) Professional expectations; (b) Economic resources; (c) Integration; (d) Family; (e) Religious beliefs and practices; and (f) Gender difference. A predominance of positive emotions was identified in the narratives, and the most repeated words in word clouds were ‘Caribbean’, ‘Latin’, and ‘population’. These findings help to identify PA barriers for immigrant children and adolescents and may contribute to the creation of PA-based interventions in social and educational contexts.

Prevention and management of allergic reactions to food in child care centers and schools: Practice guidelines

Food allergy management in child care centers and schools is a controversial topic, for which evidence-based guidance is needed. Following the Grading of Recommendations Assessment, Development, and Evaluation approach, we conducted systematic literature reviews of the anticipated health effects of selected interventions for managing food allergy in child care centers and schools; we compiled data about the costs, feasibility, acceptability, and effects on health equity of the selected interventions; and we developed the following conditional recommendations: we suggest that child care centers and schools implement allergy training and action plans; we suggest that they use epinephrine (adrenaline) to treat suspected anaphylaxis; we suggest that they stock unassigned epinephrine autoinjectors, instead of requiring students to supply their own personal autoinjectors to be stored on site for designated at-school use; and we suggest that they do not implement site-wide food prohibitions (eg, "nut-free" schools) or allergen-restricted zones (eg, "milk-free" tables), except in the special circumstances identified in this document. The recommendations are labeled "conditional" due to the low quality of available evidence. More research is needed to determine with greater certainty which interventions are likely to be the most beneficial. Policymakers might need to adapt the recommendations to fit local circumstances.

Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis

Background: Prior to the COVID-19 pandemic, teachers were already reporting a low quality of life (QoL) perception, with a significant impact on mental and physical health due to various stress factors associated with work overload. The objective of this study was to evaluate the QoL impact on Chilean teachers before and during the COVID-19 pandemic. The analysis was performed following a longitudinal design on a sample of 63 Chilean teachers in pre-pandemic and COVID-19 pandemic timeframes. QoL perception, along with teachers’ sociodemographic data, was evaluated via the Short-Form 36 Health Survey (SF-36) questionnaire. Sociodemographic variables presented no significant variations in pre-pandemic and pandemic comparisons. QoL, however, showed a significant decrease during the pandemic compared to the pre-pandemic measurement (p < 0.01). In each gender, there were significant differences between pre-pandemic and pandemic timeframes, with a greater impact among women in the mental and physical component summary variables and seven of the eight QoL scales (p < 0.01). Between age categories, people under 45 presented significant differences (p < 0.05) between pre-pandemic and pandemic timeframes in all summary dimensions and measurements. In conclusion, Chilean teachers’ QoL perception has been affected by the COVID-19 pandemic. These findings could be related to work overload due to teleworking or feelings of uncertainty, loneliness, and fear that the pandemic and its associated confinements will worsen.

Educational approaches for assessing knowledge about and actions of educators in response to dental avulsion

BACKGROUND

Dental trauma affects especially schoolchildren and adolescents. Educators, the responsible for the first appointment, have a fundamental role in the prognosis of dental avulsion that occurred in this environment.

AIM

To evaluate the educational approaches for assessing knowledge and actions in response to dental avulsion among educators.

SETTINGS AND DESIGN

This cross-sectional and quanti-qualitative study included 197 teachers and 24 pedagogical coordinators (PCs), from the public schools of Pato Branco, Paraná, Brazil.

METHODS

A questionnaire was initially administered regarding the knowledge about avulsion to all participants. Teachers just read a manual and answered the questionnaire after 30 days. PCs were divided into (n = 12): G1 - manual + fictitious scenario of avulsion and G2 - active methodology + fictitious scenario. The questionnaire was re-administered to all.

STATISTICAL ANALYSIS

Quantitative data were analyzed statistically. For the qualitative stage, two questions were proposed and the Bardin's analysis was performed.

RESULTS

For teachers, knowledge about avulsion increased after the intervention (P < 0.001), except as related to cleaning the tooth (P = 0.21). Activities involving G1 and G2 also led to an increase in knowledge, but no difference occurred in this increase between the approaches (P = 0.14). Qualitative analysis highlighted the need for calm and for performing actions that could favor a good prognosis in cases of avulsion.

CONCLUSIONS

The level of knowledge increased after interventions, but no significant differences between the educational approaches were found.

Experiences Among School Personnel and School Nurses on Educational Adaptations for Students With CFS/ME: A Qualitative Interview Study

Introduction: Chronic fatigue syndrome (CFS/ME) is a disabling disease severely impacting school attendance, education, and social life in young students. Uncertainties surrounding CFS/ME etiology may impact the interpretation of CFS/ME in schools. Thus, school personnel need information from health care providers to make adequate adaptations to education and social life at school for these students. Objectives: To explore teachers, counselors, and school nurses' experiences with adapting education for students with CFS/ME aged 13-19 in secondary and high schools. Design: A qualitative study with focus group interviews and individual interviews performed face-to-face or digitally between November 2020 and March 2021. Data were analyzed using Systematic text condensation. Participants: Six teachers, two counselors, and four school nurses in secondary and high school participated. Results: Adapting education for students with CFS/ME was challenging, especially before the students received a diagnosis. The challenges were related to identifying the students' adaptational needs, maintaining a teacher-student relationship due to school absence, difficulties in maintaining continuity of education, and uncertainty regarding the diagnosis. Successful adaptations were related to quickly reacting to school absence, early referral to educational, psychological services, a close collaboration with the school management, and the development of digital teaching for students with CFS/ME. Interdisciplinary collaboration and a clear, constructive plan with adaptive measures, including maintained teacher-student communication and educational and social adaptations, may be useful in preventing the losses, young people, with CFS/ME experience. Conclusion: Early interdisciplinary collaboration to adapt education and social life at school for students with CFS/ME, may support teachers, counselors, and school nurses in their efforts to adapt education and prevent losses related to academic and social development in students with CFS/ME.

COVID-19 and the teacher's voice: self-perception and contributions of speech therapy to voice and communication during the pandemic

OBJECTIVES

We aimed to analyze the vocal self-perception of Brazilian teachers and their communication needs, vocal signs and symptoms, and voice-related lifestyles during the coronavirus disease (COVID-19) pandemic and, based on this information, to develop guidance materials intended for dissemination to these teachers and the general community.

METHODS

An online questionnaire designed for this survey was distributed via the researchers' networks and was available for completion by any teacher, except those who were not working at the time. There were 1,253 teachers from all over Brazil, of both sexes, covering a wide age range, working at different levels of education, and most with more than ten years of experience. Descriptive and inferential analyses of the data were performed.

RESULTS

On comparing the prepandemic period with the current one, participants indicated voice improvements. In contrast, they presented symptoms such as dry throat, effort in addressing remote classes, hoarseness after classes, and difficulties with the use of headphones, among others. They further indicated stress, general fatigue, impact of the pandemic on mental health, and the overlapping of many home tasks with professional tasks. Some smoked, and others hydrated insufficiently.

CONCLUSION

Although teachers generally noticed voice improvements during the pandemic, a proportion of them perceived worsening of voices. Many indicated several factors in which speech-language pathologists could guide them with the aim of improving performance and comfort during remote and hybrid classes, an initiative that will positively impact not only their voice and communication but also their quality of life.

Emergency management of dental injury; preparedness among school teachers in Bhubaneswar, India

Background

School is the place, identified with a noticeable risk of Traumatic Dental Injuries (TDI) in children which have functional, esthetic and psychological effects.

Objectives

To assess the preparedness of concerning traumatic dental injuries and their management among school teachers and also to empower the clinician to frame a set of instructions for school teachers to handle the emergencies effectively at the site of the incident.

Material and Methods

A cross-sectional study was conducted among 330 school teachers enrolled in government and private schools of 24 randomly selected schools in Bhubaneswar city. A self-administered questionnaire was distributed to collect information on participants demographic characteristics, knowledge, attitude and practice about emergency management of Traumatic Dental Injury. Chi-square test with level of significance set at 5% was used for statistical analysis.

Results

Statistically significant (p<0.05) correct responses were provided by 66.7% males and 35.6% females and 100% younger age teachers. Larger population perceived that their level of knowledge was not satisfactory as they responded for inadequate and don't know options which was significant in relation to gender and age (p<0.05) but not with respect to the type of school (p>0.05). All the respondents expressed the need for a training program.

Conclusions

This study highlights the instantaneous need for tailor made dental health educational and preventive programs for school teachers in order to effectively manage the Traumatic Dental Injuries.

Positive Impact of Mindfulness Meditation on Mental Health of Female Teachers during the COVID-19 Outbreak in Italy

The Covid-19 pandemic and subsequent public health measures were shown to impact negatively on people's mental health. In particular, women were reported to be at higher risk than men of developing symptoms of stress/anxiety/depression, and resilience was considered a key factor for positive mental health outcomes. In the present study, a sample of Italian female teachers (n = 66, age: 51.5 ± 7.9 years) was assessed with self-report instruments one month before and one month after the start of the Covid-19 lockdown: mindfulness skills, empathy, personality profiles, interoceptive awareness, psychological well-being, emotional distress and burnout levels were measured. Meanwhile, they received an 8-week Mindfulness-Oriented Meditation (MOM) course, through two group meetings and six individual video-lessons. Based on baseline personality profiles, analyses of variance were performed in a low-resilience (LR, n = 32) and a high-resilience (HR, n = 26) group. The LR and HR groups differed at baseline in most of the self-report measures. Pre-post MOM significant improvements were found in both groups in anxiety, depression, affective empathy, emotional exhaustion, psychological well-being, interoceptive awareness, character traits and mindfulness levels. Improvements in depression and psychological well-being were higher in the LR vs. HR group. We conclude that mindfulness-based training can effectively mitigate the psychological negative consequences of the Covid-19 outbreak, helping in particular to restore well-being in the most vulnerable individuals.

Sleep lifestyle correlate of dizziness among teachers

Introduction  Some studies have shown associations between sleep quality and dizziness. However, this association has not been investigated in teachers.

Objective  To verify a possible association between dizziness complaint and sleep quality in teachers.

Methods  Cross-sectional study developed with 96 school teachers (mean age of 47.8 ± 9.8 years). To assess dizziness, an audiological assessment was performed, which was the same one used in routine audiological care (Miller protocol). The dizziness handicap inventory (DHI) was applied to those individuals who reported dizziness. To evaluated sleep quality, the Pittsburgh sleep quality index was used.

Results  The prevalence of dizziness was 22.9% ( n  = 22). Of these, 77.3% ( n  = 17) were women, 63.6% ( n  = 14) demonstrated poor sleep quality, and 54.5% ( n  = 12) were young adults (27–48 years). In the comparison between the dizziness and the control groups, no statistically significant differences were found ( p > 0.05). The analysis adjusted for the confounding variables showed a difference for men in the sleep efficiency variable ( p  = 0.043); young adults showed a statistically significant difference in the total score ( p  = 0.021) and total sleep time ( p  = 0.029). There was a moderate correlation between DHI and total time in bed ( p  = 0.036, r = 0.497) and DHI and sleep efficiency ( p  = 0.014; r = -0.582).

Conclusion  Dizziness influences the quality of sleep in teachers, especially that of the youngest and male patients. There was a moderate correlation between total time in bed, sleep efficiency, and DHI, demonstrating that sleep quality should be considered an important factor in the assessment and rehabilitation process of dizziness.