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OBJECTIVE: To evaluate the feasibility and accuracy of an unprecedented COVID-19 antigen testing program in schools, which required a healthcare provider order, laboratory director, a Clinical Laboratory Improvement Amendments certificate of waiver, as well as training of school personnel. STUDY DESIGN: Descriptive report of a point-of-care, school-based antigen testing program in California from August 1st, 2021 through May 30, 2022, in which participants grades K-12 self-swabbed and school personnel performed testing. Participants included 944 009 students, personnel, and community members from 4022 California kindergarten through high schools. Outcomes measured include sensitivity and specificity (with polymerase chain reaction [PCR] as comparator) of the Abbott BinaxNOW antigen test, number of tests performed, and active infections identified. RESULTS: Of 102 022 paired PCR/antigen tests, the overall sensitivity and specificity for the antigen test was 81.2% (95% CI: 80.5%-81.8%) and 99.6% (95% CI: 99.5%-99.6%), respectively, using cycle threshold values <30. During January through March 2022, the highest prevalence period, the positive predictive value of antigen testing was 94.7% and the negative predictive value was 94.2%. Overall, 4022 school sites were enrolled and 3 987 840 million antigen tests were performed on 944 009 individuals. A total of 162 927 positive antigen tests were reported in 135 163 individuals (14.3% of persons tested). CONCLUSIONS: Rapidly implementing a school-based testing program in thousands of schools is feasible. Self-swabbing and testing by school personnel can yield accurate results. On-site COVID-19 testing is no longer necessary in schools, but this model provides a framework for future infectious disease threats.

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O Programa Saúde na Escola (PSE) e a Pesquisa Nacional de Saúde do Escolar (PeNSE) merecem destaque entre as ações de promoção e monitoramento da saúde de estudantes brasileiros. Nesse contexto, a promoção da atividade física em escolas integra as ações do PSE, além de ser monitorada pela PeNSE. O presente estudo verificou a associação entre características do indivíduo, socioeconômicas, de ações de promoção da atividade física e da saúde na escola, incluindo a adesão escolar ao PSE, com os comportamentos ativo e sedentário de estudantes brasileiros matriculados em escolas públicas, participantes da PeNSE ­ 2019. Trata-se de estudo com dados secundários. A amostra contou com 48.204 adolescentes, com idades entre 13 e 18 anos. As variáveis foram coletadas através de questionário. A adesão da escola ao PSE é uma das variáveis de maior centralidade da rede, com destaque para a sua medida de força (1,433); entretanto, apresentou-se pouco conectada aos indicadores de atividade física e ao comportamento sedentário dos jovens. A análise de redes mostrou que o gênero feminino participa menos das atividades físicas em aulas de Educação Física (-0,176) e em tempo livre (-0,283), assim como ter internet em casa foi a principal variável associada com o maior tempo de exposição aos comportamentos sedentários (0,225). Os resultados apontam para a importância da adesão escolar ao PSE e para a necessidade do desenvolvimento de ações efetivas de promoção da atividade física como estratégia de promoção da saúde no âmbito do PSE.

The School Health Program (SHP) and the National School Health Survey (PeNSE) deserve to be high-lighted among actions to promote and monitor the health of Brazilian students. In this context, the promo-tion of physical activity in schools represents part of the SHP actions, in addition to being monitored by the PeNSE. The present study verified the association between individual and socioeconomic characteristics, and actions to promote physical activity and health in school, including school adherence to the SHP, with the active and sedentary behaviors of Brazilian students enrolled in public schools, participants of the PeNSE ­ 2019. This is a study with secondary data, of 48,204 adolescents, aged between 13 and 18 years. The variables were collected using a questionnaire. The school 's adherence to the SHP is one of the variables with the highest centrality in the network, with emphasis on its measure of strength (1.433); however, it was poorly connected to indicators of physical activity and sedentary behavior in young people. Network analysis showed that females participate less in physical activities in Physical Education classes (-0.176) and in free time (-0.283). In addition, having internet at home was the main variable associated with longer exposure time to sedentary behaviors (0.225). The results point to the importance of school adherence to the SHP and the need to develop effective actions to promote physical activity as a health promotion strategy within the scope of the SHP.

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BACKGROUND: The whole school, whole community, whole child (WSCC) model suggests wellness councils, ongoing review of wellness policy, and a plan for evaluating set objectives are some of the key features needed to support school wellness infrastructure. This study explored the relationship between implementation of these infrastructure features and overall school wellness environment assessment scores among a sampling of Pennsylvania schools. METHODS: The Healthy Champions program provides Pennsylvania schools an opportunity to self-assess their wellness environments across several school wellness topics. Staff enrolled their school in the program by completing a self-report electronic assessment. Enrollment data from the 2020/2021 program year were analyzed using the Kruskal-Wallis test and linear fixed model to identify the impact of varied implementation levels across 3 wellness infrastructure activities. Interactions between these variables and overall assessment score were also analyzed. RESULTS: Of the 645 Pennsylvania schools enrolled and analyzed, we observed higher mean wellness environment assessment scores (∆ 0.74 95% CI 0.40-1.07; p < 0.001) among schools that reported some frequency of all 3 wellness infrastructure activities, compared to schools that reported no frequency for the activities. IMPLICATIONS: Schools with existing policies and practices related to the 3 wellness infrastructure activities should consider the degree of implementation to best support overall wellness in their school setting. Additional research to explore implementation barriers and supports is needed. CONCLUSIONS: Analyses indicated that overall wellness environment assessment scores are impacted by implementation thresholds for wellness council meeting frequency, revision of wellness policy, and review of student health promotion objectives.

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ABSTRACT Objectives: to understand health and education professionals' perceptions regarding children's learning difficulties in public schools. Methods: qualitative research, of the participatory action type, linked to Paulo Freire's Research Itinerary. Forty-five professionals participated, through interviews and a Virtual Culture Circle. The analysis was developed through careful reading, reflection and interpretation of highlighted topics. Results: professionals discussed the (in)visibility of learning difficulties, strategies and resources in the educational sector and the search for solutions in the health sector. It was found that the production of complaints related to school learning is attributed predominantly as an individual problem of children or their family, exempting the educational institution from this process. Final Considerations: greater investment in professional training and development policies is urgently needed to facilitate coordination between sectors, with a view to overcoming outdated pedagogical and health models.

RESUMEN Objetivos: comprender las percepciones de los profesionales de la salud y la educación sobre las dificultades de aprendizaje de los niños en las escuelas públicas. Métodos: investigación cualitativa, del tipo acción participativa, vinculada al Itinerario de Investigación de Paulo Freire. Participaron 45 profesionales, a través de entrevistas y un Círculo Virtual de Cultura. El análisis se desarrolló a través de una atenta lectura, reflexión e interpretación de los temas destacados. Resultados: los profesionales discutieron la (in)visibilidad de las dificultades de aprendizaje, las estrategias y los recursos en el sector educativo y la búsqueda de soluciones en el sector salud. Se encontró que la producción de quejas relacionadas con el aprendizaje escolar se atribuye predominantemente como un problema individual del niño o de su familia, eximiendo a la institución educativa de este proceso. Consideraciones Finales: urge una mayor inversión en políticas de formación y desarrollo profesional para facilitar la coordinación entre sectores, con miras a superar modelos pedagógicos y sanitarios obsoletos.

RESUMO Objetivos: conhecer as percepções dos profissionais da saúde e da educação acerca da dificuldade de aprendizagem de crianças da rede pública de ensino. Métodos: pesquisa qualitativa, do tipo ação participante, articulada ao Itinerário de Pesquisa de Paulo Freire. Participaram 45 profissionais, por meio de entrevistas e um Círculo de Cultura Virtual. A análise desenvolveu-se na leitura cuidadosa, reflexão e interpretação dos temas destacados. Resultados: os profissionais dialogaram sobre a (in)visibilidade da dificuldade de aprendizagem, as estratégias e os recursos do setor educacional e a busca por resolutividade no setor saúde. Verificou-se que a produção das queixas relacionadas à aprendizagem escolar está atribuída predominantemente como problema individual da criança ou de sua família, isentando a instituição educacional desse processo. Considerações Finais: é premente maior investimento em políticas de formação e aperfeiçoamento dos profissionais para propiciar a articulação entre os setores, com vistas a superar modelos pedagógicos e de saúde ultrapassados.

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ABSTRACT Objective: to describe the process of developing, validating and assessing an educational booklet to prevent transphobic bullying at school. Method: this is a methodological study, carried out from February to December 2022 at a public school in João Pessoa, Paraíba, Brazil. The educational booklet was developed in accordance with the methodological trajectory proposed by Echer, and submitted to content validity and semantic assessment by expert judges and Elementary School II teachers, respectively. In data analysis, content validity and Intraclass Correlation Coefficients were used, in addition to semantic agreement index. Results: the educational booklet had its content validated with a validity coefficient of 0.981 and an Intraclass Correlation Coefficient of 0.833 for the set of items in the assessment instrument. In semantic assessment, teachers considered the booklet understandable, with a minimum agreement level of 94%. Conclusion: the booklet developed was considered valid by judges, to be used with teachers, individually and in continuing education or health actions, in order to contribute to preventing transphobic bullying at school.

RESUMEN Objetivo: describir el proceso de desarrollo, validación y evaluación de una cartilla educativa para prevenir el acoso escolar transfóbico. Método: se trata de un estudio metodológico, realizado de febrero a diciembre de 2022 en una escuela pública de João Pessoa, Paraíba, Brazil. La cartilla educativa fue elaborada de acuerdo con la trayectoria metodológica propuesta por Echer, y sometida a validación de contenido y evaluación semántica por jueces expertos y docentes de la Escuela Primaria II, respectivamente. En el análisis de los datos, se utilizaron los coeficientes de validez de contenido y de correlación intraclase, y el índice de concordancia semántica. Resultados: la cartilla educativa tuvo su contenido validado con un coeficiente de validez de 0,981 y un coeficiente de correlación intraclase de 0,833 para el conjunto de ítems del instrumento de evaluación. En la evaluación semántica, los docentes consideraron comprensible el cuadernillo, con un nivel mínimo de acuerdo del 94%. Conclusión: la cartilla desarrollada fue considerada válida por los jueces, para ser utilizada con docentes, de manera individual y en acciones de educación continua o de salud, con el fin de contribuir a la prevención del acoso escolar transfóbico en la escuela.

RESUMO Objetivo: Descrever o processo de desenvolvimento, validação e avaliação de cartilha educacional para prevenção do bullying transfóbico na escola. Método: Trata-se de um estudo metodológico, realizado no período de fevereiro a dezembro de 2022 em uma escola pública de João Pessoa, Paraíba, Brasil. A cartilha educacional foi desenvolvida de acordo com a trajetória metodológica proposta por Echer, e submetida à validação de conteúdo e avaliação semântica por juízes especialistas e professores do Ensino Fundamental II, respectivamente. Na análise dos dados, utilizaram-se os coeficientes de validade de conteúdo e correlação intraclasse, e o índice de concordância semântica. Resultados: A cartilha educacional teve seu conteúdo validado com coeficiente de validade de 0,981 e coeficiente de correlação intraclasse de 0,833 para o conjunto de itens do instrumento de avaliação. Na avaliação semântica, os professores consideraram a cartilha compreensível, com nível de concordância mínima de 94%. Conclusão: A cartilha desenvolvida foi considerada válida por juízes, para ser utilizada com professores, de forma individual e em ações de educação permanente ou em saúde, a fim de contribuir na prevenção do bullying transfóbico na escola.

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Abstract This study aims to analyze the association between bullying behaviors, adverse childhood experiences and social capital in late adolescence. Secondary school students aged 15-19 of a metropolitan region of Brazil were recruited for a sectional epidemiological survey, with a sample of 2,281 students, stratified by municipality of school location. Descriptive and inferential statistics were performed from three instruments: Olweus Bully/Victim Questionnaire, Childhood Adversity History Questionnaire and Integrated Questionnaire to Measure Social Capital, in adapted versions. The results showed that the factors associated with bullying victims were gender and adversity in childhood. The factors associated to bullying aggressors were gender, childhood adversities, and cognitive social capital. And the factors associated with bullying aggressor-victims were gender, childhood adversities, and cognitive social capital. It is concluded that bullying is associated with adversity in childhood and also with cognitive social capital and they point out the need to address the causes of violence in order to provide a healthy and safe development for children and adolescents, preventing negative outcomes for physical and mental health.

Resumo O estudo tem como objetivo analisar a associação entre o comportamento de bullying, experiências adversas na infância e capital social no final da adolescência. Foram recrutados estudantes do ensino médio, com idades entre 15 e 19 anos, de uma região metropolitana do Brasil, para uma pesquisa epidemiológica seccional, com uma amostra de 2.281 alunos, estratificada por município de localização da escola. Foram produzidas estatísticas descritivas e inferenciais, com base em três instrumentos: Olweus Bully/Victim Questionnaire, Childhood Adversity History Questionnaire e Integrated Questionnaire to Measure Social Capital, em versões adaptadas. Os resultados mostraram que os fatores associados às vítimas de bullying foram gênero e adversidade na infância. Os fatores associados aos agressores de bullying foram gênero, adversidades na infância e capital social cognitivo. E os fatores associados aos agressores-vítimas de bullying foram gênero, adversidades na infância e capital social cognitivo. Conclui-se que o bullying está associado a adversidades na infância e também ao capital social cognitivo, e apontam para a necessidade de abordar as causas da violência, a fim de proporcionar um desenvolvimento saudável e seguro para crianças e adolescentes, prevenindo resultados negativos para a saúde física e mental.

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Resumo O objetivo do estudo foi analisar a implementação do Programa Saúde na Escola, identificando as ações desenvolvidas, bem como fatores que influenciam a prática profissional no cotidiano e estratégias adotadas pelos profissionais de saúde frente às limitações encontradas. Foi utilizado o método de estudo de caso do tipo exploratório-descritivo, com abordagem qualitativa. O estudo foi realizado com 20 profissionais de saúde, dirigentes do programa, em uma clínica da família no município do Rio de Janeiro. Os dados foram coletados por meio de entrevistas semiestruturadas, contendo perguntas específicas e perguntas abertas sobre o tema. Os dados foram analisados pela técnica de Bardin. Os resultados foram agrupados em categorias e constataram a predominância de ações com enfoque direcionado aos determinantes biológicos e higienistas, confirmando o distanciamento do conceito ampliado de saúde nas práticas de promoção da saúde. As problemáticas encontradas referem-se a escassez de recursos materiais e humanos, carência de capacitação e educação continuada, falta de planejamento e infraestrutura organizacional, violência no território, além do período pandêmico vivenciado durante o estudo. Por outro lado, emergiu a consolidação do relacionamento entre saúde e escola, demonstrando a presença do diálogo intersetorial e incorporação das ações de saúde no cotidiano escolar.

Abstract The study aimed to analyze the implementation of the School Health Program, identifying the actions developed, as well as factors that influence professional practice in daily life and strategies adopted by health professionals in view of the limitations found. The exploratory-descriptive case study method was used, with a qualitative approach. The study was carried out with 20 health professionals, program directors, in a family clinic in the city of Rio de Janeiro. Data were collected through semi-structured interviews, containing specific questions and open questions that discussed the topic. Data were analyzed using the Bardin technique. The results were grouped into categories and found the predominance of actions focused on biological and hygienist determinants, confirming the distance from the expanded concept of health in health promotion practices. The problems encountered refer to the scarcity of material and human resources, lack of training and continuing education, lack of planning and organizational infrastructure, violence in the territory, in addition to the pandemic period experienced during the study. On the other hand, the consolidation of the relationship between health and school emerged, demonstrating the presence of intersectoral dialogue and the incorporation of health actions in the school routine.

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Resumo Este artigo tem como objetivo compreender, pelo uso do Photovoice, as representações de bullying presentes entre adolescentes escolares do ensino médio. Trata-se de um estudo qualitativo, realizado com 54 adolescentes da rede pública de ensino do estado do Paraná, organizados em seis grupos focais. Os dados foram coletados mediante a técnica participativa Photovoice e submetidos à análise de conteúdo proposta por Bardin. Da análise dos dados emergiram três categorias: "Bullying estético, homofóbico e de gênero: estratégias subversivas", "Os efeitos danosos do bullying" e "O diálogo interdisciplinar como estratégia de prevenção e combate ao bullying". Com os resultados, foi possível evidenciar que a prática do bullying acontece a partir das dissonâncias entre agressores e vítimas, com insultos à condição de conformação corporal, orientação sexual, identidade de gênero, entre outros. Por essa razão, é preciso viabilizar ações articuladas entre educação e saúde para o diálogo e escuta a respeito do bullying na comunidade escolar, com vistas a seu enfrentamento, prevenção e proteção, almejando, sobretudo, o respeito e valorização das diferenças.

Abstract This article aims to understand, by using Photovoice, the representations of bulling among high school adolescents. This is a qualitative study, conducted with 54 adolescents from the public school system of the state of Paraná, organized into six focus groups. The data were collected using the Photovoice participatory technique and submitted to content analysis proposed by Bardin. Three categories emerged from the data analysis: "Esthetic, homophobic, and gender bullying: subversive strategies", "The harmful effects of bullying", and "Interdisciplinary dialogue as a strategy to prevent and combat bullying." With the results, it was possible to evidence that the practice of bullying happens from dissonances between aggressors and victims, with insults to the condition of body conformation, sexual orientation, gender identity, among others. For this reason, it is necessary to enable articulated actions between education and health for dialogue and listening about bullying in the school community, with a view to coping with it, prevent it, and protect against it, seeking above all the respect and appreciation of differences.

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Objectives: To understand the practices, attitudes, and beliefs of type 1 diabetes (T1D) providers towards school-based diabetes care (SBDC), including counseling families and communicating with schools, and explore the barriers and facilitators which affect their support of SBDC. Research Design and Methods: We conducted a national survey of pediatric T1D providers about their perceived support of SBDC, including family counseling and school communication. We used descriptive statistics to analyze results and explored differences by practice size (<500, 500-999, and ≥1000 patients) and environment (academic vs non-academic). Results: A total of 149 providers completed the survey. Nearly all (95%) indicated SBDC was very important. Though most (63%) reported counseling families about SBDC multiple times per year, few (19%) spoke with school staff routinely, reporting that was a shared responsibility among different providers. Close to 90% agreed school feedback on T1D management plans would be helpful, yet only 31% routinely requested this input. Moderate to extremely significant barriers to SBDC communication included internal factors, such as staff resources (67%) and time (82%), and external factors, such as school nurse education needs (62%) and differing school district policies (70%). Individuals from large or academic practices reported more barriers in their knowledge of SBDC, including federal/state laws. Desired facilitators for SBDC included a designated school liaison (84%), electronic transmission for school forms (90%), and accessible school staff education (95%). Conclusions: Though providers universally agree that SBDC is important, there are multilevel internal (practice) and external (policy) barriers to facilitating a bidirectional relationship between schools and health teams.

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Objective: The Diabetes Device Confidence Scale (DDCS) is a new scale designed to evaluate school nurse confidence with diabetes devices. We hypothesized that DDCS score would be associated with related constructs of school nurse diabetes knowledge, experience, and training. Research Design and Methods: In a cross-sectional study, we co-administered the DDCS and Diabetes Knowledge Test 2 (DKT2) questionnaires to school nurses in Pennsylvania. We summarized DDCS scores (range 1-5) descriptively. We evaluated the relationship between DKT2 percent score and DDCS mean score with the Spearman correlation coefficient. Simple linear regression examined school nurse characteristics as predictors of DDCS score. Results: A total of 271 completed surveys were received. Mean DDCS score was 3.16±0.94, indicating moderate confidence with devices overall. School nurses frequently reported low confidence in items representing specific skills, including suspending insulin delivery (40%), giving a manual bolus (42%), knowing when to calibrate a continuous glucose monitor (48%), changing an insulin pump site (54%), and setting a temporary basal rate (58%). Mean DKT2 score was 89.5±0.1%, which was weakly but not significantly correlated with DDCS score (r=0.12, p=0.06). Formal device training (p<0.001), assisting ≥5 students with diabetes devices in the past 5 years (p<0.01), and a student caseload between 1000-1500 students (p<0.001) were associated with higher mean DDCS score. Conclusions: DDCS score is related to prior training and experience, providing evidence for the scale's convergent validity. The DDCS may be a useful tool for assessing school nurse readiness to use devices and identify areas to enhance knowledge and practical skills.

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Objective: Using continuous glucose monitoring (CGM), we examined patterns in glycemia during school hours for children with type 1 diabetes, exploring differences between school and non-school time. Methods: We conducted a retrospective analysis of CGM metrics in children 7-12 years (n=217, diabetes duration 3.5±2.5 years, hemoglobin A1c 7.5±0.8%). Metrics were obtained for weekday school hours (8 AM to 3 PM) during four weeks in fall 2019. Two comparison settings included weekend (fall 2019) and weekday (spring 2020) data when children had transitioned to virtual school due to COVID-19. We used multilevel mixed models to examine factors associated with time in range (TIR) and compare glycemia between in-school, weekends, and virtual school. Results: Though CGM metrics were clinically similar across settings, TIR was statistically higher, and time above range (TAR), mean glucose, and standard deviation (SD) lower, for weekends and virtual school (p<0.001). Hour and setting exhibited a significant interaction for several metrics (p<0.001). TIR in-school improved from a mean of 40.9% at the start of the school day to 58.0% later in school, with a corresponding decrease in TAR. TIR decreased on weekends (60.8 to 50.7%) and virtual school (62.2 to 47.8%) during the same interval. Mean glucose exhibited a similar pattern, though there was little change in SD. Younger age (p=0.006), lower hemoglobin A1c (p<0.001), and insulin pump use (p=0.02) were associated with higher TIR in-school. Conclusion: Although TIR was higher for weekends and virtual school, glycemic metrics improve while in-school, possibly related to beneficial school day routines.

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O Brasil passou por um extenso percurso histórico até a institucionalização de um programa nacional para atuação no âmbito escolar. A realização deste estudo justifica-se diante da necessidade de se analisar como a promoção da saúde vem se efetivando dentro das escolas do país, possibilitando uma reflexão sobre a efetividade das atividades até então realizadas, assim como embasar a execução das próximas ações pela gestão e por profissionais de saúde no âmbito deste programa. Teve como objetivo identificar avanços, dificuldades e desafios para promoção da saúde nas escolas brasileiras pós implementação do Programa Saúde na Escola (PSE). Trata-se de uma revisão integrativa da literatura, realizada nas bases de dados Scientific Electronic Library Online (Scielo), Google Scholar e Biblioteca Virtual em Saúde (BVS), para responder à questão-norteadora: o que estudos trazem acerca dos avanços, dificuldades e desafios para promoção da saúde nas escolas brasileiras pós implementação do PSE? As buscas ocorreram em outubro de 2021, com os descritores "promoção da saúde", "serviço de saúde escolar", e "Brasil". Identificaram-se 511 artigos, dos quais 17 foram selecionados pelos critérios de elegibilidade, avaliados quanto ao rigor metodológico e nível de evidência. Os 17 artigos apresentaram nível de evidência VI. Identificaram-se avanços no percurso da promoção da saúde, como aproximação do vínculo escola-família e unidade de saúde e a atuação multiprofissional nas atividades pactuadas. Contudo, apontou-se como dificuldades e desafios sobrecarga e acúmulo de atividades pelos profissionais, carência de insumos materiais, infraestrutura inadequada, fragilidades de vínculos intersetoriais e ações fragmentadas e centradas na prevenção de doenças.

Brazil has gone through an extensive historical journey until the institutionalization of a national program to work in the school environment. The realization of this study is justified by the need to analyze how health promotion has been carried out within the country's schools, allowing a reflection on the effectiveness of the activities carried out until then, as well as supporting the execution of the next actions by the management and by health professionals under this program. It aimed to identify advances, difficulties and challenges for health promotion in Brazilian schools after the implementation of the School Health Program (PSE). This is an integrative literature review, carried out in the Scientific Electronic Library Online (Scielo), Google Scholar and Virtual Health Library (BVS) databases, to answer the guiding question: what studies bring about the advances, difficulties, and challenges for health promotion in Brazilian schools after PSE implementation? The searches took place in October 2021, with the descriptors "health promotion", "school health service", and "Brazil". A total of 511 articles were identified, of which 16 were selected according to eligibility criteria, evaluated for methodological rigor and level of evidence. The 16 articles presented level of evidence VI. Advances were identified in the path of health promotion, such as the approximation of the school-family bond and the health unit and the multiprofessional action in the agreed activities. However, it was pointed out as difficulties and challenges overload and accumulation of activities by professionals, lack of material inputs, inadequate infrastructure, weaknesses of intersectoral bonds and fragmented actions focused on disease prevention.

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This study aimed to verify the association between the weekly frequency of physical education (PE) classes and leisure sitting time among adolescents. We analyzed data from 73 countries using the Global School-based Student Health Survey (283,233 adolescents between 11 and 18 years of age). Leisure sitting time and weekly frequency of PE classes were self-reported. Sex, age, and food insecurity were used as covariates and the analyses were stratified by world regions and country income level. Poisson regression models (random-effects meta-analysis) were used for the main analyses. In comparison with 1 PE class per week (reference group), those with no PE classes presented a lower prevalence of ≥ 3 h/d of leisure sitting time (PR [95%CI] = 0.94 [0.91; 0.98]). On the other hand, adolescents with 2 days (PR [95%CI] = 1.06 [1.02; 1.26]), 3-4 days (PR [95%CI] = 1.17 [1.12; 1.22]), and 5 days (PR [95%CI] = 1.08 [1.04; 1.11]) of PE classes presented a higher likelihood of ≥ 3 h/d of leisure sitting time. No clear differences were observed for the different world regions and country income levels. We conclude that a higher weekly frequency of PE classes is associated with increased leisure sitting time among adolescents worldwide.

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Introducción. La tuberculosis continúa siendo un problema frecuente en contextos de vulnerabilidad socioeconómica. El objetivo principal fue establecer la prevalencia de infección latente y viraje tuberculínico en contactos escolares de casos de tuberculosis. Población y métodos. En un área programática del sur de la ciudad, se evaluó la prevalencia de infección y viraje tuberculínico de 691 niñas, niños y adolescentes utilizando la prueba cutánea de tuberculina. Se investigó la asociación entre pérdida de seguimiento por parte del equipo de salud y características demográficas, escolares y asistencia inicial, y se describió el grado de adherencia cuando la quimioprofilaxis con isoniacida fue indicada. Resultados. Según las definiciones consideradas, la prevalencia de infección latente fue entre el 3,4 % (IC95 %: 2,3-5,2) y el 11,6 % (IC95 %: 9,3-14,4) de los 610 contactos con al menos una prueba cutánea aplicada. La incidencia de viraje tuberculínico se encontró entre el 0,3 % y el 6,8 % de los 294 evaluados. La edad mayor de 18 años, la mayor prevalencia de necesidades básicas insatisfechas en la comuna escolar, la pertenencia al turno escolar vespertino, la negatividad en la baciloscopia del caso índice y la ausencia de aplicación de la prueba cutánea inicial se asociaron con pérdida de seguimiento del contacto. Conclusiones. La incidencia de viraje tuberculínico en contactos escolares fue baja. La adherencia a isoniacida continúa siendo limitada. Se identificaron factores asociados con la pérdida de seguimiento de contactos que podrían orientar estrategias necesarias para mejorar este proceso.

Introduction. Tuberculosis continues to be a common problem in settings of socioeconomic vulnerability. Our primary objective was to establish the prevalence of latent infection and tuberculin conversion among school contacts of tuberculosis cases. Population and methods. In a programmatic area in the south of the City of Buenos Aires, the prevalence of latent infection and tuberculin conversion was assessed in 691 children and adolescents using the tuberculin skin test. The association between loss to follow-up by the health care team and the demographic, school, and baseline care characteristics was studied, and the level of adherence when isoniazid chemoprophylaxis was indicated was described. Results. According to established definitions, the prevalence of latent infection was between 3.4% (95% confidence interval [CI]: 2.3­5.2) and 11.6% (95% CI: 9.3­14.4) in the 610 contacts with at least one skin test. The incidence of tuberculin conversion was between 0.3% and 6.8% in the 294 assessed participants. Age older than 18 years, a higher prevalence of unmet basic needs in the school district, attending the afternoon school shift, negative sputum smear results in the index case, and absence of baseline skin test were associated with contact lost to follow-up. Conclusions. The incidence of tuberculin conversion among school contacts was low. Adherence to isoniazid treatment remains limited. Factors associated with loss of contact tracing were identified, which may guide strategies necessary to improve this process.

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Introdução: Projetos de educação em saúde em escolas possibilitam a criação de oportunidades e transformação da realidade, em que os alunos tornam-se disseminadores do conhecimento para a comunidade. Objetivo: Analisar programas de educação em saúde para jovens em escolas, a fim de verificar o uso de tecnologias de informação e comunicação como estratégias para as intervenções. Método: Foi realizada uma Revisão Integrativa da literatura. As buscas foram realizadas nas bases de dados PubMed, LILACS, Scopus e Embase, considerando os últimos 10 anos. Resultados: A amostra final contemplou 27 estudos. Diferentes tipos de estratégias e recursos foram utilizados, algumas envolvendo tecnologia de informação e comunicação, outras não. Dentre estes recursos, os mais utilizados foram projeção audiovisual presente em 13 artigos, e discussão e diálogo, presentes em 16 artigos. Em relação à avaliação dos programas, 26 artigos descreveram os resultados, em 23 casos os resultados foram positivos, e em três casos os resultados foram regulares. Conclusão: Este estudo demonstrou que são inúmeras as estratégias e recursos utilizados no desenvolvimento de um projeto de educação em saúde eficaz. Nos estudos desenvolvidos no Brasil, houve predominância da utilização de recursos tecnológicos, como o uso de tutores eletrônicos para atividades à distância. (AU)

Introduction: Health education projects in schools create opportunities to transform reality, as students help spread knowledge to the community. Objective: To analyze health education programs for young people in schools, to verify the use of information and communication technology as intervention strategies. Method: An integrative review of the literature was conducted, searching articles in the PubMed, LILACS, Scopus, and Embase databases, considering the last 10 years. Results: The final sample had 27 studies. Various types of strategies and resources were used; some of them included information and communication technology, while others did not use them. The most used resources were audiovisual projection (present in 13 articles) and discussion and dialog (present in 16 articles). As for program assessment, 26 articles reported the results ­ which were positive in 23 and average in three of them. Conclusion: This study demonstrated that countless strategies and resources are used to develop effective health education projects. The use of technological resources (such as electronic tutors in remote activities) predominated in Brazilian studies. (AU)

Introducción: Los proyectos de educación para la salud en las escuelas permiten la creación de oportunidades y la transformación de la realidad, en la que los estudiantes se convierten en difusores del conocimiento a la comunidad. Objetivo: Analizar los programas de educación para la salud de los jóvenes en las escuelas, con el fin de verificar el uso de las tecnologías de la información y la comunicación como estrategias de intervención. Método: Se realizó una revisión bibliográfica integradora. Las búsquedas se realizaron en las bases de datos PubMed, LILACS, Scopus y Embase, considerando los últimos 10 años. Resultados: La muestra final comprendía 27 estudios. Se utilizaron diferentes tipos de estrategias y recursos, algunos con tecnologías de la información y la comunicación, otros no. Entre estos recursos, los más utilizados fueron la proyección audiovisual, presente en 13 artículos, y el debate y el diálogo, presentes en 16 artículos. En cuanto a la evaluación de los programas, 26 artículos describieron los resultados, en 23 casos los resultados fueron positivos y en tres casos los resultados fueron regulares. Conclusión: Este estudio demostró que existen numerosas estrategias y recursos utilizados en el desarrollo de un proyecto de educación sanitaria eficaz. En los estudios desarrollados en Brasil, hubo un predominio del uso de recursos tecnológicos, como el uso de tutores electrónicos para las actividades a distancia. (AU)

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Introdução: Na escola os acidentes normalmente são testemunhados pelo professor, que é a figura responsável pelas crianças e adolescentes. Embora a literatura indique a relevância dos cursos em primeiros socorros, torna-se necessário entender a visão dos cursistas, como protagonistas do processo de aprendizagem, para adequar as ações formativas e as tecnologias utilizadas, uma vez que a educação em saúde pode reduzir drasticamente as taxas de lesões não intencionais. Objetivo: Conhecer as percepções dos professores de uma escola de educação básica privada a respeito do curso online de fundamentos teóricos de primeiros-socorros. Método: Trata-se de um estudo qualitativo e descritivo. O estudo foi realizado em um centro de educação básica privado do Sul de Minas Gerais, Brasil. A coleta de dados ocorreu entre os meses de janeiro a março de 2022. A população de estudo foi constituída por dez professores, que realizaram o curso de extensão online ''Fundamentos teóricos de primeiros-socorros na escola''. A coleta de dados foi realizada por meio de entrevista semiestruturada, mediada por tecnologia remota e a análise foi feita por meio da Análise Temática. Resultados: O trabalho interpretativo resultou em dois temas e um subtema respectivamente: ''Primeiros socorros como um novo objeto para os professores da educação básica''; ''Contribuições do curso online: novas aprendizagens em primeiros socorros''; ''A falta de aulas práticas como limite da estratégia de ensino''. Conclusão: O curso online despontou-se como recurso útil para capacitação de professores em primeiros socorros, amplia o conhecimento e abre um campo para reflexão sobre a segurança do ambiente escolar. Contudo, a ausência de conteúdo prático é apontada como um limite da estratégia, porque não oportuniza o desenvolvimento das habilidades psicomotoras.

Introducción: En la escuela, los accidentes suelen ser presenciados por la persona docente, quien es el responsable de la persona menor de edad. Aunque la literatura indica la relevancia de los cursos de primeros auxilios, es necesario comprender la visión de quienes participan del curso. Al ser protagonistas del proceso de aprendizaje, se deben adaptar las acciones de formación y las tecnologías utilizadas, ya que la educación en salud puede reducir drásticamente las tasas de lesiones no intencionales. Objetivo: Conocer las percepciones del cuerpo docente de una escuela privada de educación básica sobre el curso en línea de fundamentos teóricos de primeros auxilios. Metodología: Se trata de un estudio cualitativo y descriptivo que se llevó a cabo en un centro privado de educación básica en el sur de Minas Gerais, Brasil. La recopilación de datos tuvo lugar de enero a marzo de 2022. La población de estudio estuvo constituida por diez docentes, que participaron del curso de extensión en línea ''Fundamentos teóricos de los primeros auxilios en la escuela''. La recolección de datos se realizó a través de una entrevista semiestructurada, mediada por tecnología remota y el análisis de los datos se llevó a cabo mediante análisis temático. Resultados: El trabajo interpretativo resultó en dos temas y un subtema respectivamente: ''Los primeros auxilios como objeto nuevo para los docentes de educación básica'', ''Aportes del curso en línea: nuevos aprendizajes en primeros auxilios''y ''La falta de clases prácticas como límite de la estrategia docente''. Conclusión: El curso en línea surgió como un recurso útil para la capacitación de profesores en primeros auxilios, ampliando el conocimiento y abriendo un campo para la reflexión sobre la seguridad escolar. Sin embargo, la falta de contenido práctico se señala como una limitación de la estrategia, ya que no ofrece oportunidades para el desarrollo de habilidades psicomotoras.

Introduction: At school, accidents are often witnessed by the teacher, who is responsible for the children and adolescents. Although the literature indicates the relevance of first aid courses, it is necessary to understand the perceptions of course participants, as the protagonists in this learning process, to adapt the training actions and the technologies used, since health education can drastically reduce unintentional injury rates. Objective: To understand the teacher perceptions in a private elementary school regarding the online course on first aid theoretical fundamentals. Methods: This is a qualitative and descriptive study that was developed in a private elementary school in the south of Minas Gerais, Brazil. the data collection was from January to March 2022. The study population consisted of ten teachers, who participated in the online extension course ''Theoretical Fundamentals of first aid in schools''. The data collection was done through a semi-structured interview, mediated by remote technology, and the information was analyzed using Thematic Analysis. Results: The analysis resulted in two themes and a subtheme respectively: ''First aid as a new topic for elementary school teachers''; ''Contributions of the online course: new learning in first aid''and ''The lack of practical classes as a limitation of the teaching strategy''. Conclusion: The online course has emerged as a useful resource for training teachers in first aid, expanding knowledge, and disclosing a field for reflection on school safety. However, the lack of practical content is identified as a limitation of the strategy, as it does not provide opportunities for the development of psychomotor skills.

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BACKGROUND: Physical education (PE) classes in schools are considered relevant to implement interventions, especially focused on physical activity. However, evidence overviews on how PE classes contribute to general health (physical, social, affective, and cognitive domains) are still needed. Thus, we summarized evidence synthesis (eg, systematic reviews) that addressed the contribution of PE classes to the health of school-aged children and adolescents. METHODS: We performed a scoping review with searches in 8 databases and institutional websites to find systematic reviews or meta-analyses that answered this review's research question. Data charting form included the identification of the study, health outcomes, and PE classes' strategies (policies and environment, curriculum, appropriate instructions, and evaluation). An interactive process was performed to build the evidence summary. RESULTS: An initial search yielded 2264 titles, and 49 systematic reviews (including 11 with meta-analysis) were included in this review. Most documents reported the main benefits of PE classes on physical domain outcomes (eg, physical activity, cardiorespiratory fitness, body mass index, and fundamental motor skills). However, evidence on the benefits of PE classes in affective (eg, enjoyment, motivation, and autonomy); social (eg, cooperation, problem-solving, and making friends); and cognitive (eg, memory, attention, concentration, and decision making) domains were found. Strategies on PE classes for health benefits were highlighted. CONCLUSIONS: These elements were detailed in the evidence summary, which may be considered to guide researchers, teachers, and practitioners to define research and practice priorities on PE class interventions for health in the school context.

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O objetivo do presente estudo foi apresentar um relato de experiência com utilização de Odontologia Minimamente Invasiva em intervenção, tratamento e prevenção de cárie em crianças de escola pública por meio da integração de uma Instituição de Ensino Superior com o sistema público de saúde e comunidade. Para tal ação, a intervenção foi dividida em: Fase 1 -aplicação funcional das diretrizes de atendimento odontológico seguindo o Tratamento Restaurador Atraumático (ART) e Fase 2 -análise crítica da efetividade das ações da fase 1, para potencial reprodução sob contexto de retomada das atividades escolares presenciais. Na Fase 1, graduandos do último período de Odontologia de uma universidade estadual realizaram o levantamento clínico e atendimento com a técnica do ART em 275 pacientes provenientes de uma escola da rede pública municipal de ensino fundamental, em escolares na faixa etária de 6 a 15 anos de idade. A partir da Fase 2 (Análise crítica de efetividade de ações) foi possível reconhecer, por meio de uma análise descritiva das experiências vivenciadas e da avaliação do resultado do primeiro controle realizado dois meses após realização ART, que essa atividade foi efetivamente um modelo desucesso na integração ensino-serviço, capaz de exemplificar uma experiência potencialmente significativa para emprego em contextos de retomada das atividades escolares presenciais, minimizando os problemas gerados pelo distanciamento social e interrupção temporária das consultas eletivas em Odontologia. A integração ensino-serviço com a ação realizada promoveu a qualidade de vida e redução da vulnerabilidade e riscos à saúde bucal (AU).

El presente estudio tuvo como objetivo presentar un relato de experiencia con el uso de la Odontología Mínimamente Invasiva en la intervención, tratamiento y prevención de caries en escolares públicos a través de la integración de una Institución de Educación Superior con el sistema de salud pública y la comunidad. Para esta acción, la intervención se dividió en: Fase 1 -aplicación funcional de las pautas de atención dental siguiendo el Tratamiento Restaurador Atraumático (TRA) y Fase 2 -análisis crítico de la efectividad de las acciones de la fase 1, para la reproducción potencial en el contexto de reanudación de actividades escolares presenciales. En la Fase 1, estudiantes del último período de Odontología de una universidad estatal realizaron la encuesta clínica y atención con la técnica de TRA en 275 pacientes deuna escuela de la red de escuelas primarias públicas municipales, en estudiantes de 6 a 15 años. A partir de la Fase 2 (Análisis crítico de la efectividad de las acciones) se pudo reconocer, mediante un análisis descriptivo de las experiencias vividas y la evaluación del resultado del primer control realizado dos meses después de la realización de la TAR, que esta actividad fue efectivamente un modelo de éxito en la integración enseñanza-servicio, capaz de ejemplificar una experiencia potencialmente significativa para su uso en contextos de reanudación de actividades escolares presenciales, minimizando los problemas generados por el distanciamiento social y la interrupción temporal de las consultas electivas en Odontología. La integración enseñanza-serviciocon la acción realizada promovió la calidad de vida y redujo la vulnerabilidad y los riesgos para la salud bucal (AU).

The aims of this study were to present an experience case report on the use of Minimally Invasive Dentistry in the intervention, treatment, and prevention of dental cavities in children attending public schools through the integration of a Higher Education Institution along with the Brazilian public health system known as Unified Health System, and the community. For this action, the intervention was dividedinto: Phase 1 -application of the dental care guidelines following the Atraumatic Restorative Treatment (ART) and Phase 2 -critical analysis of the effectiveness of phase 1 actions, for potential reproduction under the context of resumption of face-to-face school activities after COVID-19 pandemic. During Phase 1, last period undergraduates of Dentistry from a state university carried out a clinical survey with the ART technique in 275 patients from a public municipal elementary school, in schoolchildrenaged 6 to 15 years old. Based on Phase 2 findings, it was possible to recognize, through a descriptive analysis of the experiences lived and the evaluation of the first follow-up, carried out two months after performing ART, that this initiative was highly successful. It served as a valuable model in the context of resuming face-to-face school activities, mitigating the challenges caused by social distancing measures and the temporary suspension of elective dental appointments due to the pandemic. The education-service integration with the implemented action promoted a better quality of life and reduced vulnerability and risks to oral health (AU).

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The present study aimed to analyze the prevalence of childhood obesity in Brazil and compare it between boys and girls. This systematic review was conducted and reported according to the guidelines outlined in the PRISMA statement. A systematic search of electronic databases, including PubMed, LILACS, and SciELO, was performed in November 2021. Studies that met the following criteria were included: (i) original quantitative studies regardless of their design; (ii) childhood obesity was clearly defined; (iii) prevalence of childhood obesity was reported or it was possible to extract from tables or figures in the text; and (iv) eligible population included children under 12 years of age. A total of 112 articles were included in the systematic review. The prevalence of childhood obesity in Brazil was of 12.2%, being 10.8% in girls and 12.3% in boys. In addition, wide heterogeneity in the childhood obesity prevalence was observed between the states, since it was 2.6% in Pará, while it was 15.8% in Rondônia. Thus, the importance of urgently implementing measures to prevent and treat childhood obesity should be emphasized aiming to reduce obese children and adolescents and future health problems in adult life resulting from this cardiovascular risk factor.

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The aims of the study were to verify the effect of an intervention on the stage of behavior change for TV viewing and to identify the possible mediating role of knowledge on screen time guidelines among Brazilian students. This study is a multicomponent school-based intervention conducted with 727 students (54.3% female, 13 years; 427 in the intervention group and 300 in the control group). The intervention was performed in 2017 with baseline and post-intervention assessments (over one academic year). Teacher training was carried out at the beginning of the intervention along with en-vironmental improvements, while educational curriculum such as the delivery of folders and posters were performed throughout the year. The stages of behavior change for TV viewing and knowledge of screen time guidelines were measured by a self-reported questionnaire and the structural equation modeling approach was performed. The intervention had no significant effects on stages of behavior change for TV (p = 0.744) nor did it result in significant changes on knowledge of screen time guide-lines (p = 0.741). While there was no mediation between knowledge of screen time guidelines and the effect of the intervention on stages of behavior change for TV (95%CI: -0.45;0.63), an associa-tion was found between knowledge of screen time guidelines and stages of behavior change for TV (p<0.001). In conclusion, intervention had no significant effect on the stages of behavior change for TV and no mediating effect was observed. However, enhancing awareness on screen time guidelines may positively impact the adolescent's intention to reduce TV time

Os objetivos do estudo foram verificar o efeito de uma intervenção nos estágios de mudança de comporta-mento para assistir TV e identificar o papel mediador do conhecimento sobre as recomendações de tempo de tela. A intervenção multicomponente, randomizada e controlada obteve a participação de 727 alunos em 2017 (54,3% meninas, 13 anos; 427 no grupo intervenção e 300 no grupo controle). A formação dos pro-fessores foi realizada no início da intervenção juntamente com as melhorias ambientais, enquanto as ações educativas foram realizadas ao longo do ano. Os estágios de mudança de comportamento para assistir TV e o conhecimento sobre as recomendações do tempo de tela foram mensurados por questionário auto reportado, pré e pós-intervenção (um ano letivo). Para análise dos dados foi realizada uma modelagem de equações estru-turais. Não houve efeito da intervenção nos estágios de mudança de comportamento para TV (p = 0,744) e também não houve mudanças significativas no conhecimento dos estudantes sobre as recomendações do tempo de tela (p = 0,741). Embora não tenha havido mediação entre conhecimento das recomendações do tempo de tela e o efeito da intervenção nos estágios de mudança de comportamento para TV (IC95%: -0,45;0,63), foi encontrada associação entre o conhecimento das recomendações e os estágios de mudança de comportamento para TV (p < 0,001). Conclui-se que a intervenção não teve efeito significativo nos estágios de mudança de comportamento para TV e efeito mediador. No entanto, aumentar a conscientização sobre as recomendações de tempo de tela pode impactar positivamente na intenção do adolescente de reduzir o tempo de TV

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