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3In 2009, School‐Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student outcomes. The purpose of this study was to examine the relation between changes in fidelity and student outcomes. A total of 66 elementary schools (n = 14,256 students) were followed for 3 years (2015–2018). We collected yearly data on fidelity, social safety (consisting of students' social well‐being, general feeling of safety, harassment, prevalence of unsafe locations in and around schools), behavior incidents, and additional behavioral support. Using repeated measures analysis of variances, we saw an increase in fidelity scores and a decline in the percentage of students stating there were unsafe locations in and around school. Multiple regression analyses showed that changes in fidelity were related to changes in both students' social well‐being and the number of behavior incidents. Limitations were discussed, such as the absence of comparison schools not implementing SWPBIS, and schools at different stages of implementation, and we accounted for missing data.
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Dit proefschrift beschrijft de implementatie en effecten van School-Wide Positive Behavior Support (SWPBS) in Nederland. SWPBS is een schoolbrede aanpak, ontwikkeld in de VS, die gericht is op het creëren van een positief, veilig en voorspelbaar schoolklimaat, waardoor gedragsproblemen zoveel mogelijk worden voorkomen. SWPBS is geen vastomlijnde methode maar moet op maat gemaakt worden voor de context waarin het geïmplementeerd wordt. In 2009 is SWPBS in Nederland geïntroduceerd. Een consortium van samenwerkende partners uit onderwijs en jeugdzorg heeft de aanpak aangepast aan de Nederlandse context. De mate van implementatie, belangrijk voor het behalen van positieve uitkomsten zoals een vermindering van gedragsproblemen en een toename van de sociale veiligheid, is gemeten in 117 scholen met behulp van twee instrumenten: de TFI (Tiered Fidelity Inventory) en de SET (Schoolwide Evaluation Tool). Hieruit kwam naar voren dat alle kenmerkende elementen en standaardprocedures aanwezig waren in de scholen. Aanpassingen aan de Nederlandse context hadden geen gevolgen voor de mate van implementatie. Vervolgens zijn gedurende 3 jaar 66 basisscholen gevolgd. Jaarlijks werd de mate van implementatie en de perceptie van leerlingen over sociale veiligheid, het aantal gedragsincidenten en het percentage leerlingen dat extra ondersteuning kreeg voor gedrag gemeten. Uit deze studie kwam naar voren dat er een significante verbetering zichtbaar was van de mate van SWPBS-implementatie en een significante afname van het percentage leerlingen dat aangaf dat er onveilige plekken waren in en rond de school. Veranderingen in de mate van implementatie waren gerelateerd aan een toename van het welbevinden van leerlingen en een afname van het aantal gedragsincidenten. Dit suggereert dat de snelheid van implementatie belangrijk is om positieve uitkomsten te genereren. The thesis describes three studies on the implementation and effects of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in Dutch schools. SWPBIS is a schoolwide approach, developed in the US, to support schools in creating safe learning environments to prevent and address problem behaviors. As SWPBIS is not a curriculum or a method, each school needs to align this approach with their own context. At the introduction of SWPBIS to the Netherlands in 2009, a consortium of cooperating partners was responsible for modifying SWPBIS to the Dutch educational context. Fidelity of implementation was measured in 117 schools with two instruments: TFI (Tiered Fidelity Inventory) and SET (Schoolwide Evaluation Tool). Results showed that all SWPBIS core features and standard procedures were present. Adaptations in procedures did not interfere with fidelity of implementation. In a longitudinal study 66 Dutch elementary schools were followed for three consecutive years, yearly measuring fidelity of implementation and students’ perceptions of social safety, behavior incidents and the percentage of students receiving additional behavioral support. Results showed a significant increase in fidelity scores, and a significant decline in the percentage of students stating there were unsafe locations in and around school. Changes in fidelity were related to an increase in students’ social well-being and a decrease in the number of behavior incidents, indicating that if a school strongly improved on fidelity of implementation, positive outcomes for social well-being and behavior incidents were likely to be seen.
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Introduction In elementary school, children have to learn fundamental motor skills to ensure a lifetime participation in sports. An essential part of this learning process is organized in physical education lessons and other sport activities during or after school time. The quality and quantity of these activities play a crucial role on the effects. Therefore, forty-two physical education specialists provide physical education lessons and organize extra sport activities on 220 primary schools in the province of Friesland (The Netherlands). Experience In order to monitor the effects a research project started in 2011. Around four hundred children are monitored over four years on motor skills, sport participation, physical activity and Body Mass Index. Differences between experimental schools and control schools (without physical education specialists) are assessed. With still one year to go, the first results are promising in favor of the physical education specialist. Critical analysis Promising results might persuade schools and policy makers to structurally employ physical education specialists. This might be in favor for the development of motor skills and eventually stimulate children to be more physically active on short term and even on long term. However, more research is needed on the quality of the activities to maximize the effect of physical education lessons and sport activities. Conclusions The physical education specialist plays a crucial role in the development of motor skills and thereby contribute to the physical activity of children in elementary school. To strengthen the position of the physical education specialist in the educational system in the Netherlands and to guarantee a physically active future for our children, more research in physical education is more than welcome. ABSTRACT FROM AUTHOR
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Active transport to school is associated with higher levels of physical activity in children. Promotion of active transport has therefore gained attention as a potential target to increase children’s physical activity levels. Recent studies have recognized that the distance between home and school is an important predictor for active travel among children. These studies did not yet use the promising global positioning system (GPS) methods to objectively assess active transport. This study aims to explore active transport to school in relation to the distance between home and school among a sample of Dutch elementary school children, using GPS. Seventy-nine children, aged 6-11 years, were recruited in six schools that were located in five cities in the Netherlands. All children were asked to wear a GPS receiver for one week. All measurements were conducted between December 2008 and April 2009. Based on GPS recordings, the distance of the trips between home and school were calculated. In addition, the mode of transport (i.e., walking, cycling, motorized transport) was determined using the average and maximum speed of the GPS tracks. Then, proportion of walking and cycling trips to school was determined in relation to the distance between home and school. Out of all school trips that were recorded (n = 812), 79.2% were classified as active transport. On average, active commuting trips were of a distance of 422 meters with an average speed of 5.2 km/hour. The proportion of walking trips declined significantly at increased school trip distance, whereas the proportion of cycling trips (β = 1.23, p < 0.01) and motorized transport (β = 3.61, p < 0.01) increased. Almost all GPS tracks less than 300 meters were actively commuted, while of the tracks above 900 meters, more than half was passively commuted. In the current research setting, active transport between home and school was the most frequently used mode of travel. Increasing distance seems to be associated with higher levels of passive transport. These results are relevant for those involved in decisions on where to site schools and residences, as it may affect healthy behavior among children. https://doi.org/10.1186/1471-2458-14-227 LinkedIn: https://www.linkedin.com/in/sanned/
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Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students’ AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students’ understanding and at triggering students’ production of AL. As mathematics requires abstract language use, AL occurs frequently. The instructional methods teachers use during mathematics instruction may offer different opportunities for AL stimulating behavior. In our first study, based on expert opinions, instructional methods were categorized according to opportunities they offer for stimulating students’ AL development. In the second study, video-observations of mathematics instruction of elementary school teachers were analyzed with respect to AL stimulating behavior and instructional methods used. Results showed that actual AL stimulating behavior of teachers corresponds to the expert opinions, except for behavior shown during task evaluation. Teachers differ in time and frequency of their use of instructional methods and therefore in opportunities for stimulating AL development. Four teaching profiles, reflecting different AL stimulating potential, were constructed: ‘teacher talking’, ‘balanced use of methods’, ‘getting students at work’ and ‘interactive teaching’. Teachers showed more types of behavior aimed at students’ AL understanding than at production.
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This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; Mage = 10 years). Multilevel regression analyses demonstrated positive effects of the program on peer-reported victimization and reinforcing behavior. Implementing multiple program components was related to stronger program effects. The results provide partial experimental evidence for the beneficial effects of combining student lessons and teacher training in antibullying programs. Future experimental research is needed to investigate other approaches that reduce not only peer-reported victimization, but also self-perceived bullying and victimization.
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High consumption of carbohydrates is linked to metabolic syndrome, possibly via the endogenous formation of advanced glycated end-products. Many Dutch elementary school children have a carbohydrate intake of >130g/day, the estimated minimum requirement. In this observational study, 126 Dutch elementary school children (5-12y of age) from two schools differing in frequency of gym lessons (2 or 5 times a week) were included. In all participants, height, weight, waist circumference, autofluorescence of skin glycated end-products (AGE-score), sports activity and carbohydrate consumption were recorded once. Sports activities in leisure time differentiated participants in ‘sportsmen’ and ‘non-sportsmen’. Carbohydrate intake and AGE score were positively associated in non-sportsmen (p<0.003), but negatively in sportsmen (p<0.002). In sportsmen, but not in non-sportsmen (p>0.50), a positive association was found (p<0.002) between carbohydrate intake and subject age. The intake of total carbohydrate and carbohydrates from juices and soft drinks was lower (p<0.001) at the Wassenberg School relative to the Alexander School. Based on waist to height ratio, >95% of the children had normal fat mass. No correlations were found between waist to height ratio or BMI and carbohydrate intake. Waist to height ratio was positively associated with BMI (p<0.001)) and subject age (p<0.001). Of all principal parameters, AGE score is most affected by being sportsmen or not (p<0.001). This study indicates that an increased intake of carbohydrates can be counteracted by sufficient physical activity (>2.5 hours per week). This implies that skin autofluorescence is a fast and non-invasive method to screen children for life style.
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Het is aanbevolend dat kinderen dagelijks minimaal een uur matig intensief bewegen. Welke bijdrage kunnen schoolpauzes hier aan leveren? En welke bewegingsactiviteiten doen de kinderen in de pauze?
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The purpose of this literature study is to obtain information about educational approaches to teaching 11 to 12 years old children focusing on how to distinguish between real news and fake news. With this purpose we studied 16 academic papers about learning activities to make primary school children media-literate and able to recognise fake news. What we found is that having children create their own news messages seems to be the most effective approach. News messages that they create can be text messages as well as videos, audios, pictures and animations. Based on this conclusion, students from The Hague University of Applied Sciences Teacher Training Institute (PABO) have been asked to develop a set of learning materials that can be used for instruction in primary schools. The effectiveness of those materials is currently being tested at an elementary school in Rijswijk. The results of the literature and the field study will be shared in the Dutch centre of expertise for media literacy education, Mediawijzer.net.
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Background: The worldwide increase in the rates of childhood overweight and physical inactivity requires successful prevention and intervention programs for children. The aim of the Active Living project is to increase physical activity and decrease sedentary behavior of Dutch primary school children by developing and implementing tailored, multicomponent interventions at and around schools. Methods/design: In this project, school-centered interventions have been developed at 10 schools in the south of the Netherlands, using a combined top-down and bottom-up approach in which a research unit and a practice unit continuously interact. The interventions consist of a combination of physical and social interventions tailored to local needs of intervention schools. The process and short- and long-term effectiveness of the interventions will be evaluated using a quasi-experimental study design in which 10 intervention schools are matched with 10 control schools. Baseline and follow-up measurements (after 12 and 24 months) have been conducted in grades 6 and 7 and included accelerometry, GPS, and questionnaires. Primary outcome of the Active Living study is the change in physical activity levels, i.e. sedentary behavior (SB), light physical activity (LPA), moderate-to-vigorous physical activity (MVPA), and counts-per-minute (CPM). Multilevel regression analyses will be used to assess the effectiveness of isolated and combined physical and social interventions on children’s PA levels. Discussion: The current intervention study is unique in its combined approach of physical and social environmental PA interventions both at school(yard)s as well as in the local neighborhood around the schools. The strength of the study lies in the quasi-experimental design including objective measurement techniques, i.e. accelerometry and GPS, combined with more subjective techniques, i.e. questionnaires, implementation logbooks, and neighborhood observations. LinkedIn: https://www.linkedin.com/in/sanned/
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