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  Objetivo: Analizar la percepción e interacción de los profesores de Educación Física (EF) con estudiantes embarazadas en la clase de Educación Física y Salud (EFyS). Método: 60 profesores de EF que realizaron clases de EFyS a estudiantes embarazadas en etapa escolar respondieron voluntariamente un cuestionario. El cuestionario fue diseñado especialmente para esta investigación y validado a través de juicio de experto. El estudio tuvo un enfoque cuantitativo con un muestreo no probabilístico. El análisis incluyó un análisis descriptivo y la prueba Chi-cuadrado de Pearson (p < ,05). Resultados: El 90% de los profesores encuestados afirman que la clase de EFyS puede ayudar a un buen desarrollo embrionario y a la salud del recién nacido. Sin embargo, también declaran que solo el 58,3 % de las estudiantes con embarazo adolescente en etapa escolar realizan clases de EFyS. De forma paralela, el 31,6% de los profesores de EF que han impartido clases a adolescentes embarazadas declaran que no poseen las competencias necesarias para dirigir estas actividades. Conclusión: Al término del estudio, se evidencia una baja participación de las adolescentes embarazadas en clases de EFyS. Sin embargo, los profesores de EF piensan que las clases de EFyS durante la gestación ayudan a un buen desarrollo embrionario y a la salud del recién nacido como también no generan riesgos para la salud del feto y de la adolescente embarazada. Por último, los profesores de EF perciben que tienen las competencias para dirigir las clases de EFyS durante el embarazo.  Abstract. Objective: To analyze the perception and interaction of Physical Education (PE) teachers with pregnant students in the Physical Education and Health (PE&H) class. Methods: 60 PE teachers who taught PE&H classes to pregnant students voluntarily answered a questionnaire. The instrument was specially designed for this research and validated by expert judgment. The study had a quantitative approach with non-probability sampling. The analysis included descriptive analysis and Pearson's Chi-square test (p < .05). Results: 90% of the teachers surveyed affirm that PE&H class can help the newborn's good embryonic development and health. However, they also state that only 58.3% of students with adolescent pregnancy at the school stage receive PE&H classes. At the same time, 31.6% of PE teachers who have taught courses to pregnant adolescents claim not to have the necessary skills to carry out these activities. Conclusions: At the end of the study, low participation of pregnant adolescents in PE&H classes is evident. However, PE teachers consider that PE&H classes during pregnancy contribute to good embryonic development and the newborn's health and do not generate risks for the fetus and the pregnant adolescent. Finally, PE teachers perceive that they can lead PE&H classes during pregnancy.

Adolescents may especially need social and emotional help. They're learning how to handle new demands in school and social life while dealing with new, intense emotions (both positive and negative), and they're increasingly feeling that they should do so without adult guidance. Social and emotional learning (SEL) programs are one way to help them navigate these difficulties. SEL programs try to help adolescents cope with their difficulties more successfully by improving skills and mindsets, and they try to create respectful school environments that young people want to be a part of by changing the school's climate. In this article, David Yeager defines those terms and explains the changes that adolescents experience with the onset of puberty. Then he reviews a variety of SEL programs to see what works best with this age group. On the positive side, Yeager finds that effective universal SEL can transform adolescents' lives for the better. Less encouragingly, typical SEL programs—which directly teach skills and invite participants to rehearse those skills over the course of many classroom lessons—have a poor track record with middle adolescents (roughly age 14 to 17), even though they work well with children. But some programs stand out for their effectiveness with adolescents. Rather than teaching them skills, Yeager finds, effective programs for adolescents focus on mindsets and climate. Harnessing adolescents' developmental motivations, such programs aim to make them feel respected by adults and peers and offer them the chance to gain status and admiration in the eyes of people whose opinions they value.

To identify the barriers and facilitators having an impact on the progression and completion of studies for students who give birth during their midwifery program. Balancing the demands of pregnancy and new motherhood with the rigorous academic requirements of a tertiary-level midwifery program is challenging for students wishing to progress and complete their studies. Understanding the barriers and facilitators students face when resuming midwifery studies following birth can assist universities in providing educational environments that support students in achieving their midwifery education. Social media online Qualtrics survey with closed and open questions. Participants were Australian midwifery students who gave birth and returned to their midwifery studies within the past 5 years. Responses from 35 students were descriptively analysed. For students who commenced pregnancy during their midwifery degree, 40 % chose to take leave from their studies at term (37–40 weeks gestation) or continue their studies without leave. Almost half of the students (n=17) chose to return to their studies before six weeks post birth (68 % (n=24) opting for a part-time pathway). Most of the childcare was undertaken by the student’s partner (n=9) or other family members (n=8). Work integrated learning, rostering of shifts and being on call for Continuity of Care Experience relationships accounted for the most significant number (n=19) of responses when identifying barriers to resuming midwifery studies. The greatest barrier for students is work integrated learning while juggling the transition to parenthood. Universities must work closely with maternity services to support students in completing their studies.

Background Sierra Leone faces challenges in ensuring equitable and inclusive education for all its citizens. Certain groups, including pregnant students, student mothers, students with disabilities, economically disadvantaged students, and those without family support, are particularly vulnerable to exclusion and marginalisation. These groups are identified as vulnerable based on criteria established by organisations such as the World Health Organisation and the United Nations Educational, Scientific and Cultural Organization, which highlight the interplay between health, socio-economic status, and access to education. This study explores the extent of exclusion and marginalisation experienced by these vulnerable groups within Sierra Leonean educational institutions. Methods Between November and December 2023, a participatory study design was utilised, employing purposive sampling to gather diverse perspectives from 127 key informant interviews with 366 participants, including teachers, parents, students with disabilities, pregnant students, students who are mothers, and economically disadvantaged students across 11 schools in six districts in Sierra Leone. The analysis was performed manually using Microsoft Word, with four researchers responsible for organising, coding, and identifying patterns and themes within the dataset. Results Pregnant students are often stigmatized, being perceived as immoral and a negative influence on their peers. This stigma results in social isolation, bullying, and derogatory comments from both peers, and at times, teachers. Students with disabilities frequently experience bullying and social exclusion; however, there are also positive examples of peer support that facilitate their inclusion in schools and the broader community. Economically disadvantaged students are often subjected to bullying and discrimination based on their socioeconomic status, which contributes to feelings of self-isolation, reduced self-esteem, and low participation in school activities. Conclusion Our study revealed that pregnant students, students with disabilities, economically disadvantaged students, and those lacking family support face stigma, social isolation, and limited access to education in Sierra Leone. These challenges are deeply rooted in societal attitudes, parental expectations, and inadequate support from teachers. To address these systemic issues, policymakers and educators should adopt comprehensive strategies, including evidence-based community awareness campaigns to challenge harmful societal attitudes, the promotion of inclusive education practices through clear and targeted policies, and the establishment of robust support services within schools. Such measures are essential to create an equitable and inclusive educational environment for all students.

BackgroundPregnancy and parenting in tertiary institutions is a worldwide concern. The number of pregnancies among tertiary students is increasing globally. About 16 million young women between the ages of 15 years and 19 years around the world became mothers and two million girls under the age of 15 years are reported to be pregnant every year. South African universities continue to report high rates of student pregnancies, and are looking for solutions to the crisis that female students are facing.AimThe purpose of the study was to explore the experiences of pregnant and parenting students.SettingAt a university in Gauteng province, South Africa.MethodsA qualitative, exploratory and descriptive design was used in a study that was conducted at a university in Gauteng province, South Africa. Undergraduate pregnant and parenting students were sampled purposively, and the sample size was 15 participants. Semi-structured interviews were used to collect data and data were analysed using thematic analysis.ResultsThe findings of the study produced four themes, namely emotional experience during pregnancy, academic challenges during parenting, experiences during antenatal care, and students’ resilience during pregnancy and parenting.ConclusionPregnant and parenting students require emotional, academic and social support from the university and other stakeholders. The university should offer on-campus medical services such as antenatal care and provide academic support for pregnant and parenting students to help them achieve their academic objectives.ContributionThis study highlights the importance of developing support programmes that focus on pregnant and parenting students in universities.

This study evaluated the impact of the Teen Prevention Education Program (Teen PEP), a peer-led sexuality education program designed to prevent unintended pregnancy and sexually transmitted infections (STIs) including HIV among high school students. The study design was a quasi-experimental, nonrandomized design conducted from May 2007 to May 2008. The sample consisted of 96 intervention (i.e. Teen PEP peer educators) and 61 comparison students from five high schools in New Jersey. Baseline and 12-month follow-up surveys were conducted. Summary statistics were generated and multiple regression analyses were conducted. In the primary intent-to-treat analyses, and secondary non-intent-to-treat analyses, Teen PEP peer educators (versus comparison students) reported significantly greater opportunities to practice sexual risk reduction skills and higher intentions to talk with friends, parents, and sex partners about sex and birth control, set boundaries with sex partners, and ask a partner to be tested for STIs including HIV. In addition in the secondary analysis, Teen PEP peer educators (as compared with the comparison students) had significantly higher scores on knowledge of sexual health issues and ability to refuse risky sexual situations. School-based sexuality education programs offering comprehensive training to peer educators may improve sexual risk behavior knowledge, attitudes and behaviors among high school students.

Teenage pregnancy and motherhood are among the major causes of gender inequality in education in the contemporary global community. This study sought to examine the effectiveness of interventions in redressing the negative effects of schoolgirl pregnancy on teaching and learning at four high schools that experienced high rates of schoolgirl pregnancy in a rural setting in Limpopo Province, South Africa. A case study design and qualitative research methods were used to collect and process data. Purposive sampling was employed to select 20 members of the school governing body (SGB), 4 school management team (SMT) members, 8 pregnant-monitoring teachers, 8 class teachers and 8 schoolgirls who were either pregnant or parenting at the time of data collection. The main findings of the study were that pregnancy-monitoring teachers played roles that were beneficial to pregnant and parenting girls, there was a non-alignment between national policy and school guidelines on pregnant and parenting girls, and the four schools differed in the way they implemented national policy concerning schoolgirl pregnancy.

OBJECTIVE. We examined the effects of a guided imagery intervention on perceived stress in pregnant adolescents. METHOD. Thirty-five pregnant adolescents recruited from a local alternative education program participated in a guided imagery intervention. Participants listened to a pregnancy-specific guided imagery recording on four separate occasions during their pregnancies. Perceived stress was measured immediately before and after each session using the Perceived Stress Measure–9 (PSM–9). RESULTS. Participants’ pre- and postsession PSM–9 scores for three of the four sessions demonstrated a significant reduction in stress. Participants’ baseline stress levels also decreased significantly across the four listening sessions. The greatest reductions in stress within and between sessions occurred in the early sessions, with effects diminishing over time. CONCLUSION. Pregnant teens experienced initial short- and long-term stress reduction during a guided imagery intervention, supporting the use of guided imagery to reduce stress in pregnant adolescents.

Purpose. To evaluate the effect of behavioral, empowerment-focused interventions on the incidence of pregnancy-related school dropout among girls in Nairobi’s informal settlements. Method. Retrospective data on pregnancy-related school dropout from two cohorts were analyzed using a matched-pairs quasi-experimental design. The primary outcome was the change in the number of school dropouts due to pregnancy from 1 year before to 1 year after the interventions. Results. Annual incidence of school dropout due to pregnancy decreased by 46% in the intervention schools (from 3.9% at baseline to 2.1% at follow-up), whereas the comparison schools remained essentially unchanged (p < .029). Sensitivity analysis shows that the findings are robust to small levels of unobserved bias. Conclusions. Results suggest that these behavioral interventions significantly reduced the number of school dropouts due to pregnancy. As there are limited promising studies on behavioral interventions that decrease adolescent pregnancy in low-income settings, this intervention may be an important addition to this toolkit.

The impact of father absence on early sexual activity and teenage pregnancy was investigated in longitudinal studies in the United States (N = 242) and New Zealand (N = 520), in which community samples of girls were followed prospectively from early in life (5 years) to approximately age 18. Greater exposure to father absence was strongly associated with elevated risk for early sexual activity and adolescent pregnancy. This elevated risk was either not explained (in the U.S. study) or only partly explained (in the New Zealand study) by familial, ecological, and personal disadvantages associated with father absence. After controlling for covariates, there was stronger and more consistent evidence of effects of father absence on early sexual activity and teenage pregnancy than on other behavioral or mental health problems or academic achievement. Effects of father absence are discussed in terms of life-course adversity, evolutionary psychology, social learning, and behavior genetic models.