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ObjectiveTo investigate the axial length (AL) elongation in primary school-age children during 3-year follow-up period and evaluate the associations of AL elongation with spherical equivalent (SE), AL at baseline, body height and weight.DesignA 3-year observational cohort study from 2014 to 2017.SettingJinshan Hospital of Fudan University in Shanghai.MethodsA total of 452 children successfully completed their measurements in the 3-year follow-up period. The mean age of those children was 6.9±0.7 years, ranging from 6 to 8 years, and 217 (42.7%) were boys. AL was measured with an ocular biometry system. Refractive error was measured using an auto-refractor without cycloplegia.ResultsThe mean changes of ALs were 0.27±0.28 mm, 0.52±0.40 mm and 0.89±0.51 mm over 1, 2 and 3 years, respectively. The mean changes of SEs were −0.27±0.80 D, −0.56±1.00 D and −0.95±1.41 D over 1, 2 and 3 years, respectively. Multivariate linear regression analysis revealed that mean change of AL was associated with mean change of SE at all points (all p<0.001). In addition, linear regression analysis revealed that AL elongation in the 3year follow-up period was associated with AL at baseline (R2=0.009, p=0.045).ConclusionsAL elongation is relatively high in the primary school-age children in Jinshan District, Shanghai. Effect strategies are needed to control AL elongation.

Food consumption in children with ASD, subclinical ASD and with typical development (TD), and their adequacy to dietary recommendations was studied. A school population sample of 77 children with ASD, 40 with subclinical ASD, and 333 with TD participated. Compared to children with TD, pre-schoolers with ASD consumed fewer raw vegetables and less fish and eggs, while primary school children consumed fewer legumes, raw vegetables, citrus fruits, cheese/yogurt and olive oil, and more meat. All groups consumed an excess of sugar but those with ASD consumed even a greater amount than their peers. The higher prevalence of obesity found in primary school children with ASD may be the consequence of a less healthy eating pattern sustained over time.

This study aimed to investigate the relationship between environmental attitudes and recycling behaviour in primary school age, and to evaluate the role that school and parents play in the prediction of children’s attitudes and behaviour. Primary school pupils aged 8–11 years (n = 116), their parents and their class teachers participated in the study. During the structured face-to-face interviews, children answered questions about their recycling behaviour and environmental attitudes (i.e. eco-affinity and eco-awareness). Parents provided answers on their recycling behaviour, verbal modelling of the behaviour, incentives used when a child recycles waste, and environmental attitudes, while class teachers provided information about the recycling in children’s school. Structural equation models were tested with a purpose to evaluate the role of different independent variables, i.e. only school, only parental factors, or both, when predicting child recycling behaviour. Results of the study showed that children’s environmental attitudes had no significant links to their recycling behaviour. The only factor that appeared to be significant in the prediction of child behaviour was parental recycling behaviour. Furthermore, recycling in schools predicted pupils’ eco-awareness. Based on the study findings, it would be worthwhile to promote more practical training of pro-environmental behaviour, and to strengthen children’s eco-affinity.

Background There is little research on alcohol and other drugs (AOD) use by school-age children in low-resource settings like Uganda. Including the voices of children in research can inform prevention and early intervention efforts for those at risk of AOD use. The aim of this study was to understand the perspectives of children aged 6 to 13 years regarding AOD in Uganda. Methods This qualitative study was conducted in Mbale district, Uganda from February to March 2020. Eight focus group discussions (FGDs) were conducted with 56 primary school-age children, stratified by age (6–9 and 10–13 years), sex (male and female), and school status (in school and out of school). All FGDs were conducted in either Lumasaaba or Luganda. The FGDs were audio-recorded, transcribed verbatim, and translated into English. Data were coded, and overarching themes were identified using thematic framework analysis. Results Two themes identified were (1) Children’s perceptions and experiences with AODs. The participants understood alcohol by its consistency, colour, odour, and by brand/logo. They described the types and quantities of AOD consumed by school-age children, brewing processes for homemade alcoholic drinks, and short and long-term consequences of the use of alcohol. (2) Contributing factors to childhood drinking included: Stress relief for children who experienced multiple adversities (orphaned, poverty-stricken, and hailing from broken homes), fitting in with friends, influence from families, and media exposure that made alcohol look cool. Children would start drinking at an early age) or were given alcohol by their parents, sometimes before they could start talking. In the community, alcohol and other drugs were cheap and available and children could drink from anywhere, including in the classroom. Conclusions Children eligible for primary education in Uganda can easily access and use AOD. Several factors were identified as contributing to alcohol and other drug use among children, including availability and accessibility, advertising, lack of parental awareness and supervision, peer influence, adverse childhood experiences, socioeconomic factors, and cultural norms. There is a need for multi-sectoral action for awareness of childhood AOD use and deliberate consideration of children in the planning, design, and implementation of research, policies, and programs for prevention and early intervention.

This article presents the psychological aspects of introducing and implementing innovative approaches in mathematics education at the primary school level. As the issue of anxiety and stress within the educational system (both among teachers and students) is becoming increasingly relevant and widely studied due to its deep consequences for overall mental and physical health, the article explores some of the main sources of stress and anxiety among students, with an emphasis on integrating innovative methods and techniques into pedagogical practice, such as robotics. Тhe research presented in this article involves 106 participants, 51 of whom are primary school teachers and 55 are students from pedagogical specialties. 86 of the participants are women and 20 are men. An interesting trend is the higher degree of acceptance of robotic applications among future teachers compared to practicing teachers. A similar difference is observed in attitudes regarding the impact of robotic applications on students' cognitive development. Future teachers are more likely to agree with the benefits of robotic applications on students' cognitive development. A larger percentage of future teachers believe that they will make mathematics more attractive, while only 17.6% of practicing teachers share this view. Future teachers demonstrate a higher degree of acceptance and optimism toward innovative technologies. Practicing teachers show more reservation, distrust, and uncertainty. Researching attitudes towards robotic applications in primary school mathematics education could contribute to expanding the understanding of the importance of this approach, which influences not only future academic achievements but also the overall psycho-social development of the individual.

Background Alcohol use among children in low-resource settings has received limited attention. This study investigated the prevalence of and biopsychosocial factors associated with alcohol use among children aged 6 to 13 years enrolled in primary education in Uganda. Methods This cross-sectional study conducted in primary schools within Mbale district, employed stratified random sampling to select 470 child-parent dyads. Screening for child alcohol consumption utilized the validated Ugandan (Lumasaaba) version of the Car, Relax, Alone, Forget, Family/Friends, Trouble (CRAFFT) tool. Alcohol Use Disorder (AUD) was diagnosed using the AUD module of the Mini International Neuropsychiatric Interview for children and adolescents (MINI KID). Logistic regression analysis explored associations between alcohol consumption (CRAFFT cut-off score: 1 or more) and biopsychosocial factors (age, sex, nutrition, family dynamics, socioeconomic indicators, and school environment). Data analysis utilized STATA-17 statistical software. Results The median age of the participants was 11 years, with an interquartile range (IQR) of 9 to 12 years and a male to female ratio of 1:1.3. The screened prevalence of alcohol consumption among the children in the past 12 months was 25.2% (95% CI: 21.4–29.4) and 7.2% (95% CI: 5.1–10.0) were diagnosed with AUD. The study found a comparable prevalence of alcohol use between boys (25.0%, 95% CI: 19.4–31.5) and girls (25.4%, 95% CI: 20.0-31.1). Age-specific variations indicated that early adolescents (10 to 13 years), were more likely to consume alcohol 28.1% (95% CI: 23.5–33.3) compared to pre-adolescent children (6 to 9 years) 17.6% (95% CI: 11.9–25.1) in the past 12 months. Factors associated with alcohol use included single-parent households, lower caregiver education, low socioeconomic status, maternal drinking, food insecurity, under-weight, physical discipline by parents, peer influence, rural school attendance, and the school environment. Conclusion The prevalence of alcohol consumption among children in Mbale district, eastern Uganda was high with one-in-four primary-school-children aged 6 to 13 years consuming alcohol in the past year, and no significant gender differences. It highlights various interconnected factors associated with alcohol use among school-aged children. We recommend awareness campaigns at all levels, stricter implementation of alcohol policies, school prevention programs, and family-focused and socio-economic interventions. Nationwide school surveys should target pre-adolescent alcohol use.

Purpose: The article presents the structure and content of a technology for correcting postural disorders in primary school age children with hearing impairment from special boarding school. Material & methods: theoretical analysis and consolidation of information from scientific literature, Internet resources, pedagogical observation, teaching experiment, visual screening of posture (R. Bibyk, V. Kashuba, N. Nosova, 2012); photographing, mathematical and statistical. 139 students of 1-4 grades from special comprehensive boarding school of I-III levels for children with hearing impairment participated in ascertaining experiment - 73 boys and 66 girls, and 186 their apparently healthy mates. Results: In the process of research the type of posture was determined and the visual screening of bio-geometric posture profile in primary school age children with hearing impairment and with different types of posture and express testing of posture at the beginning and at the end of teaching experiment were performed.As a result of transformative experiment, it was established: in 9-year-old children with hearing impairment and withscoliotic posture or sway back there were positive changes in indices of bio-geometric posture profile (p< 0,05). As demonstrated by the calculations performed, in 9-year-old boys with hearing deprivation statistically significant changes occurred in indices in sagittal plane (head inclination angle, trunk inclination angle, lumbar lordosis, knee flexion angle), in 9-year-old girls with hearing deprivation changes occurred in all indices under investigation (p< 0,05), which, in our view, is related to the favorable effect of motor activity increase during introduction of technology for correcting postural disorders in children with hearing deprivation. Conclusions:The developed technology for correcting postural disorders in primary school age children with hearing deprivation has been successfully tested during transformative experiment: its efficiency is proved by quantitative changes (at the level of р< 0,05) of indices under investigation. The performed research confirms the effectiveness of technology for correcting postural disorders in primary school age children with hearing deprivation in order to provide harmonious development and social adaptation to the society of healthy age mates.

Our research aimed to examine children's sleeping habits from preschool to the end of elementary school age. Developing proper sleeping habits in childhood is essential, as it is decisive for the rest of our lives. A total of 339 children (160 males and 179 females) took part in the research, of which 145 were preschool-age children (3-7 years old), 72 lower-grade elementary school children (6-11 years old), and 122 upper-grade elementary school children (12-16 years old). The questionnaire was completed in a paper form (elementary school students) and online (kindergarten children). The research results show that most of the children spend enough time sleeping following the recommendations. In case of the kindergarten children, the younger ones also sleep in the afternoon on weekends (average of 3.66 years, 28.3%), and the older ones do not sleep in the afternoon either in kindergarten during the week or at home at the weekend (average of 5.22 years, 46.2%). The use of blue light typically increases with age; 39% of the preschoolers, 61% of the 6-11-year-olds, and 67% of the 12-16-year-olds use it before falling asleep. Sleep aids and rituals are used by 87.6% of the preschoolers, 67.4% of the 6-11-year-olds, and 34.4% of the 12-16-year-olds, because significantly more preschoolers find it more difficult to fall asleep than older children. At night, 40% of the preschoolers wake up at least once (due to biological needs - 46.3%), 32% of the 6-11-year-olds wake up at night (due to nightmares - 42.3%), and 41% of the 12-16-year-olds also wake up all night (due to biological needs - 31.9%, and due to noise - 29.8%). Although the children get enough sleep, significantly more upper-grade school children feel tired in the morning. It is essential to help sleep and eliminate factors that prevent falling asleep to create a healthy circadian rhythm in the life of children.

The systematic review of the literature presents data on the factors of the school environment, as well as on the psychological, social, and physiological aspects of a child’s adaptation to learning in primary school. The criteria for successful adaptation in this aspect are academic performance, behavior, and inclusion of the child in the social environment, as well as moderate shifts in physiological indicators. Modern approaches to the study of physiological reactions associated with adaptation to school are described, based primarily on the dynamics of cortisol in saliva and the variability of biological rhythms. The role of health is emphasized and data on the adaptation of children with disabilities to school are presented. The important role of the mother and intra-family relations on the nature and effectiveness of adaptation processes is shown.

Background Children at risk of substance use disorders (SUD) should be detected using brief structured tools for early intervention. This study sought to translate and adapt the Car, Relax, Alone, Forget, Family/Friends, Trouble (CRAFFT) tool to determine its diagnostic accuracy, and the optimum cut-point to identify substance use disorders (SUD) risk in Ugandan children aged 6 to 13 years. Methods This was a sequential mixed-methods study conducted in two phases. In the first qualitative phase, in Kampala and Mbale, the clinician-administered CRAFFT tool version 2.1 was translated into the local Lumasaaba dialect and culturally adapted through focus group discussions (FGDs) and in-depth interviews, in collaboration with the tool’s authors. Expert reviews and translations by bilingual experts provided insights on linguistic comprehensibility and cultural appropriateness, while pilot testing with the target population evaluated the tool’s preliminary effectiveness. In the second phase, the CRAFFT tool, adapted to Lumasaaba, was quantitatively validated against the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) for diagnosing SUD in Mbale district, through a survey. Participants, chosen randomly from schools stratified according to ownership, location, and school size, were assessed for the tool’s reliability and validity, including comparisons to the MINI KID as the Gold Standard for diagnosing SUD. Data were analyzed using STATA-15. Receiver-operating-characteristic analysis was performed to determine the sensitivity, specificity, and criterion validity of the CRAFFT with the MINI-KID. Results Of the 470 children enrolled, 2.1% (n = 10) had missing data on key variables, leaving 460 for analysis. The median age and interquartile range (IQR) was 11 (9–12) years and 56.6% were girls. A total of 116 (25.2%) children had consumed alcohol in the last twelve-month period and 7 (1.5%) had used other substances. The mean CRAFFT score for all the children (n = 460) was 0.32 (SD 0.95). The prevalence of any alcohol use disorder (2 or more positive answers on the MINI KID) in the last 12 months was 7.2% (n = 32). The Lumasaaba version of the CRAFFT tool demonstrated good internal consistency (Cronbach’s α = 0.86) and inter-item correlation (Spearman correlation coefficient of 0.84 (p < 0.001). At a cut-off score of 1.00, the CRAFFT had optimal sensitivity (91%) and specificity (92%) (Area Under the Curve (AUC) 0.91; 95% CI 0.86–0.97) to screen for SUD. A total of 62 (13.5%) had CRAFFT scores of > 1. Conclusion The Lumasaaba version of the CRAFFT tool has sufficient sensitivity and specificity to identify school-age children at risk of SUD.