An Evaluation of a Peer-Based HIV/AIDS Education Program as Implemented in a Suburban High School Setting

2008 ◽  
Vol 9 (1) ◽  
pp. 84-96 ◽  
Author(s):  
Brian P. Cole ◽  
Timothy D. Nelson ◽  
Ric G. Steele
Keyword(s):  
High School ◽  
Education Program ◽  
School Setting ◽  
Aids Education ◽  
High School Setting ◽  
Hiv Aids

Outcomes of a restorative circles program in a high school setting.

2016 ◽  
Vol 6 (3) ◽  
pp. 459-468 ◽  
Author(s):  
Lilyana Ortega ◽  
Mikhail Lyubansky ◽  
Saundra Nettles ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
School Setting ◽  
High School Setting

The High School Setting

2020 ◽  
pp. 1-14
Author(s):  
Carl J. Wenning ◽  
Rebecca E. Vieyra
Keyword(s):  
High School ◽  
School Setting ◽  
High School Setting

scholarly journals Feasibility of a serious game coupled with a contact-based session led by lived experience workers for depression prevention in high-school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260224
Author(s):  
Mandy Gijzen ◽  
Sanne Rasing ◽  
Rian van den Boogaart ◽  
Wendy Rongen ◽  
Twan van der Steen ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Scale Up ◽  
School Setting ◽  
Serious Game ◽  
School Students ◽  
Preventive Program ◽  
High School Setting

Background Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained. Methods Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed. Results Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers’ stories and shared their own experiences with depression. Conclusions Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms. Trial registration The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).

Use of Brief Interventions for Drug Abusing Teenagers Within a Middle and High School Setting

2007 ◽  
Vol 77 (4) ◽  
pp. 196-206 ◽  
Author(s):  
Ken C. Winters ◽  
Willa Leitten ◽  
Eric Wagner ◽  
Tracy O?Leary Tevyaw
Keyword(s):  
High School ◽  
School Setting ◽  
Brief Interventions ◽  
High School Setting

scholarly journals Identifying Students with Self-Report of Asthma and Respiratory Symptoms in an Urban, High School Setting

2007 ◽  
Vol 84 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Christine L. M. Joseph ◽  
Alan P. Baptist ◽  
Sonja Stringer ◽  
Suzanne Havstad ◽  
Dennis R. Ownby ◽  
...  
Keyword(s):  
High School ◽  
Respiratory Symptoms ◽  
School Setting ◽  
Self Report ◽  
Urban High School ◽  
High School Setting

Preparing Students for College: Lessons Learned From the Early College

2017 ◽  
Vol 101 (2) ◽  
pp. 117-141 ◽  
Author(s):  
Julie A. Edmunds ◽  
Nina Arshavsky ◽  
Karla Lewis ◽  
Beth Thrift ◽  
Fatih Unlu ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
College Readiness ◽  
Small Schools ◽  
Secondary School Principals ◽  
School Setting ◽  
Lessons Learned ◽  
Early College ◽  
Early College High Schools ◽  
High School Setting

This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.

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