Schooling, achievement and their health gradient.
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وَقَالَ ٱلَّذِينَ أُوتُواْ ٱلۡعِلۡمَ وَٱلۡإِيمَٰنَ لَقَدۡ لَبِثۡتُمۡ فِي كِتَٰبِ ٱللَّهِ إِلَىٰ يَوۡمِ ٱلۡبَعۡثِۖ فَهَٰذَا يَوۡمُ ٱلۡبَعۡثِ وَلَٰكِنَّكُمۡ كُنتُمۡ لَا تَعۡلَمُونَ
but those endowed with knowledge and faith will say, ‘In accordance with God’s decree, you actually lingered till the Day of Resurrection: this is the Day of Resurrection, yet you did not know.’
وَٱتَّبَعُواْ مَا تَتۡلُواْ ٱلشَّيَٰطِينُ عَلَىٰ مُلۡكِ سُلَيۡمَٰنَۖ وَمَا كَفَرَ سُلَيۡمَٰنُ وَلَٰكِنَّ ٱلشَّيَٰطِينَ كَفَرُواْ يُعَلِّمُونَ ٱلنَّاسَ ٱلسِّحۡرَ وَمَآ أُنزِلَ عَلَى ٱلۡمَلَكَيۡنِ بِبَابِلَ هَٰرُوتَ وَمَٰرُوتَۚ وَمَا يُعَلِّمَانِ مِنۡ أَحَدٍ حَتَّىٰ يَقُولَآ إِنَّمَا نَحۡنُ فِتۡنَةࣱ فَلَا تَكۡفُرۡۖ فَيَتَعَلَّمُونَ مِنۡهُمَا مَا يُفَرِّقُونَ بِهِۦ بَيۡنَ ٱلۡمَرۡءِ وَزَوۡجِهِۦۚ وَمَا هُم بِضَآرِّينَ بِهِۦ مِنۡ أَحَدٍ إِلَّا بِإِذۡنِ ٱللَّهِۚ وَيَتَعَلَّمُونَ مَا يَضُرُّهُمۡ وَلَا يَنفَعُهُمۡۚ وَلَقَدۡ عَلِمُواْ لَمَنِ ٱشۡتَرَىٰهُ مَا لَهُۥ فِي ٱلۡأٓخِرَةِ مِنۡ خَلَٰقࣲۚ وَلَبِئۡسَ مَا شَرَوۡاْ بِهِۦٓ أَنفُسَهُمۡۚ لَوۡ كَانُواْ يَعۡلَمُونَ
and followed what the evil ones had fabricated about the Kingdom of Solomon instead. Not that Solomon himself was a disbeliever; it was the evil ones who were disbelievers. They taught people witchcraft and what was revealed in Babylon to the two angels Harut and Marut. Yet these two never taught anyone without first warning him, ‘We are sent only to tempt- do not disbelieve.’ From these two, they learned what can cause discord between man and wife, although they harm no one with it except by God’s leave. They learned what harmed them, not what benefited them, knowing full well that whoever gained [this knowledge] would lose any share in the Hereafter. Evil indeed is the [price] for which they sold their souls, if only they knew
وَقَالَ لَهُمۡ نَبِيُّهُمۡ إِنَّ ٱللَّهَ قَدۡ بَعَثَ لَكُمۡ طَالُوتَ مَلِكࣰ اۚ قَالُوٓاْ أَنَّىٰ يَكُونُ لَهُ ٱلۡمُلۡكُ عَلَيۡنَا وَنَحۡنُ أَحَقُّ بِٱلۡمُلۡكِ مِنۡهُ وَلَمۡ يُؤۡتَ سَعَةࣰ مِّنَ ٱلۡمَالِۚ قَالَ إِنَّ ٱللَّهَ ٱصۡطَفَىٰهُ عَلَيۡكُمۡ وَزَادَهُۥ بَسۡطَةࣰ فِي ٱلۡعِلۡمِ وَٱلۡجِسۡمِۖ وَٱللَّهُ يُؤۡتِي مُلۡكَهُۥ مَن يَشَآءُۚ وَٱللَّهُ وَٰسِعٌ عَلِيمࣱ
Their prophet said to them, ‘God has now appointed Talut to be your king,’ but they said, ‘How can he be king over us when we have a greater right to rule than he? He does not even have great wealth.’ He said, ‘God has chosen him over you, and has given him great knowledge and stature. God grants His authority to whoever He pleases: God is magnanimous, all knowing.’
هُوَ ٱلَّذِيٓ أَنزَلَ عَلَيۡكَ ٱلۡكِتَٰبَ مِنۡهُ ءَايَٰتࣱ مُّحۡكَمَٰتٌ هُنَّ أُمُّ ٱلۡكِتَٰبِ وَأُخَرُ مُتَشَٰبِهَٰتࣱۖ فَأَمَّا ٱلَّذِينَ فِي قُلُوبِهِمۡ زَيۡغࣱ فَيَتَّبِعُونَ مَا تَشَٰبَهَ مِنۡهُ ٱبۡتِغَآءَ ٱلۡفِتۡنَةِ وَٱبۡتِغَآءَ تَأۡوِيلِهِۦۖ وَمَا يَعۡلَمُ تَأۡوِيلَهُۥٓ إِلَّا ٱللَّهُۗ وَٱلرَّٰسِخُونَ فِي ٱلۡعِلۡمِ يَقُولُونَ ءَامَنَّا بِهِۦ كُلࣱّ مِّنۡ عِندِ رَبِّنَاۗ وَمَا يَذَّكَّرُ إِلَّآ أُوْلُواْ ٱلۡأَلۡبَٰبِ
it is He who has sent this Scripture down to you [Prophet]. Some of its verses are definite in meaning- these are the cornerstone of the Scripture- and others are ambiguous. The perverse at heart eagerly pursue the ambiguities in their attempt to make trouble and to pin down a specific meaning of their own: only God knows the true meaning. Those firmly grounded in knowledge say, ‘We believe in it: it is all from our Lord’- only those with real perception will take heed
ذَٰلِكَ مَبۡلَغُهُم مِّنَ ٱلۡعِلۡمِۚ إِنَّ رَبَّكَ هُوَ أَعۡلَمُ بِمَن ضَلَّ عَن سَبِيلِهِۦ وَهُوَ أَعۡلَمُ بِمَنِ ٱهۡتَدَىٰ
Their knowledge does not go beyond that. Your Lord knows best who strays from His path and who follows guidance
وَإِذَا بَدَّلۡنَآ ءَايَةࣰ مَّكَانَ ءَايَةࣲ وَٱللَّهُ أَعۡلَمُ بِمَا يُنَزِّلُ قَالُوٓاْ إِنَّمَآ أَنتَ مُفۡتَرِۭۚ بَلۡ أَكۡثَرُهُمۡ لَا يَعۡلَمُونَ
When We substitute one revelation for another- and God knows best what He reveals- they say, ‘You are just making it up,’ but most of them have no knowledge
Commentary on the verses above, at most two editions per verse.
(And follow that which the devils falsely related against the kingdom of Solomon�) [2:102]. Muhammad ibn 'Abd al-'Aziz al-Qantari informed us> Abu'l-Fadl al-Haddadi> Abu Yazid al-Khalidi> Ishaq ibn Ibrahim> Jarir> Husayn ibn 'Abd al-Rahman> 'Imran ibn al-Harith who said: �Once as we were sitting with Ibn 'Abbas when he said: 'The devils used to eavesdrop on heaven. One of them would bring a word of truth from therein, and when he is trusted for telling the truth, he would add to it seventy lies with which he earns the hearts of people. When Solomon came to know about it, he took it and buried it beneath his throne. When he died, a devil stood in the street and said: 'Shall I guide you to Solomon's guarded treasure, the like of which he does not have?' They said: 'Yes, do'. He said: 'It is under his throne; go and unearth it'. They said: 'This is magic'. Different nations then copied it f
But those who have been given knowledge and faith of angels and others shall say ‘You have remained according to God’s decree in accordance with what He had decreed for you in His prior knowledge until the Day of Resurrection. This is the Day of Resurrection which you rejected but you did not know’ that it would come to pass.
And on the Day that the Hour will be established, the criminals will swear that they stayed not but an hour – thus were they ever deluded (55)And those who have been bestowed with knowledge and Faith will say: "Indeed you have stayed according to the decree of Allah, until the Day of Resurrection; so this is the Day of Resurrection, but you knew not. (56)So, on that Day no excuse of theirs will avail those who did wrong, nor will they be allowed to return to seek (Allah's) pleasure (57) The Ignorance of the Disbelievers in this World and in the Hereafter Here Allah tells us of the ignorance of the disbelievers in this world and in the Hereafter. In this world they worship idols, and in the Hereafter they will also display great ignorance. They will swear by Allah that they did not even stay for one hour in this world. They will mean that there was not enough time given to establish pro
He it is who has sent down upon thee the Book, wherein are firm verses, which are the mother of the Book, and others ambiguous. He is neither a name nor an attribute. Rather, it is an allusion to being. It means that our Lord is, He is fitting to be, and He has been-beyond location and transcendent in attributes. ShurayḤ ʿābid said, “I saw a dervish in the mosque of the Sanctuary calling upon God by saying, 'O He who is He! O He other than whom there is no he! Forgive me.' A voice came from the Unseen: 'O dervish, you received so much reward for saying that the first time that the angels will be writ- ing it out until the resurrection.'” Huwa is two letters, h and w. The place of articulation of h is the last part of the throat, and the place of articulation of the w is the first part of the throat. This alludes to the fact that the letters begin from Him at first and return to Him at la
And they follow wa’ttaba‘ū is a supplement to nabadha ‘it cast away’ what the devils used to relate during the time of Solomon’s kingdom in the way of sorcery it is said that they the devils buried these books of sorcery underneath his throne when his kingdom was taken from him; it is also said that they used to listen stealthily and add fabrications to what they heard and then pass it on to the priests who would compile it in books; this would be disseminated and rumours spread that the jinn had knowledge of the Unseen. Solomon gathered these books and buried them. When he died the devils showed people where these books were and the latter brought them out and found that they contained sorcery and said ‘Your kingdom was only thanks to what is in here’; they then took to learning them and rejected the Scriptures of their prophets. In order to demonstrate Solomon’s innocence and in repudi
(And when We put a revelation in place of (another) revelation�) [16:101-102]. This verse was revealed when the idolaters said: �Muhammad is mocking his Companions; one day he commands them to do something and the next day he forbids them from doing it, or brings instead something which is easier. He is nothing but a calumniator who says things of his own invention�, and so Allah, exalted is He, revealed this verse and the verse after it.
Sound narrations only, and never matched by text. A narration appears here because a compiler filed it under a chapter this subject maps to, or because someone read it and anchored it. Each row says which.
حَدَّثَنَا عَلِيُّ بْنُ حُجْرٍ، قَالَ أَخْبَرَنَا يَحْيَى بْنُ سَعِيدٍ الأُمَوِيُّ، عَنِ ابْنِ جُرَيْجٍ، عَنِ ابْنِ أَبِي مُلَيْكَةَ، عَنْ أُمِّ سَلَمَةَ، قَالَتْ كَانَ رَسُولُ اللَّهِ صلى الله عليه وسلم يُقَطِّعُ قِرَاءَتَهُ يَقْرَأُ (الْحَمْدُ لِلَّهِ رَبِّ الْعَالَمِينَ ) ثُمَّ يَقِفُ ( الرَّحْمَنِ الرَّحِيمِ ) ثُمَّ يَقِفُ وَكَانَ يَقْرَؤُهَا (مَلِكِ يَوْمِ الدِّينِ ) قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ غَرِيبٌ وَبِهِ يَقْرَأُ أَبُو عُبَيْدٍ وَيَخْتَارُهُ هَكَذَا رَوَى يَحْيَى بْنُ سَعِيدٍ الأُمَوِيُّ وَغَيْرُهُ عَنِ ابْنِ جُرَيْجٍ عَنِ ابْنِ أَبِي مُلَيْكَةَ عَنْ أُمِّ سَلَمَةَ وَلَيْسَ إِسْنَادُهُ بِمُتَّصِلٍ لأَنَّ اللَّيْثَ بْنَ سَعْدٍ رَوَى هَذَا الْحَدِيثَ عَنِ ابْنِ أَبِي مُلَيْكَةَ عَنْ يَعْلَى بْنِ مَمْلَكٍ عَنْ أُمِّ سَلَمَةَ أَنَّهَا وَصَفَتْ قِرَاءَةَ النَّبِيِّ صلى الله عليه وسلم حَرْفًا حَرْفًا وَحَدِيثُ اللَّيْثِ أَصَحُّ وَلَيْسَ فِي حَدِيثِ اللَّيْثِ وَكَانَ يَقْرَأُ (مَلِكِ يَوْمِ الدِّينِ ) .
Narrated Ibn Abi Mulaikah:that Umm Salamah said: "The Messenger of Allah (ﷺ) would separate recitation reciting: 'Al-Hamdulillahi Rabbil-'Alamin' then he would stop. 'Ar-Rahmanir-Rahim' then he would stop. And he would recite it: 'Maliki Yawmid-Din
حَدَّثَنَا الْحُسَيْنُ بْنُ مُحَمَّدٍ الْبَصْرِيُّ، قَالَ حَدَّثَنَا عَبْدُ اللَّهِ بْنُ حَفْصٍ، قَالَ حَدَّثَنَا ثَابِتٌ الْبُنَانِيُّ، عَنْ شَهْرِ بْنِ حَوْشَبٍ، عَنْ أُمِّ سَلَمَةَ، أَنَّ النَّبِيَّ صلى الله عليه وسلم كَانَ يَقْرَؤُهَا (إِنَّهُ عَمِلَ غَيْرَ صَالِحٍ ) . قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ قَدْ رَوَاهُ غَيْرُ وَاحِدٍ عَنْ ثَابِتٍ الْبُنَانِيِّ نَحْوَ هَذَا وَهُوَ حَدِيثُ ثَابِتٍ الْبُنَانِيِّ وَرُوِيَ هَذَا الْحَدِيثُ أَيْضًا عَنْ شَهْرِ بْنِ حَوْشَبٍ عَنْ أَسْمَاءَ بِنْتِ يَزِيدَ . وَسَمِعْتُ عَبْدَ بْنَ حُمَيْدٍ يَقُولُ أَسْمَاءُ بِنْتُ يَزِيدَ هِيَ أُمُّ سَلَمَةَ الأَنْصَارِيَّةُ . قَالَ أَبُو عِيسَى كِلاَ الْحَدِيثَيْنِ عِنْدِي وَاحِدٌ وَقَدْ رَوَى شَهْرُ بْنُ حَوْشَبٍ غَيْرَ حَدِيثٍ عَنْ أُمِّ سَلَمَةَ الأَنْصَارِيَّةِ وَهِيَ أَسْمَاءُ بِنْتُ يَزِيدَ وَقَدْ رُوِيَ عَنْ عَائِشَةَ عَنِ النَّبِيِّ صلى الله عليه وسلم نَحْوُ هَذَا .
Narrated Umm Salamah:"The Prophet (ﷺ) would recite: 'Innahu 'Amila Ghaira Salih
حَدَّثَنَا عَبْدُ اللَّهِ بْنُ مُحَمَّدٍ النُّفَيْلِيُّ، حَدَّثَنَا حَاتِمُ بْنُ إِسْمَاعِيلَ، ح وَحَدَّثَنَا نَصْرُ بْنُ عَاصِمٍ، حَدَّثَنَا يَحْيَى بْنُ سَعِيدٍ، عَنْ جَعْفَرِ بْنِ مُحَمَّدٍ، عَنْ أَبِيهِ، عَنْ جَابِرٍ، رضى الله عنه أَنَّ النَّبِيَّ صلى الله عليه وسلم قَرَأَ { وَاتَّخِذُوا مِنْ مَقَامِ إِبْرَاهِيمَ مُصَلًّى }
Narrated Jabir ibn Abdullah: The Prophet (ﷺ) read the Qur'anic verse, "And take ye the Station of Abraham as a place of prayer
حَدَّثَنَا مُوسَى، - يَعْنِي ابْنَ إِسْمَاعِيلَ - حَدَّثَنَا حَمَّادٌ، عَنْ هِشَامِ بْنِ عُرْوَةَ، عَنْ عُرْوَةَ، عَنْ عَائِشَةَ، رضى الله عنها أَنَّ رَجُلاً، قَامَ مِنَ اللَّيْلِ فَقَرَأَ فَرَفَعَ صَوْتَهُ بِالْقُرْآنِ فَلَمَّا أَصْبَحَ قَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " يَرْحَمُ اللَّهُ فُلاَنًا كَائِنٌ مِنْ آيَةٍ أَذْكَرَنِيهَا اللَّيْلَةَ كُنْتُ قَدْ أَسْقَطْتُهَا " .
Narrated A'ishah:A man got up (for prayer) at night, he read the Qur'an and raised his voice in reading. When the morning came, the Messenger of Allah (ﷺ) said: May Allah have mercy on so-and-so! Last night he reminded me a number of verses which I was about to forget
حَدَّثَنَا قُتَيْبَةُ، قَالَ حَدَّثَنَا عَبْدُ الْعَزِيزِ بْنُ مُحَمَّدٍ، عَنِ الْعَلاَءِ بْنِ عَبْدِ الرَّحْمَنِ، عَنْ أَبِيهِ، عَنْ أَبِي هُرَيْرَةَ، أَنَّ رَسُولَ اللَّهِ صلى الله عليه وسلم خَرَجَ عَلَى أُبَىِّ بْنِ كَعْبٍ فَقَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " يَا أُبَىُّ " . وَهُوَ يُصَلِّي فَالْتَفَتَ أُبَىٌّ وَلَمْ يُجِبْهُ وَصَلَّى أُبَىٌّ فَخَفَّفَ ثُمَّ انْصَرَفَ إِلَى رَسُولِ اللَّهِ صلى الله عليه وسلم فَقَالَ السَّلاَمُ عَلَيْكَ يَا رَسُولَ اللَّهِ . فَقَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " وَعَلَيْكَ السَّلاَمُ مَا مَنَعَكَ يَا أُبَىُّ أَنْ تُجِيبَنِي إِذْ دَعَوْتُكَ " . فَقَالَ يَا رَسُولَ اللَّهِ إِنِّي كُنْتُ فِي الصَّلاَةِ . قَالَ " أَفَلَمْ تَجِدْ فِيمَا أَوْحَى اللَّهُ إِلَىَّ أَنِ (استَجِيبُوا لِلَّهِ وَلِلرَّسُولِ إِذَا دَعَاكُمْ لِمَا يُحْيِيكُمْ ) " . قَالَ بَلَى وَلاَ أَعُودُ إِنْ شَاءَ اللَّهُ . قَالَ " تُحِبُّ أَنْ أُعَلِّمَكَ سُورَةً لَمْ يَنْزِلْ فِي التَّوْرَاةِ وَلاَ فِي الإِنْجِيلِ وَلاَ فِي الزَّبُورِ وَلاَ فِي الْفُرْقَانِ مِثْلُهَا " . قَالَ نَعَمْ يَا رَسُولَ اللَّهِ . قَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " كَيْفَ تَقْرَأُ فِي الصَّلاَةِ " . قَالَ فَقَرَأَ أُمَّ الْقُرْآنِ فَقَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " وَالَّذِي نَفْسِي بِيَدِهِ مَا أُنْزِلَتْ فِي التَّوْرَاةِ وَلاَ فِي الإِنْجِيلِ وَلاَ فِي الزَّبُورِ وَلاَ فِي الْفُرْقَانِ مِثْلُهَا وَإِنَّهَا سَبْعٌ مِنَ الْمَثَانِي وَالْقُرْآنُ الْعَظِيمُ الَّذِي أُعْطِيتُهُ " . قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ حَسَنٌ صَحِيحٌ . وَفِي الْبَابِ عَنْ أَنَسِ بْنِ مَالِكٍ وَفِيهِ عَنْ أَبِي سَعِيدِ بْنِ الْمُعَلَّى .
Narrated Abu Hurairah:that the Messenger of Allah (ﷺ) came out to Ubayy bin Ka'b, and the Messenger of Allah (ﷺ) said: "O Ubayy!" And he was performing Salat, so Ubayy turned around but he did not respond to him, so Ubayy finished his Salat quickly. Then he turned to the Messenger of Allah (ﷺ) and said: 'As-Salamu 'Alaikum, O Messenger of Allah!' The Messenger of Allah (ﷺ) said: 'Wa 'Alaikum As-Salam - what prevented you from responding to me when I called you Ubayy?' He said: 'O Messenger of Allah! I was performing Salat.' So he said: 'Do you not find among what Allah revealed to me: Respond to Allah and to the Messenger when they call you to what gives you life?' He said: 'Of course, I shall not repeat that, if Allah wills.' He said: 'Would you like for me to teach you a Surah the likes of which has neither been revealed in the Tawrah, nor the Injil, nor the Zabur, nor in the entire Qur'an?' He said: "Yes, O Messenger of Allah!' The Messenger of Allah (ﷺ) said: 'What do you recite in your Salat?' He said: 'I recite Umm Al-Qur'an.' So the Messenger of Allah (ﷺ) said: 'By the One in Whose Hand is my soul! The like of it has neither been revealed in the Tawrah, nor the Injil nor the Zabur, nor in the Furqan. It is the seven oft-repeated, and the Magnificent Qur'an which I was given
حَدَّثَنَا قُتَيْبَةُ، حَدَّثَنَا عَبْدُ الْعَزِيزِ بْنُ مُحَمَّدٍ، عَنْ سُهَيْلِ بْنِ أَبِي صَالِحٍ، عَنْ أَبِيهِ، عَنْ أَبِي هُرَيْرَةَ، أَنَّ رَسُولَ اللَّهِ صلى الله عليه وسلم قَالَ " لاَ تَجْعَلُوا بُيُوتَكُمْ مَقَابِرَ وَإِنَّ الْبَيْتَ الَّذِي تُقْرَأُ فِيهِ الْبَقَرَةُ لاَ يَدْخُلُهُ الشَّيْطَانُ " . قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ حَسَنٌ صَحِيحٌ .
Narrated Abu Hurairah:that the Messenger of Allah (ﷺ) said: "Do not turn your houses into graves. Indeed Ash-Shaitan does not enter the house in which Surat Al-Baqarah is recited
Arabic originals, reached through the subject’s Arabic senses. Interpretive sources, never proof of a ruling.
وما أحسن ما قال بعض العلماء وقد شاهد هذا وأفعالهم :
وقد قال أفاضل العلماء كل مجتهد مصيب
وقال الحسن لا تصلوا خلف رجل لا يختلف إلى العلماء
وقد اختلف العلماء في صحة ذلك وفي حل الثمن المأخوذ منه
فهذا مما قد جوزه جماعة من العلماء تعويلا على الأكثر
وقبل هؤلاء خلائق من العلماء لا يحصيهم إلا الله
Peer-reviewed work held with its DOI and abstract, labelled with the study design its publication types report. None of it has been read or assessed, so nothing here may be cited as showing anything. Retracted work is held for the record but never listed; a review that a later version replaced is listed under its replacement and marked.
The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample.: The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lowe
Effects of a free school breakfast programme on school attendance, achievement, psychosocial function, and nutrition: a stepped wedge cluster randomised trial.: Background: Approximately 55,000 children in New Zealand do not eat breakfast on any given day. Regular breakfast skipping has been associated with poor diets, higher body mass index, and adverse effects on children's behaviour and academic performance. Research suggests that regular breakfast consumption can improve academic performance, nutrition and behaviour. This paper describes the protocol for a stepped wedge cluster randomised trial of a free school breakfast programme. The aim of the tr
Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance: Follow-up of a Randomized Clinical Trial Through 8 Years of Age.: Importance: Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. Objective: To examine whether ParentCorps delivered as an enhancement to prekinder
Experience Corps: a dual trial to promote the health of older adults and children's academic success.: Background: As the population ages, older adults are seeking meaningful, and impactful, post-retirement roles. As a society, improving the health of people throughout longer lives is a major public health goal. This paper presents the design and rationale for an effectiveness trial of Experience Corps™, an intervention created to address both these needs. This trial evaluates (1) whether senior volunteer roles within Experience Corps™ beneficially impact children's academic achievement and class
Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes.: This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with children's and adolescents' intergroup outcomes (inte
Teacher-student relationships and student outcomes: A systematic second-order meta-analytic review.: Teacher-student relationships (TSRs) play a vital role in establishing a positive classroom climate and promoting positive student outcomes. Several meta-analyses have suggested significant correlations between positive TSRs and, for example, academic achievement, motivation, executive functions, and well-being, as well as between negative TSRs that result in behavior problems or bullying. These meta-analyses have differed substantially in TSR-outcome relationships, moderators, and methodologica
Age, gender, and the underutilization of mental health services: the influence of help-seeking attitudes.
The objectives of this study were to explore age and gender differences in attitudes toward seeking professional psychological help, and to examine whether attitudes negatively influence intentions to seek help among older adults and men, whose mental health needs are underserved. To achieve these objectives 206 community-dwelling adults completed questionnaires measuring help-seeking attitudes, psychiatric symptomatology, prior help-seeking, and intentions to seek help. Older age and female gender were associated with more positive help-seeking attitudes in this sample, although age and gender interacted with marital status and education, and had varying influences on different attitude components. Age and gender also influenced intentions to seek professional psychological help. Women exhibited more favourable intentions to seek help from mental health professionals than men, likely du…
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Early determinants of physical activity in adolescence: prospective birth cohort study.
Objective: To examine the effects of early social, anthropometric, and behavioural variables on physical activity in adolescence. Design: Prospective birth cohort study. Setting: Pelotas, southern Brazil. Participants: 4453 adolescents aged 10-12 years participating in the Pelotas 1993 birth cohort study (follow-up rate 87.5%). Main outcome measures: Sedentary lifestyle (< 300 minutes of physical activity per week) and median physical activity score (minutes per week). Results: The prevalence of a sedentary lifestyle at age 10-12 years was 58.2% (95% confidence interval 56.7% to 59.7%). Risk factors for a sedentary lifestyle in adolescence were female sex, high family income at birth, high maternal education at birth, and low birth order. Weight gain variables at ages 0-1, 1-4, and 4-11 years and overweight at age 1 or 4 years were not significant predictors of physical activity. Levels …
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Prevalence and treatment of mental disorders in Lebanon: a national epidemiological survey.
Background: Mental disorders are believed to account for a large portion of disease burden worldwide. However, no national studies have been undertaken to assess this assumption in the Arab world. Methods: As part of the WHO World Mental Health (WMH) Survey Initiative, a nationally representative psychiatric epidemiological survey of 2857 adults (aged 18 years) was done in Lebanon between September, 2002, and September, 2003, through a study called LEBANON (Lebanese Evaluation of the Burden of Ailments and Needs Of the Nation). 12-month prevalence and severity of DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, fourth edition) disorders, and treatment were assessed with the WHO Composite International Diagnostic Interview (CIDI, version 3.0). Information was also obtained for sociodemographics and exposure to traumatic events in the Lebanon wars. Findings: 308 (17.0%) of re…
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Attitude toward living related donation of patients on the waiting list for a deceased donor solid organ transplant.
Introduction: Spain is the country with the highest rate of donation from deceased individuals. However, given the deficit in organs, living donation is being encouraged. Our objective was to analyze attitudes toward living donation among patients on the waiting list for a transplant. Materials and methods: Patients on the waiting list for a kidney or liver transplant (n = 96; 46 kidney and 50 liver) in the last year had their attitudes toward living donation evaluated through a psychosocial survey performed in a direct interview with an independent health professional from the transplant unit and analyzed by Student t test and the chi-square test. Results: Ninety-one percent were in favor of donating their organs when they die, 6% had doubts, and the remaining 3% were against it. Twenty percent would accept living donation from a family member (32% in liver vs 7% in kidney; P < .05), de…
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Sense of coherence as a determinant of the oral health-related quality of life: a national study in Finnish adults.
Our aim was to investigate the relationship among the oral health-related quality of life, the sense of coherence (SOC), and socio-economic and demographic factors, oral behavioural variables and oral health variables. The sample of this study consisted of 4,039, 30-64-yr-old dentate adults (1,899 men and 2,140 women). The questionnaire and home interview included information about socio-economic and demographic factors, behavioural and attitudinal variables (such as oral health behaviours and oral health variables), the SOC (12-item) and the Oral Health Impact Profile scales (OHIP-14). Subjects with a strong or moderate SOC were found to have significantly fewer problems attributed to oral conditions (OHIP) than those with a weak SOC. The SOC was also associated with all of the subscales of the OHIP, and the association was most evident in psychological discomfort, psychological disabil…
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The nutrition and health transition in the North West Province of South Africa: a review of the THUSA (Transition and Health during Urbanisation of South Africans) study.
Objective: To describe how urbanisation influences the nutrition and health transition in South Africa by using data from the THUSA (Transition and Health during Urbanisation of South Africans) study. Design: The THUSA study was a cross-sectional, comparative, population-based survey. Setting: The North West Province of South Africa. Subjects: In total, 1854 apparently healthy volunteers, men and women aged 15 years and older, from 37 randomly selected sites. Pregnant and lactating women, those with diagnosed chronic diseases and taking medication, with acute infections or inebriated were excluded but screened for hypertension and diabetes mellitus. Subjects were stratified into five groups representing different levels of urbanisation in rural and urban areas: namely, deep rural, farms, squatter camps, townships and towns/cities. OUTCOME MEASURES AND METHODS: Socio-economic and educatio…
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Intention or experience? Predictors of continued breastfeeding.
Despite the known benefits of breastfeeding, many women do not breastfeed their infants or stop breastfeeding early. This study examines the effects of prenatal intention and initial breastfeeding experiences on breast-feeding initiation and duration among 1,665 U.S. women completing questionnaires on infant feeding practices. Outcomes included no initiation of breastfeeding at birth and termination at <10 weeks, 10 to <20 weeks, or 20 to <30 weeks. Predictor variables included intended breast feeding duration and early breast feeding experiences with analyses controlling for demographic characteristics, previous breastfeeding experience, and prenatal intentions to work after delivery. Prenatal intentions to never initiate or to stop breastfeeding early were significant risk factors for all breastfeeding outcomes. Initial breastfeeding experiences were significant risk factors for early …
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Neighborhood social cohesion and youth participation in physical activity in Chicago.
Many young people do not meet recommended levels of participation in physical activity. Neighborhoods may play a role in supporting healthy behavior via social and physical environmental features. We examine whether neighborhood-levels of social cohesion, range of youth services and educational attainment were associated with participation in recreational programs and general physical activity among young people. Hierarchical regression analyses were carried out using data from 680 young people (ages 11-15 years at baseline) participating in the Project on Human Development in Chicago Neighborhoods. The participants' primary caregiver reported recreational program participation at baseline and self-reported general physical activity were assessed at follow-up 2-3 years later. Neighborhood-level characteristics were obtained from census data and via a community survey. Neighborhood social…
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Latinx adolescent parents' experiences with stigma and their school-related outcomes: Examining the moderating effects of social support and ethnic-racial identity.
Adolescent parents are at risk for poorer school-related outcomes relative to their non-parenting peers. In part, poorer academic outcomes may reflect adolescents' need to balance multiple roles within systems that are unaccommodating to their unique needs. Concomitantly, adolescent parents hold cultural and familial assets that can help them achieve positive school-related outcomes (i.e., school belonging, aspirations, and expectations) despite experiences of marginalization. The current study explores the relationship between adolescent parents' reports of stigma (e.g., negative treatment due to their parenting status) and their school-related outcomes; it will also test whether social support and ethnic-racial identity (ERI) serve as protective factors in these associations. To address our study goals, we employed cross-sectional data from a sample of adolescents who were parents or e…
matched on Schools (mesh), Students (mesh)
School Diversity Perspectives and Classmate Diversity Climate: Understanding High School Students' School Belonging, Well-Being, and Intercultural Contact.
This study examined how school diversity perspectives (multiculturalism, critical consciousness, color-evasion) may enhance student outcomes (school belonging, well-being, intercultural contact) and whether a strong diversity climate among classmates (openness and appreciation of diversity) may moderate this link. We surveyed N = 280 high school students (Mage = 15.95; 47.5% female; 1.8% nonbinary) in the Netherlands. We performed multigroup structural equation modeling, comparing cultural minority (n = 81) and majority (n = 203) students, and multilevel analysis to separate individual-level from classroom-level effects. A strong diversity climate among classmates and color-evasion in school (not multiculturalism and critical consciousness) were robustly, positively related to belonging and well-being (minority and majority students) and intercultural contact (minority students). For all…
matched on Schools (mesh), Students (mesh)
School Climate, Absenteeism and School Transfer Due to Transphobic Bullying in Transgender And Non-Binary Youth.
Introduction: This study investigates the critical role of school climate in relation to absenteeism and school transfer due to transphobic bullying among transgender and gender non-binary youth in Brazil, a context where research on this population is scarce. School climate, characterized by feelings of belonging, safety, and positive relationships, has been shown to significantly impact academic outcomes and overall well-being. Understanding these dynamics is crucial to supporting transgender and gender non-binary students, who often face unique challenges in educational settings. Methods: A total of 293 Brazilian transgender and gender non-binary youth, with a mean age of 18.71 years (ranging from 13 to 25 years) participated in the study. Gender identities comprised 45.02% transgender girls, 22.34% transgender boys, and 32.65% non-binary individuals, 58.87% White and 41.13% Non-White…
matched on Schools (mesh), Students (mesh)
Bullying among students ecological insights from a school based adolescent health survey, Himachal Pradesh, India.
Background and objective: Bullying among adolescents is a growing public health concern with serious mental, emotional, and social well-being consequences. This study aims to assess prevalence of physical and cyberbullying among school-going adolescents (13-17 years) in Himachal Pradesh, India, and identify risky and protective factors using an ecological framework descriptively. Methods: A cross-sectional, school-based survey was conducted across Himachal Pradesh using culturally adapted standardised questionnaire. Multivariate logistic regression analysis was performed to identify factors associated with bullying perpetration and victimization. Results: Out of 7563 adolescents surveyed, 18.41% reported involvement in physical or cyber bullying, with 13.96% involved in physical bullying and 9.64% in cyberbullying. Additionally, 15.60% adolescents reported being victims, including 11.40%…
matched on Schools (mesh), Students (mesh)
Moral and rational pathways to pro-environmental behavior among high school students: An integrated TPB-NAM model.
Adolescence is an important period for the development of pro-environmental behavior (PEB), but it remains unclear how subjective norm, personal norm, and perceived behavioral control relate to pro-environmental behavioral intention and self-reported PEB in structured school contexts. This study tested a context-sensitive framework integrating the Theory of Planned Behavior and the Norm Activation Model (TPB-NAM) to explain high school students' PEB. Survey data from 415 high school students in Lanzhou, China, were analyzed using structural equation modeling and mediation analysis. The integrated model showed better overall fit than single-path alternatives and explained substantial variance in intention and self-reported PEB (47.2% and 72.8%, respectively). In the moral pathway, awareness of consequences predicted ascription of responsibility, which predicted personal norm; personal nor…
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A preliminary psychometric investigation of a brief positive school experiences scale.
IntroductionUniversal screening using measures of mental health symptoms is discounted by UK schools due to stakeholder concerns. This is a preliminary study of the psychometric properties of a new Brief Positive School Experiences (B-PSEs) scale, devised to assess associations between cumulative positive school experiences (PSEs) and adolescent mental health as part of a PhD project that explored PSEs count as a potential proxy measure of adolescent mental health risk. MethodsFive teachers developed a brief 19-item PSEs measure. 460 adolescents (aged 14-16) completed a survey based on these items and items measuring mental health (N = 460). Exploratory factor analysis and measures of internal consistency assessed the scale's preliminary psychometric properties. ResultsThe B-PSEs scale demonstrated a three-factor structure; (1) Coping with school demands; (2) School belonging, safety and…
matched on Schools (mesh), Students (mesh)
School bullying predicts malevolent creativity in middle school students through anger and hostile attribution bias.
School bullying has been recognized as a risk factor for the growth of malevolent creativity. However, its underlying mechanisms and moderators remain under-explored. This study examined the effects of school bullying on malevolent creativity, focusing on the chain mediating effects of anger and hostile attribution bias. Using convenience sampling, we surveyed 1,038 middle school students with the Delaware Bullying Victimization Scale, the Anger Rumination Scale, the Hostile Attribution Bias Scale, and the Malevolent Creativity Scale. A Chain mediation model was estimated in Mplus written by Bengt Muthén and Linda Muthén of the University of California, Los Angeles. Results showed that school bullying significantly is positively associated with malevolent creativity (β = 0.525, p < 0.001, 95% CI=[0.492,1.016]). Besides, school bullying also indirectly was associated with malevolent creat…
matched on Schools (mesh), Students (mesh)
Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality.
Discriminatory teacher beliefs and behaviors, as reflected in a discriminatory climate, are negatively related to student adjustment, but little is known about the classroom processes contributing to this relationship. This study investigated the role of teaching quality as a mechanism behind the associations between a discriminatory climate at school and students' school adjustment. The study used PISA data collected in Germany in 2018 (N = 2947; Mage = 15.47 years, SD = 0.65; 48.4% girls) and included ninth graders (1) from ethnically minoritized groups that are highly stigmatized (i.e., with heritage from Turkey, the SWANA region, sub-Saharan Africa, and Kurdish areas; n = 198), (2) from other ethnically minoritized groups (n = 445), and (3) from the ethnic majority (n = 2304). The students in Group 1 reported a more discriminatory climate at school than the other student groups did. …
matched on Schools (mesh), Students (mesh)
Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities.
Background: Compared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs). Aims: This study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals serving as a linking factors. Sample: Participants were 517 Primary-3 to Primary-6 students in Singapore (50.7% female; Mage = 10.58, SDage = 1.08). These students took part in various CCA groups classified into Physical Sports (34%), Visual and Performing Arts (31%), Clubs and Societies (24.2%), and Uniformed Groups (10.8%). Methods: The same survey was administered at two time points within a school year, with an interval of 24-26 weeks betw…
matched on Schools (mesh), Students (mesh)
Prevalence of Adverse Childhood Experiences and Adverse Health Outcomes Among Primary School Students in Bangkok, Thailand.
Background: Adverse Childhood Experiences (ACEs) are associated with long-term health risks, including behavioural, physical and mental health issues. However, there is limited data on the prevalence and impact of ACEs among school-age children in Thailand. Objectives: To determine the prevalence of ACEs and their associations with behavioural and health outcomes in primary school Thai children. Methods: A cross-sectional study was conducted from July 2023 to June 2024, involving 399 primary school students aged 6-12 years, selected through stratified random sampling. Data were collected using the Paediatric ACEs and Related Life Events Screener (PEARLS) to measure ACEs, the Thai Youth Checklist (TYC) for behavioural assessments, and a health screening questionnaire for physical and mental health. The relationship between cumulative ACEs and health conditions was analysed. Results: Among…
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An Exploration of the Relationships Between Mental Wellbeing and Religion Amongst Students Attending Post-Primary Schools in Ireland.
The current study aimed to explore the relationships between mental wellbeing and religion amongst adolescent students attending post-primary/second-level schools in Ireland. Adolescent student participants (N = 7) attending post-primary schools in Ireland completed online, semi-structured interviews on their perceptions regarding the relationship between mental wellbeing and religion. Reflexive thematic analysis from the critical realist perspective was employed to analyse the qualitative data. The results revealed a positive relationship between mental wellbeing and religion amongst participants. Specifically, aspects of religiosity, such as personal prayer, holding religious beliefs and religious practice were mentioned by participants as being beneficial for their mental wellbeing. Similarly, the practice of positive religious coping methods, such as reading of scripture for strength…
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Teachers' experiences of supporting the mental health needs of refugee students in resource-poor settings: a qualitative study in Iran.
Background: Exposure to traumatic events is common amongst children from refugee backgrounds. Given the restricted access of refugee children to formal specialist resources and disrupted parental support mechanisms in low- and middle-income countries (LMICs), teachers are increasingly expected to be the primary responders to the complex psychosocial needs of trauma-exposed refugee children. However, despite LMICs hosting over two-thirds of the world's refugee children, our current knowledge of how teachers respond to these needs is predominantly drawn from studies conducted in well-resourced, high-income countries, which fails to capture the unique experiences of teachers in inadequately resourced schools in LMICs.Objective: We aimed to explore qualitatively the experiences of school teachers in responding to the mental health and psychosocial needs of trauma-exposed refugee students in …
matched on Schools (mesh), Students (mesh)
Using Life Course Theory to Explore the Association Between Autistic Traits, Child, Family, and School Factors and the Successful Transition to Secondary School.
Life Course Theory contends that school transitions can interrupt academic and wellbeing trajectories, depending on child, family, and school factors. Hierarchical regression analyses examined how autistic traits were associated with school transition outcomes. Autistic traits explained 12% of the variance in Quality of Life (QOL), 24% of the variance in mental health and 9% of the variance in school belonging. When autistic traits were accounted for, gender was a significant predictor of changes in QOL whereas changes in school belonging were predicted by cognitive functioning, parent education, school attendance and school refusal. Changes in mental health after transition were mostly predicted by family factors including family structure, family functioning and parent education but were also significantly predicted by sleep problems.
matched on Schools (mesh), Students (mesh)
Prevalence and factors associated with body image dissatisfaction among school student: National School Health Survey, 2019.
Objective: To estimate prevalence and analyze factors associated with body image dissatisfaction among Brazilian adolescent school students. Methods: Cross-sectional study with data from the 2019 National School Health Survey (PeNSE). Prevalence of self-reported body image dissatisfaction and respective 95% confidence intervals (95%CI) and its association with individual characteristics were estimated via odds ratios (OR) and 95% CI using logistic regression. Results: Of the 159,245 students, 30.2% (95%CI 29.2;31.1) reported body image dissatisfaction, which was associated with all factors analyzed. Likelihood of dissatisfaction was greater among females (OR = 3.86; 95%CI 3.45;4.32), having internet at home (OR = 8.68; 95%CI 6.83;11.03), thinking that no one cares about them (OR = 3.02; 95%CI 2.60;3.50), that life is not worth it (OR = 3.27; 95%CI 2.88;3.72) and feeling irritated (OR = 2…
matched on Schools (mesh), Students (mesh)
Sense of School Belonging as a Mediator of the Relationship between Witnessing Bullying and Internalizing Symptoms.
Bullying is a significant public health concern associated with mental health risks. Negative bullying outcomes extend beyond targets, with students who witness bullying reporting negative associated mental health consequences. Because bullying often occurs within the school setting, understanding the relationship between witnessing bullying and internalizing symptoms within the school environment can help shape school-based bullying prevention. The purpose of this study was to examine sense of school belonging as a mediator of the relationship between witnessing bullying and internalizing symptoms. We conducted two studies with middle school students (N = 130; N = 147) in which we used structural equation modeling (SEM) to test the mediational model. Results from Study 1 and Study 2 supported the mediational model, indicating that one explanation for the relationship between witnessing …
matched on Schools (mesh), Students (mesh)
Childhood environmental risk and youth bedtime procrastination: A path model with life history strategy and sense of control as mediators.
Background: Bedtime procrastination is a serious threat to youths' sleep quality and physical and mental health. It is affected by various psychological and physiological factors, but few studies focused on the impact and internal mechanism of childhood experience on bedtime procrastination in adulthood from the evolutionary and developmental perspective. Objective: This study aims to explore the distal factors of bedtime procrastination among young people, that is, the association between childhood environmental risk (harshness and unpredictability) and bedtime procrastination, as well as the mediating roles of life history (LH) strategy and sense of control. Participants and setting: By convenience sampling, 453 Chinese college students aged 16 to 24 (55.2 % males, Mage = 21.21 years) completed questionnaires regarding demographics, childhood environmental harshness (from neighborhood,…
matched on Schools (mesh), Students (mesh)
Support from parents, teachers, and peers and the moderation of subjective and objective stress of secondary school student.
During adolescence, students increasingly report suffering from stress and school burnout, which poses a risk to students' healthy development. However, social support may counteract perceived stress according to the Buffering Hypothesis and the Conservation of Resources Theory. In search of factors that would support healthy student development, studies have primarily focused on self-report data and neglected biophysiological processes. Addressing this research desideratum, this study examined whether perceived social support buffers the interplay of self-reported stress considering biophysiological markers (i.e., cortisol, alpha-amylase, oxidative stress, and telomere length). 83 secondary school students (Mage = 13.72, SD = 0.67; 48% girls) from Germany participated in a questionnaire study and biophysiological testing. Moderation analyses in R revealed that support from parents moder…
matched on Schools (mesh), Students (mesh)
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