Young Emily, Demissie Zewditu, Szucs Leigh E, Brener Nancy D, Waheed Fareeha, Jasani Salimah
Oak Ridge Institute for Science Education (ORISE), Oak Ridge, TN, USA.
Atlanta, GA, USA.
Health Educ J. 2024 Jan 9;83(1):52-64. doi: 10.1177/00178969231221000.
School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools' implementation of diversity-related learning opportunities (i.e., opportunities to learn about people who are different from them) in secondary classroom and extracurricular settings.
Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: a) clubs; b) lessons in class; and c) special events (e.g., multicultural week, family night) sponsored by the school or community organisations.
During 2014-2018, no states experienced decreases in opportunities for students to learn about people who are different from them; most states demonstrated no significant change.
Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes, and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth.
学校健康概况（概况）是美国疾病控制与预防中心运营的一项全国性监测系统。作为一个基于学校的调查系统，概况通过学校校长和健康教育主任填写的问卷，监测美国各州及其他司法管辖区的学校健康政策与实践。本研究利用概况校长调查问卷，确定美国中学课堂和课外环境中与多样性相关学习机会（即了解与自己不同的人的机会）的实施趋势。
使用来自美国35个州三个周期的学校健康概况数据的逻辑回归模型，研究中学在以下环境中为学生提供与多样性相关学习机会的百分比趋势，每个环境均采用二分法“是/否”回答选项进行衡量：a）俱乐部；b）课堂教学；c）由学校或社区组织举办的特别活动（如多元文化周、家庭之夜）。
在2014 - 2018年期间，没有一个州为学生提供的了解与自己不同的人的机会减少；大多数州没有显著变化。
研究结果表明，需要努力加强学校促进多样性和与文化相关教育的政策、项目和实践的能力及优先地位，进而促进青少年积极的健康和教育成果。
