Protocol: Prevention, Intervention, and Compensation Programs to Tackle School Dropout: An Evidence and Gap Map.

The issue of students dropping out before completing secondary education is a global concern with significant individual and societal consequences. Various terms, such as Early School Leaving (ESL), Early Leaving from Education and Training (ELET), and school dropout, reflect different policy perspectives on this phenomenon. Despite international efforts to address school dropout, a comprehensive review identifying areas with strong evidence and research gaps is lacking.

Evaluating the adoption of handsearching, citation chasing, and screening tools in education research: a survey study.

Introduction: The rapid development of software tools to assist systematic reviewers has led to varying degrees of adoption and selection among researchers. However, the actual usage patterns of these tools, their preferred features, and the criteria for selecting the most suitable tools remain unclear.

Methods: To understand these aspects, we collected 175 responses from researchers across different continents.

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents.

Past meta-analyses in mental health interventions failed to use stringent inclusion criteria and diverse moderators, therefore, there is a need to employ more rigorous methods to provide evidence-based and updated results on this topic. This study presents an updated meta-analysis of interventions targeting anxiety or depression using more stringent inclusion criteria (e.g.

Lessons Learned From School-Based Delivery of Vision Care in Baltimore, Maryland.

In an effort to address health care disparities in pediatric eye care, school-based vision programs have been established. These programs, while not universally available, have been established at individual schools or across school districts in at least 20 states in the United States (US). They play a critical role for students who are not accessing eye care, especially in disadvantaged communities.

Effect of a Randomized Interventional School-Based Vision Program on Academic Performance of Students in Grades 3 to 7: A Cluster Randomized Clinical Trial.

Importance: Uncorrected refractive error in school-aged children may affect learning.

Objective: To assess the effect of a school-based vision program on academic achievement among students in grades 3 to 7.

Design, Setting, And Participants: This cluster randomized clinical trial was conducted in Baltimore City Public Schools during school years from 2016 to 2019 among 2304 students in grades 3 to 7 who received eye examinations and eyeglasses.

Refractive Error Findings in Students Who Failed School-based Vision Screening.

Purpose: To report refractive error findings in Baltimore City schoolchildren who failed school-based vision screenings.

Methods: In this cross-sectional analysis, students pre-kindergarten through 8 grade who failed screenings during school years 2016-2019 received an eye examination, including non-cycloplegic autorefraction and visual acuity (VA) measurements. Refractive error was identified when there was at least: -0.

Teacher and school staff perspectives on their role in school-based vision programs.

Objective: School-based vision programs (SBVPs) are one approach to increase access to vision care by providing vision screenings, eye examinations, and eyeglasses directly in schools. Few studies report on the perspectives of teachers and staff, who are important stakeholders, on SBVPs. We examined teacher and staff perspectives on their involvement in SBVPs.

Stakeholders' Perceptions of a School-Based Eye Care Programme in Baltimore, MD.

Purpose: To explore stakeholders' perceptions of a school-based vision programme (SBVP).

Methods: We conducted 20 focus groups with 105 parents and teachers at schools in Baltimore, MD, that participated in a SBVP. Facilitators used a semi-structured interview guide to discuss participants' perceptions of the SBVP.

Analysis of vision screening failures in a school-based vision program (2016-19).

Background: Vision screenings of a school-based program were conducted in state-mandated grades (pre-kindergarten [pre-K] or kindergarten [K], 1st and 8th grade), and nonmandated grades (2nd to 7th).

Methods: During school years 2016-19, 51,593 pre-K to 8th grade students from 123 Baltimore City Public Schools underwent vision screenings, with 85% of the schools qualifying for Free and Reduced Price Meals. Assessments included distance visual acuity, Spot photoscreening, stereopsis, and cover testing.