Evaluating the feasibility and outcomes of a resident-led school-based pediatric clinic.

Objective: A resident-led school-based clinic to serve low-income populations was established in 2019 and served as a continuity clinic for pediatric residents at a single university. Our aim was to assess the feasibility, clinic outcomes, and resident experience of a resident-led school-based clinic (RLSBC), established in an elementary school that serves an underserved population.

Methods: A retrospective chart review for the first 6 months (October 2019 to March 2020) of clinic operations was conducted.

Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation.

Background: Accumulating evidence has underscored the importance of fostering children's emotion regulation (ER) within primary school settings and the role of teachers in such efforts. This study sought to assess the needs of teachers in supporting students' ER, through a better understanding of teachers' perceptions and use of healthy versus unhealthy ER strategies in the classroom.

Methods: Primary school teachers (n = 212; 91% female) completed an online, researcher-developed needs assessment survey assessing their perceptions regarding the importance of ER instruction and challenges surrounding children's ER, as well as the perceived effectiveness and reported use of healthy and unhealthy ER strategies in the classroom.

School-based sleep health education in Canada.

Background & Objective: Canadian Ministries of Health and Education across all provinces aim to support and maximize the mental and physical health of students to ensure their ability to fulfill their academic potential. Chronic sleep loss affects all of these domains. However, tools to optimize youth sleep are generally lacking.

Recognition, expression, and understanding facial expressions of emotion in adolescents with nonverbal and general learning disabilities.

Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD subtypes.