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Featured Child Health and Learning

Bad parents 'widen ability gap' “Prof Waldfogel said her findings were "very concerning because with children starting out at school so unequal, it's very difficult to imagine they will end school on an equal footing". She said what surprised her the most was the extent to which the way children were parented and how they were influenced by their home learning environment had an impact on their ability to learn once they reached school. The researchers looked at only how parenting affected children's ability levels in the US. Here, between a third and half of the gap between low and middle income groups were to due to factors related to parenting and the home environment, rather than income itself, she said. These included, for example, how sensitive and responsive a parent was to their child's needs, whether they read to the child and whether they took them on outings. “

Experts: Lack of playtime is hurting children “Without ample opportunity for forms of play that foster innovation and creative thinking, she argues, America’s children will be at a disadvantage in the global economy.”

Getting Tough on Bullying “"Bullying shouldn't be considered a normal part of growing up. Adults need to take it seriously and try to understand why kids are involved on either end of bullying," said Richard Gallagher, director of the Parenting Institute at the New York University Child Study Center. "Any form of verbal or physical behavior that is controlling or threatening is bullying," he said. “

How And Why Some Children Become Chronically Abused By Peers “As soon as children are old enough to interact socially, some become entrenched in chronic and increasing patterns of victimization by their peers, according to a new report. Children who are aggressive in infancy and are from families with harsh parenting styles and insufficient income appear more likely to be consistently victimized. As many as one in 10 youth are the direct target of physical attacks, hostile words and social aggression from peers during school years, according to background information in the article. "Studies also show that peer victimization becomes increasingly stable over time, with the same children enduring such negative experiences throughout childhood and adolescence," the authors write. "The consequences associated with high and chronic victimization are manifold and include depression, loneliness, low self-esteem, physical health problems, social withdrawal, alcohol and/or drug use, school absence and avoidance, decrease in school performance, self-harm and suicidal ideation [thoughts and behaviors]."“

How to help your child cope with a bully “Toting anti-bullying posters and masking tape, Magee was determined to let students see from Day One that she had a zero-tolerance policy when it came to that kind of harassment. "Middle-school kids are just cruel to each other," Magee said. "They speak their minds, so you see bullying in the form of teasing, taunting, social isolation and name calling." The U.S. Department of Health and Human Services estimated that 30 percent of all children in grades six through 10 have been bullied or have bullied other children during a school year. Clinical psychologist Mark Crawford of Roswell, Georgia, called the statistics unacceptable. "Bullying is not a rite of passage," he said. "It always has a bad outcome. ... She warned mothers and fathers to be on the lookout for signs a child is being bullied. "When you see signs of being anxious, sad and withdrawn, of having a kid move off their typical personality, it alerts you that something is going on." Crawford noted that some of those symptoms can be attributed to typical adolescent behavior, but he added, "When you see a real change in a child's personality or their normal routine, it's a bad sign. ... He encouraged parents to talk with their child first and get them to open up about what's happening. "You need to find out when it is happening, where it is happening and exactly what is going on," he said. When elementary age children are involved, Crawford recommended parents intervene more quickly. "Younger kids have a limited arsenal from which to draw," he said. "They don't necessarily know how to be more assertive."“

Important Precautionary Advice Regarding Cell Phone Use “1. Do not allow children to use a cell phone, except for emergencies. The developing organs of a fetus or child are the most likely to be sensitive to any possible effects of exposure to electromagnetic fields. 2. While communicating using your cell phone, try to keep the cell phone away from the body as much as possible. The amplitude of the electromagnetic field is one fourth the strength at a distance of two inches and fifty times lower at three feet. Whenever possible, use the speaker-phone mode or a wireless Bluetooth headset, which has less than 1/100th of the electromagnetic emission of a normal cell phone. Use of a hands-free ear piece attachment may also reduce exposures.…”

In Several States, A Push to Stem Cyber-Bullying “Willard said it is a mistake for school officials not to pay attention to cyber-bullying outside of school because escalating harassment often spills onto campus. Research also shows that such bullying leads to students failing in school, avoiding class and contemplating suicide, she said. As it is, schools may discipline students for actions outside of class if they disrupt the educational process, said Kim Croyle, a West Virginia lawyer who represents several school boards and lectures nationally on cyber-bullying. If, for instance, a student calls in a bomb threat from outside school or threatens another student so badly that they avoid school, the school could take action. “

Inactive Teens at Risk for More Behavioral Problems “In adolescents, physical inactivity is associated with emotional and behavioral problems, suggests a Finnish study of more than 7,000 teenagers who took part in a survey that assessed their levels of physical activity and mental and emotional health. Boys who reported less than one hour of moderate to vigorous physical activity a week had more symptoms of anxiety, withdrawal and depression than boys who were more active. Inactive girls had similar problems, and were more likely than inactive boys to also report sleep problems and rule-breaking behaviors. Both inactive boys and girls were more likely than active peers to have social and attention problems.”

Kids From Juvenile Justice System 7 Times More Likely To Commit Criminal Acts, Study Finds

Men teachers 'face more problems' (UK)

Oppositional defiant disorder. (Am Fam Physician. 2008)

Second-hand smoke tied to behavior problems in boys “Specifically, the greater the boys' exposure, the more likely they were to have externalizing behavior problems such as hyperactivity, aggression and conduct disorders. They were also more likely to have internalizing behaviors, for example symptoms of anxiety and depression. While past research has linked tobacco smoke exposure to externalizing behavior in children, the researchers note, children with asthma tend to have internalizing behavior problems. The findings can't be generalized to children who don't have asthma, they add, but they do "provide further evidence that even low levels of environmental smoke may contribute to behavior problems in children." “

Study: Family Behavior Key to Health of Gay Youth “Among other findings, the study showed that teens who experienced negative feedback were more than eight times as likely to have attempted suicide, nearly six times as vulnerable to severe depression and more than three times at risk of drug use. More significantly, Ryan said, ongoing work at San Francisco State suggests that parents who take even baby steps to respond with equanimity instead of rejection can dramatically improve a gay youth's mental health outlook. One of the most startling findings was that being forbidden to associate with gay peers was as damaging as being physically beaten or verbally abused by their parents in terms of negative feedback, Ryan said. “

The longitudinal course of comorbid oppositional defiant disorder in girls with attention-deficit/hyperactivity disorder: findings from a controlled 5-year prospective longitudinal follow-up study. (J Dev Behav Pediatr. 2008)

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Classroom Environment/Teaching Methods.

annotated review of "The Key to Classroom Management"“Marzano and Marzano (2003) attribute positive teacher-student relationships as “the keystone for all other aspects of classroom management” (p. 7). When positive teacher-student relationships are in place, student achievement increases and there are fewer discipline problems and rule violations in the classroom. Such relationships are characterized by three specific teacher behavior components, which when implemented correctly, result in effective classroom management. These teacher behavior components are: “exhibiting appropriate levels of dominance; exhibiting appropriate levels of cooperation; and being aware of high-needs students”. The first thing teachers must do in a classroom is demonstrate appropriate levels of dominance. Dominance is defined and implemented into the classroom by way of establishing clear expectations for behavior and academics, establishing learning goals, and using assertive behavior towards students. … The second teacher behavior component that establishes positive teacher-student relationships and leads to effective classroom management is exhibiting appropriate levels of cooperation to get the students and teachers working as a team. Providing flexible learning goals, taking personal interest in students, communicating care and support to students, and using positive classroom behaviors are key concepts in facilitating cooperation. … The last component towards effective classroom management is the awareness of high-needs students. This targets all students, such as those with diverse learning styles, culture and language, and special needs. This section is especially helpful to note because of the diversity in classrooms today. Marzano and Marzano outline five categories of high-needs students (passive, aggressive, attention problems, perfectionist, and socially inept) by definition, characteristics, and suggestions of classroom strategies for each type. In conclusion, I would strongly recommend this article for future teachers and all teachers. Effective classroom management is key to creating a classroom environment where students feel valued and can learn to their full potential.”

Class Size Alone Not Enough To Close Academic Achievement Gap “A Northwestern University study investigating the effects of class size on the achievement gap between high and low academic achievers suggests that high achievers benefit more from small classes than low achievers, especially at the kindergarten and first grade levels.”

Majority Of Teachers 'Have Difficulty Understanding And Managing ADHD', Royal College Of Psychiatrists “The research showed that most teachers had very little understanding of the genetic origins of ADHD, with only about 7% agreeing that it was a genetic disorder. The majority of teachers were also found to have limited understanding about the use of stimulant medication to treat ADHD, and about whether or not ADHD is being over-diagnosed. Worryingly, only 35% of teachers had received any training in understanding or managing ADHD behaviour. This is despite teachers playing a vital role in helping to diagnose and manage ADHD.”

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices (2006) “The behaviors associated with ADHD change as children grow older. For example, a preschool child may show gross motor overactivity—always running or climbing and frequently shifting from one activity to another. Older children may be restless and fidget in their seats or play with their chairs and desks. They frequently fail to finish their schoolwork, or they work carelessly. Adolescents with ADHD tend to be more withdrawn and less communicative. They are often impulsive, reacting spontaneously without regard to previous plans or necessary tasks and homework. … Although many children have only ADHD, others have additional academic or behavioral diagnoses. For instance, it 2 Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices has been documented that approximately a quarter to one-third of all children with ADHD also have learning disabilities … with studies finding populations where the comorbidity ranges from 7 to 92 percent … Likewise, children with ADHD have coexisting psychiatric disorders at a much higher rate. Across studies, the rate of conduct or oppositional defiant disorders varied from 43 to 93 percent and anxiety or mood disorders from 13 to 51 percent …This guide has outlined a series of instructional strategies that have proven to be successful in educating children with ADHD. However, it should be emphasized again that these techniques are also highly useful for all children. The three main components of a successful strategy for educating children with ADHD are academic instruction, behavioral interventions, and classroom accommodations. By incorporating techniques from these three areas into their everyday instructional and classroom management practices, teachers will be empowered to improve both the academic performance and the behavior of their students with ADHD. In doing so, teachers will create an enhanced learning environment for all students.”

The Caring Teacher: Tips to Motivate Student Learning (Rowman & Littlefield Education (Book) 2008) “The most successful educators know that there are two components to teaching: the academic side and the human side. Contrary to what most people think, the human aspect of teaching is by far the most difficult to achieve. Teachers are expected to relate to and educate a wide range of personalities, levels of maturity, and emotions. It is very difficult, perhaps even impossible, to achieve the potential that lies within both the teacher and the student without caring. All teaching methods, techniques, and motivations are a waste of time without the human component. By incorporating the human element, teachers find the solution to classroom tensions. In creating an atmosphere of caring and sharing, the teacher allows the relationship between student and teacher to become loving rather than adversarial.”

The Challenges of Managing Student Behavior Problems in the Classroom (ERIC 2007) “The management of disruptive behavior problems is a familiar concern for many schools. In recent years, behavior difficulties in schools have increased, teachers seem to be unprepared to deal with the problem and the standard classroom management strategies teachers rely on does not appear to be working. According to C.E.C.P (1998), “Difficult student misbehaviors, reported by teachers included violation of classroom rules, being truant from school, blaming others for problems, irresponsible behavior, and destruction of property.” (p. 21). Displays of behavior problems and poor academic progress by children with severe behavior disorders, as well as difficult interactions with parents can place a tremendous demand on teachers. For instance, loss of control and time taken away from instruction to deal with behavior problems have a dramatic impact on a teacher’s job, self-esteem and job satisfaction (Jenson, Reavis & Rhode, 1998). … Traditionally, teachers have dealt with student behavior that interferes with classroom instruction by using various kinds of negative consequences (e.g., verbal reprimands, time-out, and suspension). The goal, of course, has been to reduce, if not eliminate the immediate problem (Geddes, 1997). However, Canter & Canter (1993) suggest that research outcomes show that negative consequences usually are not the most effective in eliminating problem behavior. "Reactive" approaches that follow inappropriate behavior, such as punishment, are not only time consuming, but they fail to teach the student acceptable replacement behaviors and also may serve to reinforce the inappropriate behavior. Jenson, Reavis and Rhode (1998) reiterated, “It is important that positive procedures be used with these difficult students because they usually have a history of punishment to which they have grown immune, they have a high risk for school dropout (estimated at 65%) and will not stay in a negative environment, and in the long run, permanent behavior changes are maintained only by basic positive procedures (p. 2). Bear (1998) looked at teachers’ resistance to behavioral techniques and attributed it, among other things, to lack of training or understanding and failure to implement strategies correctly. This may exacerbate teachers’ sense of inadequacy and frustration when dealing with difficult students. … Parenting: Many students who demonstrate behavior difficulties come from home environments that lack positive parenting, support and modeling. … punishment does not teach the student acceptable replacement behaviors and may reinforce inappropriate behaviors. Further, “Insubordination” was the most frequent reason teachers gave for referring students followed by “Disruption of school/class activity.” This is similar to the findings of previous researchers (Geiger, 2000, Tulley & Chi, 1995) who concluded that most of the discipline problems in schools are disruptive type rather than severe behavior problems. Results suggest the presence of less than positive classroom environment and student and teacher interaction. Research is conclusive that the approach to behavior management most likely to succeed is positive reinforcement and prevention, where the teacher thinks about, anticipates and plans for potential problems before they occur (Doyle, 1980). Unfortunately, Bear (1998) reviewed Brohy’s (1996) exemplary study on strategies for school discipline and concluded that positive approaches, such as praise, modeling, contracting, group contingencies, and social problem solving were much less common. … In-school restriction (ISR) was not an effective deterrent either. Despite strict guidelines and knowing that any infraction in ISR would result in suspension for one day, students continued to receive referrals. It appears that being removed from the classroom or the school may have served as escape, positive reinforcement, for students to continue to engage in behaviors that removed them from the classroom in the first place. … It was encouraging to note that the occurrences of behavior problems appeared to decrease for both special and regular education categories as students moved up in grades from 6th to 8th. Although many variables may account for this change, maturity may be one of them. … The anonymous African saying, “It takes a village to raise a child,” must be truly practiced. Adelman (1996) pointed out the importance of joining school and community resources for targeting behaviors related to school discipline. Mentoring appears to be one of the untapped community resources that could provide additional support staff from outside (Mayer, et al., 1983). Many more studies have shown the multiple benefits of mentoring, such as the development of emotional support and friendship, improved social network (Fishman et al., 1997), improved self-esteem and confidence (Utley et. al., 1997), increased set of knowledge and skills (Harper et al., 1995), and values such as honesty, sharing, and empathy could be modeled (Miller, 1997 cited in Barton-Atwood, 2000).”

Troubled Children Hurt Peers' Test Scores, Behavior “Not only did children from troubled homes suffer, however: Test scores fell and behavior problems increased for their classmates as well. Troubled boys caused the bulk of the disruption, and the largest effects were on other boys. Indeed, Carrell and Hoekstra estimate that adding just one troubled boy to a class of 20 children reduces the standardized reading and math scores of other boys in the room by nearly two percentile points. And adding just one troubled boy to a class of 20 students increases the likelihood that another boy in the class will commit a disciplinary infraction by 17 percent. “

Using Positive Student Engagement • to Increase Student Achievement “Teachers and school-based administrators alike have searched to find ways to increase student achievement in their schools. Several widely known and discussed strategies include using data to drive instruction, employing highly qualified teachers, and improving school leadership. Additionally, positive student engagement in the classroom is another compelling factor …Teachers are key players in fostering student engagement (Akey, 2006; Garcia-Reid et al., 2005). They work directly with the students and typically are the most influential in a student’s educational experience. Creating a culture of achievement in their classroom, developing interactive and relevant lessons and activities, and being encouraging and supportive to students are all ways in which teachers can foster student engagement in the classroom. … Students learn more and retain more information when they actively participate in the learning process and when they can relate to what is being taught (Akey, 2006). Drawing connections between information taught and real life—such as everyday life, social issues, and personal concerns of the age group of students—is highly effective in engaging students in the lesson (Heller et al., 2003).”

You Can't Teach a Class You Can't Manage (ERIC 2008) “Donna Whyte presents specific strategies for addressing classroom management problems, and she doesn't shy away from tough issues such as bullying, lying, and stealing. Her focus is on an even greater challenge, teaching children the skills they need to control their own behavior. Whyte offers humor, perspective, and insight as she shares her own mistakes and successes, setting the stage for an abundance of proven strategies to teach self control, and appropriate behavior choices. This book includes strategies for teaching children how to: (1) solve their own problems; (2) identify and express feelings; (3) follow directions; (4) make decisions; (5) negotiate for what they want; and (6) get back on track after a bad choice.”

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Environmental Health and Contaminants

Association of Black Carbon with Cognition among Children in a Prospective Birth Cohort Study (American Journal of Epidemiology 2008) “It is well documented that air pollution is associated with a number of adverse respiratory and cardiovascular health effects (1–3). Many of these effects seem to be more strongly associated with particles from traffic (1), which are rich in elemental carbon and are the principal source of ultrafine particle exposure. However, the possible neurodegenerative effect of air pollution remains largely unexplored. The potential effect of translocation of particles from the lung to other organs has been documented. Researchers have shown that ultrafine and fine particles can be translocated from the lungs when they penetrate pulmonary tissue and enter the capillaries, reaching other organs (i.e., liver, spleen, kidneys, heart, brain) through circulation (4). … In this prospective urban birth cohort study, long-term concentration of black carbon particles from mobile sources was associated with decreases in cognitive test scores, even after adjustment for socioeconomic status, birth weight, tobacco smoke exposure, and blood lead level. Although our linear regression-based analyses do not establish causation, only associations, a number of features strengthen our findings. Decreases in cognitive functioning were seen in verbal and nonverbal intelligence constructs as well as memory constructs”

[Development of a system for the early diagnosis and prevention of children's health changes caused by exposure to heavy metals] (Gig Sanit. 2007) “Epidemiological surveys of 5-7-year-old children from 3 towns of Russia have revealed that 8.3-24.5% of the children have moderate excesses of the allowable levels of lead in blood; 4.6-12.8% have excess hair magnesium levels, and 5.9-33.8% have excess hair copper levels. The real damage to the children's neuropsychic health manifests as a significant reduction in the memory and academic achievement indices, the parameters of fine and gross motor coordination, speech expressiveness, and in the rate of minor successive movements. The prevalence of environment-dependent neuropsychic malformations is 3-7%, as calculated with reference to all the children examined.”

Developmental impacts of heavy metals and undernutrition. (Basic Clin Pharmacol Toxicol. 2008) “In prior analyses, after adjusting for social factors, well-water arsenic and manganese were both significantly associated with poorer developmental scores at age 10; associations for water arsenic at 6 years were significant, but attenuated. Negative associations with metal exposures held up in newer analyses, and stunting was significantly associated with lower intellectual functioning in analyses considering either metal. There were no significant stunting-by-metal interactions. Developmental risks often co-occur. Millions in South Asia are exposed to naturally occurring arsenic and manganese through household wells. Stunting affects more than 25% of young children in developing countries. The combined neurocognitive loss from both risks, although rarely jointly studied, represents a substantial loss of global potential.”

Environmental hazards: evidence for effects on child health. (J Toxicol Environ Health B Crit Rev. 2007) “The human fetus, child, and adult may experience adverse health outcomes from parental or childhood exposures to environmental toxicants. The fetus and infant are especially vulnerable to toxicants that disrupt developmental processes during relatively narrow time windows. This review summarizes knowledge of associations between child health and development outcomes and environmental exposures, including lead, methylmercury, polychlorinated biphenyls (PCBs), dioxins and related polyhalogenated aromatic hydrocarbons (PHAHs), certain pesticides, environmental tobacco smoke (ETS), aeroallergens, ambient air toxicants (especially particulate matter [PM] and ozone), chlorination disinfection by-products (DBPs), sunlight, power-frequency magnetic fields, radiofrequency (RF) radiation, residential proximity to hazardous waste disposal sites, and solvents. The adverse health effects linked to such exposures include fetal death, birth defects, being small for gestational age (SGA), preterm birth, clinically overt cognitive, neurologic, and behavioral abnormalities, subtle neuropsychologic deficits, childhood cancer, asthma, other respiratory diseases, and acute poisoning. Some environmental toxicants, notably lead, ionizing radiation, ETS, and certain ambient air toxicants, produce adverse health effects at relatively low exposure levels during fetal or child developmental time windows.”

Lead contamination of inexpensive plastic jewelry. (Sci Total Environ. 2008) “Coatings obtained by scraping individual beads contained 3.5-23% lead, which far exceeds the US regulatory limit of 0.06% lead in paints on items intended for children. Our results demonstrate that plastic jewelry items merit the attention of public health and consumer protection agencies seeking to limit the exposure of children to lead.”

Lead Exposure Ups Criminal Behavior “Children who are exposed to lead while they’re still in the womb and during early childhood are more likely to end up on the wrong side of the law.”

Lead Shrinks Kids' Brains: Lead-Linked Brain Loss Permanent; Boys Especially Vulnerable “Lead shrinks children's brains, a long-term study strongly suggests. The damage is permanent. The findings come from the Cincinnati Lead Study, which recruited pregnant women living in neighborhoods with historically high rates of childhood lead poisoning. The study measured kids' lead exposures throughout childhood and then gave 157 of them MRI brain scans when they were 19 to 24 years old. None of the kids in the study had lead poisoning, according to the researchers. University of Cincinnati spectroscopist Kim M. Cecil, PhD, and colleagues found that the more lead a person had in his or her blood as a child, the more certain parts of their brains shrank.”

Longitudinal Study of Prenatal and Postnatal Lead Exposure and Early Cognitive Development in Al-Kharj, Saudi Arabia: A Preliminary Results of Cord Blood Lead Levels. (J Trop Pediatr. 2008) “The significant reductions in newborns, head circumferences due to lead exposure may have serious implications for their future performance and achievement. This study reveals that even at low prenatal lead exposure, all possible measures to inspect lead sources in our environment and reduce lead exposure should be taken.”

New Rule Seeks to Protect Kids From Lead Paint

Norovirus Outbreak in an Elementary School --- District of Columbia, February 2007 (MMWR 2008) “DCDOH recommended two preinvestigation interventions, which were implemented the same evening (February 8): 1) more thorough handwashing and 2) bleach cleaning of all shared environmental surfaces with a diluted (1:50 concentration) household bleach solution. This report summarizes the subsequent investigation of the outbreak, which suggested that noncleaned computer equipment (i.e., keyboards and mice) and person-to-person contact resulted in illness. To decrease disease transmission during gastroenteritis outbreaks, public health officials should emphasize good handwashing practices, exclusion of ill persons, and thorough environmental disinfection, including fomites that are shared but not commonly cleaned. … On February 15, DCDOH recommended the following additional interventions: 1) clean computer equipment (e.g., mice and keyboards) and other shared surfaces that were overlooked during the February 8 cleaning with a 1:50 concentration household bleach solution, and 2) exclude ill persons from school for at least 72 hours after resolution of illness because of continued fecal shedding of infectious virus (1).”

Very low lead exposures and children's neurodevelopment. (Current Opinion in Pediatrics 2008) “Summary: No level of lead exposure appears to be 'safe' and even the current 'low' levels of exposure in children are associated with neurodevelopmental deficits. Primary prevention of exposure provides the best hope of mitigating the impact of this preventable disease.”

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Healthy Childhood

A systematic review of the effect of dietary exposure that could be achieved through normal dietary intake on learning and performance of school-aged children of relevance to UK schools. (Br J Nutr. 2008) “ … the evidence for promotion of lower-fat, -salt and -sugar diets, high in fruits, vegetables and complex carbohydrates, as well as promotion of physical activity remains unequivocal in terms of health outcomes for all schoolchildren.”

Be smart, exercise your heart: exercise effects on brain and cognition. (Nat Rev Neurosci. 2008) “Lack of physical activity, particularly among children in the developed world, is one of the major causes of obesity. Exercise might not only help to improve their physical health, but might also improve their academic performance. This article examines the positive effects of aerobic physical activity on cognition and brain function, at the molecular, cellular, systems and behavioural levels. A growing number of studies support the idea that physical exercise is a lifestyle factor that might lead to increased physical and mental health throughout life.”

Creating Asthma-Friendly Schools

Healthy diet means better school performance “The better a student's eating habits based on several measures of diet quality, including adequacy and variety, the less likely he or she was to have failed the test, the researchers found, even after they adjusted the data for the effects of parental income and education, school, and sex. Eating plenty of fruit and vegetables, and getting fewer calories from fat, was also associated with a lower risk of failing the test.”

Make the Most of Your Child's Doctor Visit

Promotion of physical activity in children. (Curr Opin Pediatr. 2008)

Mercury Low in Wild and Farmed Salmon “Levels of mercury and other trace metals in both wild and farmed salmon taken from Canadian waters were found to be well below those considered safe, a new study shows. Total mercury levels in the wild salmon tested were three times higher than in farmed, but total mercury intake from both types of fish was found to be lower than from many other foods. “

School Breakfast Fuels Kids' Imagination “School breakfast provides the necessary fuel to start a day of learning and achievement, providing 25 percent of the recommended daily allowance of protein, calcium, iron, vitamins A and C and calories and meeting the Dietary Guidelines for Americans. Research has shown that children who eat breakfast at school: - Score better in standardized tests - Have fewer health issues - Behave better in class Furthermore, research indicates that kids who skip breakfast rarely make up for missed nutrients later in the day so skipping breakfast could also affect students' performance in after-school activities.”

Teachers Play Critical Role In Adolescent Health Promotion Efforts

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Child Patient Safety

Medicine Mix - Ups Harm Hospitalized Kids “Medicine mix-ups, accidental overdoses and bad drug reactions harm roughly one out of 15 hospitalized children, according to the first scientific test of a new detection method. That number is far higher than earlier estimates and bolsters concerns already heightened by well publicized cases like the accidental drug overdose of actor Dennis Quaid's newborn twins last November. ''These data and the Dennis Quaid episode are telling us that ... these kinds of errors and experiencing harm as a result of your health care is much more common than people believe. It's very concerning,'' said Dr. Charles Homer of the National Initiative for Children's Healthcare Quality. His group helped develop the detection tool used in the study. Researchers found a rate of 11 drug-related harmful events for every 100 hospitalized children. That compares with an earlier estimate of two per 100 hospitalized children, based on traditional detection methods. The rate reflects the fact that some children experienced more than one drug treatment mistake.“

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