Key Points Question Is the COVID-19 pandemic and stressor exposure associated with caregivers’ perceptions of children’s psychological well-being? Findings In this survey study among 32 217 caregivers of public-school students, endorsement of child mental health concerns was significantly higher and endorsement of positive adjustment characteristics was significantly lower after the end of in-person instruction compared with before. After accounting for covariates, child mental health concerns increased in probability and positive adjustment characteristics decreased in probability as COVID-19 exposure and family stressors increased. Meaning These findings suggest that COVID-19 was associated with negative caregiver perceptions of children’s psychological well-being, requiring a comprehensive public health strategy.

Schools are uniquely positioned to impact student health and academic outcomes through health and wellness policies. The purpose of this study was to describe factors influencing implementation of school health and wellness policies, specifically those focused on physical activity and nutrition. In-depth, stakeholder interviews were conducted with key informants at eight Chicago Public Schools (K–eighth grade). Data were analyzed using summative content analysis. Two themes were identified, facilitators and challenges to policy implementation. Facilitators included district support and motivation (internal and external). Challenges included limited school nurse availability, breaking tradition and budget. The external community and wellness team composition fell within both themes. Specific strategies are suggested to build upon policy implementation facilitators and overcome challenges. While school nurses play an integral role in student health and wellness, further research is needed to understand school nurse impact on student health and academic outcomes through school health policy.

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BACKGROUND Under Title IX, pregnant and/or parenting students (PPY) are protected from discrimination and are required to receive equal access to education. This study examines the implementation of Title IX, investigating whether Title IX rights are upheld for pregnant and/or parenting students attending Chicago Public Schools (CPS) using qualitative research methods. METHODS Stakeholder interviews with pregnant and/or parenting students and staff members at CPS were conducted. Qualitative data were transcribed, and a codebook was developed of common key themes. RESULTS Results indicated Title IX is not implemented to its fullest extent or consistently throughout CPS. Pregnant and parenting students experienced a range of academic environments from supportive to hostile. Some students lacked accommodations and academic planning. CONCLUSION Study findings can inform policymakers in improving Title IX policy and guide schools on compliance with Title IX. Schools must aim to act beyond policy to meet the needs of pregnant and parenting students and ensure their future success.

Data on school health policy implementation are limited due to the absence of a validated measurement tool. The purpose of this study was to create and pilot a school health policy implementation survey. A modified, four-round Delphi process was used to achieve consensus on content and format of the survey. The final 76-item survey was piloted in 655 schools with a return rate of 57.1% (n  =  378). Seven schools participated in environmental audits. Based on the audits, survey responses represented an accurate description of school practices for 84.2% (n  =  64) of questions. The remaining 15.8% (n  =  12) of survey items were eliminated or revised. This measurement tool begins to fill the research gap between the evaluation of written school health policy and implementation. Further, this tool may be used by school nurses in alignment with the Framework for 21st Century School Nursing Practice.