Impact of in Utero Opioid Exposure on Newborn Outcomes: Beyond Neonatal Opioid Withdrawal Syndrome

Background and objectives: Research on in utero opioid exposure impacts has focused on Neonatal Opioid Withdrawal Syndrome (NOWS). However, possible impacts on fetal growth and newborn wellbeing have emerged, with inconsistencies likely driven by methodological issues. Our goal was to compare birth outcomes between newborns with prenatal opioid exposure and a matched control group. Methods: Participants were identified via manual review of electronic medical records of all deliveries over five years within a regional health system (6 delivery hospitals across 2 states). From over 18,000 births, 300 with prenatal opioid exposure and 300 control newborns matched on exposure, medical, and background factors were included. Additional factors were statistically controlled. Outcomes included pregnancy/delivery complications, newborn size, and newborn health complications. Results: Compared to biochemically verified controls, exposed newborns had higher rates of fetal growth restriction, weighed less, had decreased length and head circumference, and had higher rates of respiratory distress, sepsis, and jaundice. No significant differences in gestational length, Apgar scores, or neonatal hypoglycemia were found. Adjusted regression analyses revealed that compared to controls, those exposed had an average 150 g decrease in birth weight, a two-fold increased risk for IUGR (OR = 2.09), a nearly three-fold (OR = 2.80) increased risk for jaundice, a more than seven-fold (OR = 7.40) increased risk for respiratory distress, and a thirty-fold (OR = 30.47) increased risk for sepsis. Conclusions: Results suggest significant pregnancy and newborn outcomes beyond NOWS following pregnancy opioid use, informing clinical screening and treatment decisions to enhance health and wellbeing in pregnancy, during the neonatal period, and beyond

ATTITUDES TOWARDS PHYSICAL ACTIVITY PARTICIPATION AND SCHOOL ENGAGEMENT IN ELEMENTARY SCHOOL CHILDREN

Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P \u3c .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school day

PERCEIVED PHYSICAL ABILITY AND SELF-PERCEPTION OF ADEQUACY AND ENJOYMENT FOR PHYSICAL ACTIVITY IN ELEMENTARY STUDENTS

How children perceive their physical ability is important in understanding their reported adequacy, preferences, and predilection of physical activity. This relationship is useful in identifying lifelong physical activity behaviors. Purpose: To examine the relationship between perceived physical ability and self-perceptions of adequacy and enjoyment of physical activity in elementary school children. Methods: Students (N = 120) in grades K-5 completed the Perceived Physical Ability Scale (PPAS) and the Children’s Self-Perceptions of Adequacy and Predilection for Physical Activity (CSAPPA). Results: A statistically strong significant positive correlation (r = .49, P \u3c .01) was found between the PPAS and CSAPPA indicating that students with higher perceived physical ability also reported higher scores on the CSAPPA. The high CSAPPA scores are indicative of students having a higher likelihood of choosing physical activity over a non-active option. No significant differences were noted between males and females or across grade levels. Conclusions: Based on these results students who have a greater perception of their physical ability also report being more likely to select a physically active option when given the choice. The findings of this study are noteworthy as previous studies have shown that differences between male and female students may exist with similar measures. These results may be indicative of the environment that has been created at the study site. The study site promotes a culture centered on respect, care, and a growth mindset within its student body. Future research comparing student to teacher ratio, cohesive student groups, and school schedules should be conducted to compare students’ PPAS and CSAPPA results. Programs designed to enhance perceived physical ability and enjoyment of physical activity are needed to promote lifetime physical activity habits

Perceived Physical Ability and Self-Perception of Adequacy and Enjoyment for Physical Activity in Elementary Students

How children perceive their physical ability is important in understanding their reported adequacy, preferences, and predilection of physical activity. This relationship is useful in identifying lifelong physical activity behaviors. Purpose: The relationship between perceived physical ability and classroom engagement was investigated in elementary school children. Methods: Students (n = 120) in grades K5 completed the Perceived Physical Ability Scale (PPAS) and the Children’s Self-Perceptions of Adequacy and Predilection for Physical Activity (CSAPPA). Results: A statistically strong significant positive correlation (r = .49, P \u3c .01) was found between the PPAS and CSAPPA indicating that students with higher perceived physical ability also reported higher scores on the CSAPPA. The high CSAPPA scores are indicative of students having a higher likelihood of choosing physical activity over a non-active option. No significant differences were noted between males and females or across grade levels. Conclusions: Based on these results students who have a greater perception of their physical ability also report being more likely to select a physically active option when given the choice. The findings of this study are noteworthy as previous studies have shown that differences between male and female students may exist with similar measures. These results may be indicative of the environment that has been created at the study site. The study site promotes a culture centered on respect, care, and a growth mindset within its student body. Future research comparing student to teacher ratio, cohesive student groups, and school schedules should be conducted to compare students’ PPAS and CSAPPA results. Programs designed to enhance perceived physical ability and enjoyment of physical activity are needed to promote lifetime physical activity habits

Attitudes Towards Physical Activity Participation and School Engagement in Elementary School Children

Numerous benefits are associated with physical activity participation with recent evidence indicating this may transfer into the classroom environment. Purpose: The purpose of this study was to investigate the relationship between attitudes towards active or passive physical activity participation and classroom engagement in elementary school children. Methods: Students (n = 67) in grades 3-5 completed The Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) and The Elementary Student Engagement Instrument (SEI). Results: A statistically significant positive correlation (r = .31, P \u3c .05) was found between the CSAPPA and SEI indicating that students who prefer active participation in physical activity also report higher levels of engagement within the school environment. No statistical difference was noted between males and females or across grade levels. Conclusion: The results of this research support the benefits of physical activity participation within the school environment. The lack of statistical difference with regard to sex is also noteworthy in that research connecting physical activity and classroom engagement frequently indicates differences between males and females. This is possibly attributed to the inclusive culture established by the school which promotes and supports opportunities for all students. These findings are particularly relevant in light of current trends to reduce time spent in physical education, free play, and other physical activity opportunities within the school da