Objective: This study describes a nurse‐led intervention aimed at improving mental health literacy (MHL), reducing stigma, and encouraging help‐seeking behaviour. Design: A quasi‐experimental design involved 578 responses ranging in age from 13 to 52 years ( M = 20.28, SD = 6.29), including secondary school pupils, nursing undergraduates, and trainee secondary school teachers. Measurements: Pre‐ and post‐intervention assessments examined a wide range of health indicators. These included six scales assessing mental health knowledge (MHLI), mental health support intentions (MHSSA), body dissatisfaction (EBIC), eating disorder risk (SCOFF), problematic pornography use (PPCS‐6), and health‐protective sexual communication (HPSC). The intervention focused on reducing stigma, encouraging help‐seeking behaviour, and developing practical skills to support peers facing mental health challenges. Results: Post‐intervention results indicated significant improvements in MHL, attitudes, and behavioural intentions across all groups. Adolescents initially exhibited lower baseline scores than university participants. However, both groups demonstrated substantial gains. The most pronounced improvements were observed among women, individuals with prior experience of mental health issues, and university students. Conclusion: This study underscores the vital role of nurses as facilitators in school‐based mental health promotion and in the interdisciplinary education of future health professionals. The nurse‐led mental health education into secondary and higher education curricula foster population‐wide mental well‐being.

The Sexuality Knowledge Assessment Questionnaire (SEKAQ) was designed to assess sexuality‐related knowledge among adolescents and future health and education professionals, particularly within the context of school‐based health education initiatives. This study developed and validated the SEKAQ, an instrument aimed at evaluating critical aspects of sexuality education, such as sexual risks, STIs, pornography, sexual diversity, gender stereotypes, sexual violence, body image issues, and societal pressures regarding virginity. Developed collaboratively with healthcare professionals and educational institutions, the SEKAQ comprises 11 items, each with multiple‐choice answers and only one correct option. Psychometric evaluation was conducted using data from 454 participants, including high school, nursing, educator, and health sciences students. The SEKAQ demonstrated strong internal consistency, with a Cronbach's ⍺ of 0.84 and an average score of 7.04 (SD = 3.18). Factorial analysis confirmed the reliability and validity of the SEKAQ as a single‐factor tool, identifying knowledge gaps in sexuality to guide healthcare interventions. The results showed higher knowledge among women and nursing students, while younger participants and teachers had lower scores. SEKAQ provides a valuable tool for health and education professionals to evaluate sexuality knowledge, supporting the development of sexual well‐being education strategies for teenagers and youth.

In countries facing violence, education can play an important role in ensuring children’s psychosocial adjustment. Little empirical research has examined the link between parental school involvement and psychosocial outcomes. This cross-sectional survey of 1,269 parents in the Department of Intibucá, Honduras, examined parental involvement and results from the Strengths & Difficulties Questionnaire (SDQ), finding few differences between boys and girls, though urban children scored higher than rural children, and mothers had higher involvement than fathers. Reading to children was linked to psychosocial adjustment more than helping with homework or visiting school; from among SDQ sub-scales, prosocial behavior was most associated with parental involvement. Parental involvement could be an effective point of intervention to foster psychosocial adjustment in Honduran students.

Background/Objectives: Commuting occupational accidents represent an important but comparatively understudied component of occupational risk among healthcare workers. This study aimed to characterise commuting accidents resulting in sickness absence among workers in the Spanish health and social care sector and to examine associations of age, sex, traffic involvement, commuting direction, and injured body part with sickness absence duration. Methods: This retrospective observational study used secondary administrative data from Spanish occupational accident reports registered through the Delt@ system. We analyzed 139,412 commuting occupational accidents resulting in sickness absence among health and social care workers during 2011–2023. Descriptive and bivariate analyses were complemented by zero-truncated negative binomial regression, with age modelled using a restricted cubic spline and adjustment for sex, traffic involvement, commuting direction, injury site, activity division, workplace province, occupation, source-file year, and employment-contract code. Descriptive and bivariate analyses were conducted using IBM SPSS Statistics version 29. Results: Mean recorded sickness absence duration was 44.15 days. Adjusted mean duration increased non-linearly with age, from 30.59 days at age 25 to 59.24 days at age 65. Traffic involvement and return journeys were associated with longer adjusted mean durations (mean ratios 1.271 and 1.102, respectively). Shoulder, arm and other upper-limb sites and wrist injuries had the largest injury-site contrasts. Sex was not associated with duration in the primary model, but a modest difference emerged after additional adjustment for injury type and severity. Conclusions: Older age, traffic involvement, return journeys, and injury site were associated with recorded sickness absence duration after expanded adjustment. The age association was non-linear, and the sex association depended on clinical adjustment. The findings support considering both accident occurrence and recorded absence burden in commuting prevention.

Promoting mental health literacy among adolescents is crucial for early prevention and intervention of mental health problems in school settings. This study aimed to develop and validate the Spanish Mental Health Support Scale for Adolescents (MHSSA). This study involved 578 responses (ages 13-52 years, M = 20.28, SD = 6.29) from both secondary school students in Burgos and future school health education professionals in Burgos and Oviedo, Spain. The questionnaire was composed of the standardised Spanish MHSSA scale and six additional standardised scales. Exploratory and confirmatory factor analyses supported a two-factor structure (α = 0.88), comprising helpful and harmful intentions subscales. The Spanish MHSSA also demonstrated good test-retest reliability (ICC = 0.88). Initially, adolescents exhibited lower levels of mental health support behaviours compared to future school health educators, while post-intervention results showed significant improvements in support-seeking behaviours. Higher-quality support intentions were observed among women, post-test participants, individuals with prior lived experience of mental health problems, and future health professionals. These results demonstrate reasonable construct validity, further supported by the finding that scores on the Spanish MHSSA are also associated with lower social restrictive attitudes toward mental health problems (measured by the CAMI) and higher mental health literacy (measured by the MHLI). The findings indicate that the Spanish MHSSA is a valid and reliable tool for assessing both adolescents' and school health educators' intentions to engage in mental health-supportive behaviours.