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Health and wellness is a priority for a majority of the younger demographics; according to Stanford Health, 53% of millennials say it's the most important part of their lives, coming in second behind family. Millennials have been coined the "wellness generation," but with gen Z surpassing them as the most populous generation at 32% of the population, there are new fitness practices that are taking over the industry to appeal to this even younger crowd. These rising fitness trends are more interactive, less time-consuming and have eco-friendly options.

I just wanted to have this and post it in case our/your state needs facemasks during this health crisis. It's a way to support our brave doctors, nurses and supporting staff in the hospitals without leaving your home.

If you are interested in helping during this health crisis without leaving your home,hese are the pdf instructions for making facemasks. Please refer to the video, also posted on this site, to visually see how they are made.

"While gamification is gaining ground in business, marketing, corporate management, health insurance,ecology and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education.The study is limited to papers that discuss explicitly the effects of use of game elements in specificeducational contexts. It employs a systematic mapping design. Accordingly, a categorical structure forclassifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applyinggamification, consisting of type of application, educational level, and academic subject,implementation and evaluation. By mapping the published work to the classification criteria andanalyzing them, the study highlights the directions of the currently conducted empirical research onapplying gamification to education. It also indicates some major obstacles and needs, such as the needfor a proper technological support, the need for controlled studies demonstrating reliable positive ornegative results of using specific game elements in particular educational contexts, etc. Although mostof the reviewed papers report promising results, more substantial empirical research is needed todetermine whether both extrinsic and intrinsic motivation of the learners can be influenced bygamification"

"We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."

"Children who regularly walk or cycle to school are less likely to be overweight or obese than those who travel by car or public transport, a new study suggests. Based on results from more than 2000 primary-age schoolchildren from across London, the researchers found that walking or cycling to school is a strong predictor of obesity levels, a result which was consistent across neighbourhoods, ethnicities and socioeconomic backgrounds. The results are reported in the journal BMC Public Health."

"Participation in team sports is associated with fewer depressive symptoms in children, whereas non-sport activities have no association with symptoms, according to a study in Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, published by Elsevier. The association was found only for boys. The findings suggest that exercise could have anti-depressant effects in adolescents. "These interesting results provide important clues as to how exercise benefits mood in children and reveals the important role that gender plays in these effects," said Cameron Carter, MD, Editor of Biological Psychiatry: Cognitive Neuroscience and Neuroimaging."

"Children's positive perception of moving is an important supporter for natural physical activity and developing motor skills. A study at the University of Jyväskylä suggests that children had high perceptions of motor skills. Some gender differences were identified, however: girls were better in locomotor skills and boys had higher perception and actual skills in ball skills. "Because ball skills are typically utilized in versatile surroundings and good ball skills are a predictor for more frequent physical activity levels in adolescence, we should encourage girls to play more with balls already in early education," says PhD student Donna Niemistö from Faculty of Sport and Health Sciences. "In boys, there could be more locomotor skills like galloping and hopping involved. Niemistö concludes, "All children regardless of gender have a right to have positive and encouraging experiences of movement.""

"Research in the past several years has shown that children can outgrow a diagnosis of autism spectrum disorder (ASD), once considered a lifelong condition. In a new study, researchers at Albert Einstein College of Medicine and Montefiore Health Systemhave found that the vast majority of such children still have difficulties that require therapeutic and educational support. The study was published online today in the Journal of Child Neurology."

"Thousands of new school places are being created for children with special educational needs or those facing additional challenges in mainstream education, providing tailored support to help children thrive. Every region in the country will benefit from a new school, which include 37 special free schools and two alternative provision free schools. This will create around 3,500 additional school places, boosting choice for parents and providing specialist support and education for pupils with complex needs such as autism, severe learning difficulties or mental health conditions, and those who may have been or are at risk of being excluded from mainstream schools."

"We all have mental health. Talk around mental health should be high priority in schools and we have to start with ourselves, realising that mental health is a continuum; it is not static. Positive mental health is a gift, one that should not be taken for granted, and wellbeing is something that needs to be worked at, just like physical health. "

A beginner's guide to start running for educators.

"Despite the prevalence of depression in the population, the devastating impact it can have, and the rise in public awareness in recent years, schools (and society at large) still find depression a taboo. Something which is often ignored and misunderstood. Where support is available wonderful things can happen mitigating some many of the pressures when the black dog comes barking. While a societal shift is needed, there are many, often small things that educators can do to help those who need help."

"Performance targets, increased workload, curriculum changes and other bureaucratic changes are eroding teachers' professional identity and harming their mental health, a new study in Educational Review finds. The study's authors interviewed 39 teachers across England and Wales who had experienced long term absence from work due to mental health problems, and six head, deputy and assistant head teachers who had dealt with mental health problems among staff."

"Mentally healthy schools are schools that pay ongoing and dedicated attention to the emotional wellbeing of both students and staff and put in place policies and interventions to ensure that students and staff feel cared for, listened to, understand, nurtured and valued for what each of them, individually bring to the school community."

"New Change4Life teaching resources will support teachers to use English and Maths lessons to help children cut back on sugar. This comes as Public Health England (PHE) reveals the average 10 year old has already consumed at least 18 years' worth of sugar.[1] While children's sugar intakes have declined slightly in recent years, they are still consuming around eight extra sugar cubes each day[2], equivalent to around 2,800 excess sugar cubes per year."

"Training teachers to focus their attention on positive conduct and to avoid jumping to correct minor disruption improves child behaviour, concentration and mental health. A study led by the University of Exeter Medical School, published in Psychological Medicine, analysed the success of a training programme called the Incredible Years® Teacher Classroom Management Programme. Its core principles include building strong social relationship between teachers and children and ignoring low-level bad behaviour that often disrupts classrooms."