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Addressing Challenges in Child Mental Health Research and Strategies for...
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Addressing Challenges in Child Mental Health Research and Strategies for Comprehensive Development (2nd Edition)

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Mental Health".

Deadline for manuscript submissions: 10 August 2026 | Viewed by 5074

Special Issue Editors

Dr. Tíscar Rodríguez-Jiménez

E-Mail Website
Guest Editor
Department of Psychology and Sociology, University of Zaragoza, 44003 Teruel, Spain
Interests: children; adolescents; emotional disorders; treatment; assessment; mental health continum; suicide; autism spectrum disorder
Special Issues, Collections and Topics in MDPI journals
Dr. Ignasi Navarro-Soria

E-Mail Website
Guest Editor
Department of Developmental Psychology and Didactics, University of Alacant, Alicante, Spain
Interests: emotional regulation; emotional intelligence; frustration tolerance; behavioral problems; behavioral disorders; social skills; relational skills; childrens; adolescents
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Importance of Research

This monograph underscores the importance of research in the field of child mental health. Through rigorous studies and data analyses, we can identify the risk and protective factors that influence the mental health of children and young people, including the effects of parent–child interaction. Additionally, research provides crucial information for the development of effective interventions and public health policies aimed at promoting psychological well-being from an early age.

Current Challenges

We face various challenges in the field of child mental health, ranging from a lack of access to adequate services to the social stigma associated with mental disorders. The COVID-19 pandemic has further exacerbated these difficulties, with an increase in levels of stress, anxiety, and depression among children and young people due to social isolation, the disruption of routines, and uncertainty about the future. The interruption or deterioration of parent–child interactions during these crises is an additional risk factor that deserves special consideration.

Strategies for Improvement

To address these challenges, it is crucial to implement comprehensive strategies involving multiple stakeholders, including health professionals, educators, families, and communities. This may include promoting healthy school environments, supporting and enhancing positive parent–child interactions, and training healthcare professionals in the early detection and treatment of mental disorders, as well as public awareness campaigns to reduce stigma and promote acceptance and support for those facing emotional difficulties.

Conclusions

In summary, this monograph highlights the urgency of addressing child mental health as a global priority. By understanding current challenges and developing effective strategies—including interventions that target the quality of parent–child interaction—we can work towards a future where all children and young people have the opportunity to grow and thrive in environments that promote their mental health and overall well-being.

Dr. Tíscar Rodríguez-Jiménez
Dr. Ignasi Navarro-Soria
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • child mental health
  • cognitive development
  • emotional well-being
  • mental disorders
  • early interventions
  • prevention strategies
  • social impact
  • access to healthcare services
  • stigma and discrimination
  • parent–child interaction

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

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16 pages, 249 KB  
Article
Peer Rejection and Group Autonomy in the Latency Stage: A Qualitative Analysis of Children’s Voices in the Classroom Context
by Hana Fisher-Grafy and Yael Malin
Children 2026, 13(4), 463; https://doi.org/10.3390/children13040463 - 27 Mar 2026
Viewed by 260
Abstract
Background/Objectives: Social rejection during the latency stage is a significant risk factor for children’s emotional and social development. Whereas earlier research focused primarily on individual characteristics of rejected children, contemporary perspectives emphasize peer-group processes, including norm formation, hierarchies, and social status structures. Although [...] Read more.
Background/Objectives: Social rejection during the latency stage is a significant risk factor for children’s emotional and social development. Whereas earlier research focused primarily on individual characteristics of rejected children, contemporary perspectives emphasize peer-group processes, including norm formation, hierarchies, and social status structures. Although autonomy has been widely examined as an individual developmental construct, less attention has been given to its possible collective expression within the classroom peer group. This study aimed to explore how children understand and experience group autonomy and to clarify its role in social status and peer rejection. Methods: Twelve classroom-based focus groups were conducted with 140 fifth-grade children from five public elementary schools in Israel. Discussions were initiated using a projective narrative describing ambiguous peer exclusion. Data were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. Coding was conducted independently by two researchers and refined through iterative comparison and reflexive procedures. Results: Three themes emerged: (1) a shared longing for classroom-based group autonomy and collective decision-making; (2) group autonomy as an implicit hierarchical criterion shaping social status, whereby reduced reliance on adults and alignment with peer norms were associated with higher status, while adult dependence was linked to marginalization; and (3) an ambivalent structure of autonomy, as children valued peer independence yet expressed fear of adult punishment and responsibility. Conclusions: Findings suggest that during the latency stage autonomy shifts toward a collectively organized peer-group process. Recognizing group autonomy as a developmental dimension may deepen understanding of social status and peer rejection within classroom contexts. Full article
(This article belongs to the Special Issue Addressing Challenges in Child Mental Health Research and Strategies for Comprehensive Development (2nd Edition))
20 pages, 446 KB  
Article
Parental Health Literacy as a Contextual Factor in Proxy-Reported Child Mental Health: A Population-Based Study of Children Aged 6–10 Years
by Christian J. Wiedermann, Verena Barbieri, Hendrik Reismann, Giuliano Piccoliori and Doris Hager von Strobele Prainsack
Children 2026, 13(2), 253; https://doi.org/10.3390/children13020253 - 11 Feb 2026
Viewed by 519
Abstract
Background/Objectives: Parental health literacy is linked to child health outcomes, but the evidence relies mainly on parent proxy reports. This study examined the association between parental health literacy and proxy-reported mental health outcomes in children aged 6–10 years and assessed whether these [...] Read more.
Background/Objectives: Parental health literacy is linked to child health outcomes, but the evidence relies mainly on parent proxy reports. This study examined the association between parental health literacy and proxy-reported mental health outcomes in children aged 6–10 years and assessed whether these associations reflect general reporting patterns. Methods: This study is a secondary analysis of data derived from a population-based cross-sectional survey conducted in South Tyrol, Italy, including proxy data from 3183 children aged 6–10 years. Parental health literacy was categorized as inadequate, problematic, adequate, or missing/insufficient. The outcomes included emotional and behavioral difficulties, psychosomatic complaints, and perceived social support. Linear regression models were estimated for each outcome, adjusted for children’s age, gender, parental age, education, family affluence, migration background, residential setting, and questionnaire language. Selective missingness and insufficient completion of parental health literacy data were examined using logistic regression analysis. Sensitivity analyses were used to adjust the mental health models for social support. Results: Higher parental health literacy was associated with lower emotional and behavioral difficulties (B = −1.40, 95% confidence interval [CI] −1.79 to −1.01), higher psychosomatic complaint scores (B = 0.61, 95% CI 0.40 to 0.081), and higher perceived social support (B = 0.14, 95% CI 0.02 to 0.26). The effect sizes were small. Missing or insufficient parental health literacy data showed social patterns by parental education and age, whereas no systematic predictors of early disengagement were observed among parents who partially completed the health literacy instrument. Sensitivity analyses attenuated but did not eliminate the associations between parental health literacy and child mental health outcomes. Conclusions: Parental health literacy is associated with proxy-reported psychosocial outcomes in children aged 6–10 years. The consistency of the effects across outcomes suggests that parental health literacy may influence how parents report child functioning, underscoring the importance of considering informant characteristics in proxy-based research. Full article
(This article belongs to the Special Issue Addressing Challenges in Child Mental Health Research and Strategies for Comprehensive Development (2nd Edition))
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44 pages, 4859 KB  
Article
Finding the Prevalence of Autism in Female Mental Illness: Improving Child Development for an Underdiagnosed and Undertreated Population
by Robert McCrossin
Children 2025, 12(12), 1600; https://doi.org/10.3390/children12121600 - 24 Nov 2025
Viewed by 1333
Abstract
Structure of the study: Aims: The primary aim is to explore intergenerational clinical issues caused by the underdiagnosis of female autistic spectrum disorder (ASD) in mental illness (MI) patients by calculating the proportion of patients with mental health conditions who are autistic. [...] Read more.
Structure of the study: Aims: The primary aim is to explore intergenerational clinical issues caused by the underdiagnosis of female autistic spectrum disorder (ASD) in mental illness (MI) patients by calculating the proportion of patients with mental health conditions who are autistic. Secondary aims are to derive further values for the true prevalence of female ASD and to derive a mathematical model to estimate the improved efficiency of management based on the correct diagnostic formulation. Context: Review diagnosis problems and background issues relating to female autism which affect the diagnosis and management of ASD and associated MIs. Methodology: An inductive process using Bayes’ theorem including a novel form akin to a medical test with secondary data from peer-reviewed sources, and the key variable of the unbiased value for the prevalence of ASD in females. Derivation of a model for management efficiency based on the Pareto Principle. Results: Prevalence values for ASD in various mental illnesses and conditions consequent on or associated with ASD and MI. Further data for the prevalence of female ASD with a range of 19 values. Estimation of the efficiency gains as advocacy for the revision of methods of treatment. Discussion: The centrality of diagnosing ASD in mothers with mental illness, in particular perinatal depression, to break a common intergenerational cycle. Problems to overcome and aspects of effective management including environmental and therapeutic interventions. Summary: This paper will, for the first time, calculate the proportions of children and young women with a mental illness (MI) who are autistic, and consider the consequences. Recent information suggests female autistic spectrum disorder (ASD) is much more common than previously thought, with a likely prevalence of 6% and with 80% undiagnosed at the age of 18. ASD then becomes a common comorbidity of female mental illness with nearly one in five women who develop a mental illness being autistic. ASD has heretofore been regarded as a pediatric condition and, though now thought to be lifelong, it is still not well recognized by adult health services. Most mental illness first presents in the teens and early twenties, although anxiety can begin even earlier. Comorbid ASD is more difficult to diagnose due to diagnostic overshadowing, and ASD comorbidity makes the mental illness more severe and more difficult to treat. The consequences of perinatal depression are particularly concerning due to their intergenerational effects. Recognized ASD is readily treatable with an approach empathetic to neurodiversity. Improving the transition from adolescence to young adulthood by increasing knowledge of autism in adult health services would dramatically improve female mental health at surprisingly little effort or extra cost. Full article
(This article belongs to the Special Issue Addressing Challenges in Child Mental Health Research and Strategies for Comprehensive Development (2nd Edition))
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Review

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26 pages, 889 KB  
Review
The Body as a Battlefield: Identity Development and Psychosomatic Expression in Eating Disorders Across Childhood and Adolescence
by Giuseppe Marano, Daniele Napolitano, Esmeralda Capristo, Gianandrea Traversi, Osvaldo Mazza, Eleonora Gaetani and Marianna Mazza
Children 2025, 12(11), 1465; https://doi.org/10.3390/children12111465 - 29 Oct 2025
Viewed by 2276
Abstract
Background/Objectives: Eating disorders (EDs) frequently emerge during critical stages of childhood and adolescence, when identity development and emotional regulation are still maturing. Disturbances in self-concept clarity and identity integration may transform the body into a symbolic battlefield for autonomy, belonging, and self-worth. This [...] Read more.
Background/Objectives: Eating disorders (EDs) frequently emerge during critical stages of childhood and adolescence, when identity development and emotional regulation are still maturing. Disturbances in self-concept clarity and identity integration may transform the body into a symbolic battlefield for autonomy, belonging, and self-worth. This review synthesizes developmental, psychosocial, neurocognitive, and therapeutic perspectives on the role of identity disturbance in EDs. Methods: A narrative review was conducted (2010–2025) using combinations of terms related to identity, self-concept clarity, self-discrepancy, objectification, interoception, and eating disorders (anorexia nervosa, bulimia nervosa, and binge-eating disorder). Results: Findings indicate that identity vulnerability (expressed as low self-concept clarity, heightened self-discrepancies, and self-objectification) mediates the association between early adversity, sociocultural pressures, and ED symptoms. Neurocognitive studies reveal altered self-referential processing, default mode network connectivity, and interoceptive signaling. Clinically, comorbid borderline personality features further exacerbate identity disturbance and complicate recovery. Evidence-based treatments such as enhanced cognitive-behavioral therapy (CBT-E) effectively target core maintaining mechanisms, while adjunctive interventions (mentalization-based therapy, schema therapy, narrative approaches, and compassion- or acceptance-based methods) show promise in addressing identity-related processes and improving outcomes. Conclusions: Identity disturbance provides a unifying framework for understanding why ED symptoms become entrenched despite adverse consequences. Integrating identity-focused approaches with nutritional and medical care may enhance recovery and reduce chronicity in youth. Future research should adopt longitudinal and mechanistic designs to clarify pathways linking identity change to clinical improvement and test identity-specific augmentations to standard ED treatments. Full article
(This article belongs to the Special Issue Addressing Challenges in Child Mental Health Research and Strategies for Comprehensive Development (2nd Edition))
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Other

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28 pages, 691 KB  
Systematic Review
Emotional Intelligence-Based Interventions in Individuals with ADHD: Systematic Review
by Sandro Gabrieli, Faustino Andrés-Pérez, Lluna Maria Bru-Luna and Manuel Martí-Vilar
Children 2026, 13(4), 557; https://doi.org/10.3390/children13040557 - 16 Apr 2026
Abstract
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, compounded by difficulties in emotional regulation, which have sparked growing interest due to their relationship with emotional intelligence (EI). Background/Objectives: The objective of this study was to analyze [...] Read more.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, compounded by difficulties in emotional regulation, which have sparked growing interest due to their relationship with emotional intelligence (EI). Background/Objectives: The objective of this study was to analyze the effectiveness and characteristics of interventions aimed at developing EI in people diagnosed with ADHD. Methods: A systematic review was conducted following PRISMA 2020 in the Web of Science, Scopus, PubMed, Dialnet, ERIC, and SpringerLink databases. After applying inclusion and exclusion criteria and evaluating methodological quality, 31 studies were selected. Results: The evidence shows that children and adolescents with ADHD have lower levels of EI than the typically developing population, especially in emotional regulation, stress management, adaptability, and interpersonal skills. Interventions focused on emotional training have demonstrated improvements in emotional competencies, self-control, ADHD symptoms, and social functioning. However, variations are observed according to age, clinical subtype, the presence of comorbidities, and the type of informant, as well as heterogeneity in the assessment instruments used. Conclusions: Strengthening EI emerges as a promising complementary strategy for improving the emotional and social adaptation of people with ADHD. It is recommended to move toward longitudinal studies and more personalized interventions tailored to the clinical and developmental characteristics of the disorder. Full article
(This article belongs to the Special Issue Addressing Challenges in Child Mental Health Research and Strategies for Comprehensive Development (2nd Edition))
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