Future

Background: Children with Attention Deficit Hyperactivity Disorder (ADHD) often face behavioral challenges, which may be exacerbated through bidirectional parent–child interactions. Sex differences and cultural context may further shape this pathway. This study aims to examine these relationships among children’s ADHD symptoms, behavioral problems, and parental emotions (anxiety and depression) within China, testing whether parental emotions serve as a mediator and exploring potential differences across child sex. Methods: A path analysis was conducted among children’s ADHD symptoms, children’s behavioral problems, and parental emotional symptoms. Children’s ADHD symptoms were measured using the Swanson, Nolan, and Pelham version IV scale-parent form (SNAP-IV), while the Strengths and Difficulties Questionnaire (SDQ) assessed behavioral problems. Parental emotional symptoms were measured with the Patient Health Questionnaire-9 (PHQ-9) and Generalized Anxiety Disorder-7 (GAD-7) scales. All questionnaires are in Chinese. Results: The direct, indirect, and total associations of children’s ADHD symptoms on behavioral problems were significant in all models. In the full model, the indirect association, defined through parental emotional symptoms, was estimated at 0.206 (95% CI: 0.157–0.262). The indirect pathway constituted 27.3% of the total association. Conclusions: Parental emotional symptoms are associated with both children’s ADHD symptoms and their behavioral problems, indicating a potential pathway warranting further investigation. Child sex does not play a significant moderating role in the path, but an indirect association from ADHD symptoms to peer problems is observed in boys, not girls.

The development of health literacy skills yields numerous benefits, including reduced premature mortality, better engagement with preventative health services (e.g., immunisations and screening) and medication compliance. Schools are an ideal setting to promote health education. The Personal, Social, Health, and Economic curriculum is essential in equipping children for adulthood, addressing health, relationships, and well-being. In recent years, commendable emphasis has been placed on mental health, healthy relationships, substance use, healthy weight, and physical activity. However, education concerning physical health, including immunisation, within the context of health literacy has not been prioritised. This Viewpoint piece examines several contemporary issues within the realm of health education, including contributions from those with lived experience, and proposes recommendations to complement broader health improvement models.

Recent collective stressful events have influenced adolescents’ perceptions of the future; however, their impact on future-thinking and the coping strategies used to manage these challenges remain unclear. This study examines adolescents’ future-related concerns in response to collective stressful events and the strategies they adopt to cope with them. In spring 2024, 12 focus groups were conducted with 97 high school students (46.4% females; Mage = 15.34; SDage = 1.06) in Italy. Participants discussed experienced collective stressful events, their main concerns about the future, and related coping strategies. Data were analyzed using thematic analysis. Students identified four major events: war, climate change, economic crisis, and the COVID-19 pandemic. These events triggered concerns such as ‘uncertainty about future plans and goals,’ ‘limitations on personal freedom,’ ‘deteriorating survival conditions,’ ‘the outbreak of sudden events and natural disasters,’ and ‘job loss and increase in prices.’ Five coping strategies emerged: ‘taking action,’ ‘staying informed,’ ‘avoiding overthinking,’ ‘seeking social support (from family, friends, and teachers),’ and ‘seeking support from institutions.’ Findings highlight adolescents’ future-related concerns and underscore the need for interventions promoting adaptive future-oriented thinking.