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Social Sciences
Special Issues
Nurturing Bridges: Embracing Growth and Connecting Life for Children
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Nurturing Bridges: Embracing Growth and Connecting Life for Children

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Childhood and Youth Studies".

Deadline for manuscript submissions: closed (30 November 2025) | Viewed by 3907

Special Issue Editor

Prof. Chi Hung Leung

E-Mail Website
Guest Editor
Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T. Hong Kong
Interests: Chinese Parenting, Psychometrics, Children with special needs, play, and learing approaches
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This "Nurturing Bridges" Special Issue aims to explore the essential connections between childhood development, emotional well-being, and educational practices that support holistic growth for children. This issue seeks to examine frameworks, strategies, and innovative approaches that foster nurturing environments, addressing the interconnectedness of social, emotional, and cognitive aspects of child development. By inviting contributions from diverse disciplines, we hope to highlight evidence-based practices, case studies, and research findings that demonstrate how fostering supportive relationships can lead to positive outcomes in children's lives.

This Special Issue encourages authors to explore topics related to the role of educators, caregivers, and communities in building bridges that facilitate growth and connection for children. We aim to provide a comprehensive overview of effective methods, programs, and initiatives that not only enhance educational experiences but also prioritize the emotional and social development of children. Ultimately, our goal is to inspire collaboration and innovation in practices that nurture the whole child, ensuring that all children have the opportunity to thrive in a supportive and enriching environment.

Dr. Chi Hung Leung
Guest Editor

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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences 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 1800 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 development
  • emotional well-being
  • educational practices
  • holistic growth
  • nurturing environments
  • social connections
  • innovative approaches
  • evidence-based practices
  • community engagement
  • supporting relationships

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

Published Papers (2 papers)

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Research

19 pages, 284 KB  
Article
Beyond Parents: The Role of Sibling Social Capital in Self-Confidence in Emerging Adulthood
by Micah Harmon, Emily E. Pulsipher and Mikaela J. Dufur
Soc. Sci. 2025, 14(12), 712; https://doi.org/10.3390/socsci14120712 - 13 Dec 2025
Viewed by 1213
Abstract
A robust literature focused on social capital created in the family has emphasized the efficacy of parental involvement in child, adolescent, and young adult development. Social capital created with and derived from parents has strong and consistent connections to academic achievement and attainments [...] Read more.
A robust literature focused on social capital created in the family has emphasized the efficacy of parental involvement in child, adolescent, and young adult development. Social capital created with and derived from parents has strong and consistent connections to academic achievement and attainments and pro-social behavior, as well as protective effects against delinquent behavior and mental health difficulties. Other forms of family social capital, however, are less well understood. In this paper, we explore the association between social capital built with and derived from siblings and self-confidence during emerging adulthood, including examining how sibling social capital built at different times might contribute to the development of self-confidence. We use restricted-use data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), with information on 3630 respondents who had siblings who were also study participants, and Ordinary Least Squares (OLS) models with robust standard errors to test our hypothesis that greater sibling social capital would be associated with greater self-confidence in adolescents and emerging adulthood, net of other forms of social capital and demographic characteristics. Our findings support that hypothesis, suggesting that social capital derived from siblings is another significant potential source of key resources during important developmental stages. In particular, sibling social capital has a significant correlation to the self-confidence of individuals transitioning to adulthood. Full article
(This article belongs to the Special Issue Nurturing Bridges: Embracing Growth and Connecting Life for Children)
22 pages, 557 KB  
Article
Feasibility of Tiyanjane: A Family–School–Community Intervention Promoting Parental Involvement in the Education of Children with Disabilities in Malawi
by David John Musendo, Sarah Polack, Blessings Chirwa, Ellen S. Nkambule, Claire Mukakagame, Magnolia Chikanya, Thomas A. Nkhonjera and Tracey Smythe
Soc. Sci. 2025, 14(5), 265; https://doi.org/10.3390/socsci14050265 - 25 Apr 2025
Viewed by 1985
Abstract
Evidence-based and theory-informed interventions focusing on parents of children with disabilities in low-income countries are scarce. This study examined the feasibility of Tiyanjane, a 12-week pilot intervention developed to promote parental involvement in the education of children with disabilities in Malawi. A mixed-method [...] Read more.
Evidence-based and theory-informed interventions focusing on parents of children with disabilities in low-income countries are scarce. This study examined the feasibility of Tiyanjane, a 12-week pilot intervention developed to promote parental involvement in the education of children with disabilities in Malawi. A mixed-method approach was employed based on five aspects of Bowen’s feasibility framework: acceptability, demand, implementation, practicality, and limited efficacy. Twenty-one participants (13 caregivers, four teachers, and four local leaders) participated in the study. Standardised measures, namely the Parent and Family Adjustment Scale (PAFAS) and the Multidimensional Scale of Perceived Social Support (MSPSS), were employed to evaluate changes in parental practices, adjustments, and perceived social support. Qualitative data were collected using focus groups and in-depth interviews to assess the feasibility of the intervention. Tiyanjane showed promise in promoting parental involvement in the education of children with disabilities. The intervention demonstrated high fidelity, achieving 100% retention and 95% attendance. Local resources, commitment from participants and facilitators, and strong family school–community ties enabled the practicality and execution of the intervention. Significant improvements were observed in the PAFAS and MSPSS scores across the assessed post-intervention outcomes. Minor logistical issues including resource and implementation challenges were reported. Tiyanjane was feasible for the facilitators and participants in the Malawian context. Further studies are needed to assess the programme’s adaptation, integration, and expansion in other contexts before scaling up. Full article
(This article belongs to the Special Issue Nurturing Bridges: Embracing Growth and Connecting Life for Children)
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