Search Results (241)

Background: Adolescence is a sensitive period for psychological, academic, and social development, and sports participation has been described as a potential protective factor for academic performance and psychological well-being. However, limited research has examined the combined influence of sports involvement, sport type, and family background on adolescents’ academic and psychological outcomes. This study aimed to investigate the associations between organized sport participation, sport type (football vs. judo), psychological well-being, psychosomatic symptoms, academic performance, and family socioeconomic background among adolescent boys. Methods: The sample consisted of 52 boys aged 11–14 years from a rural school, divided into football players (n = 13), judo athletes (n = 13), non-athletes (n = 13), and a contextual subgroup of students with special educational needs (SEN; n = 13), with the latter included for exploratory purposes only. Data included school-record-based academic performance and validated self-report measures of life satisfaction, depressive symptoms, psychosomatic complaints, perceived physical fitness, and socioeconomic background. Results: Athletes demonstrated significantly higher academic achievement than non-athletes in overall grade point average (p < 0.001), mathematics (p < 0.001), Romanian (p < 0.001), English (p = 0.03), and Hungarian (p < 0.001). They also reported higher life satisfaction (p < 0.001) but simultaneously showed slightly elevated depressive symptom scores (p < 0.001), indicating a paradoxical pattern of concurrent psychosocial benefits and psychological strain. Parental education (p < 0.001), parental occupational status (p = 0.01), and fathers’ occupational position (p = 0.02) were significantly higher among athletes’ families. Perceived physical fitness was also rated higher by athletes (p < 0.001). No significant differences were found in body mass index, family structure, or most psychosomatic symptoms. Conclusions: Sport participation was associated with more favorable academic and psychological indicators, yet also with elevated depressive symptoms, highlighting the dual nature of organized sport during adolescence. Future research should apply longitudinal designs, include female participants, and incorporate objective indicators of training load. Full article

Initial teacher education plays a decisive role in preparing future educators to establish meaningful and reciprocal relationships with families that support children’s learning across contexts. Moving beyond traditional, school-centred notions of family involvement, this study adopts a family engagement (FE) perspective to examine preservice early childhood teachers’ perceptions of their preparation, the difficulties they anticipate, and their self-efficacy in working with families. A total of 181 Portuguese preservice early childhood teachers completed a questionnaire comprising three scales: Training Evaluation, Anticipated Difficulties, and Self-efficacy. The Training Evaluation Scale revealed two dimensions (theoretical and practical), which were used in a Latent Profile Analysis that identified three groups (Positive, Neutral, and Low-rating). Participants within each profile showed consistent evaluations across both dimensions. Significant differences emerged between profiles in perceived difficulties, with self-efficacy lowest in the low-rating group. Overall, the findings highlight that variations in perceived training quality are closely associated with preservice teachers’ confidence and their expectations regarding the challenges of engaging families. These results underscore the importance of more systematic, integrated and practice-oriented approaches within initial teacher education to support a shift towards family engagement practices that recognise families as active partners in children’s learning from the outset of teachers’ professional careers. Full article

Background: Autism Spectrum Disorder (ASD) necessitates enhanced therapeutic support, especially in rural areas. Individual therapeutic sessions are costly, presenting an economic burden on the family of the child with ASD, as well as on healthcare and educational systems. Therefore, the current investigation aimed to assess the feasibility of a new hybrid therapeutic model involving a combination of remote and in situ interventions, ecologically implemented. Methods: The following outcome measures were used to assess the program’s feasibility and preliminary outcomes. The Preschool Language Scales 5th Edition (PLS-5), the Test of Playfulness 4th edition (TOP-4), and individually tailored goals evaluated using the Goal Attainment Scale (GAS) and the Autism Spectrum Rating Scale (ASRS). The evaluated children with ASD (N = 25), age range of 39–76 months (Mean: 53.1 ± 11.9), were treated with the novel Hybrid Ecological Intervention (HEI) method, where each child received bimonthly frontal therapeutic sessions and bi-weekly remote therapeutic sessions by a health care professional (OT or ST), supported by four weekly frontal sessions by a technological support person supervised by healthcare professionals. Results: All qualitative scales presented were associated with improvements in all evaluated areas. Qualitative data mostly supported the HEI and ways to overcome existing challenges, supporting the use of both evaluation methods. Conclusions: The use of quantitative and qualitative data was found to be efficient and complementary to one another. The scales used (ASRS, GAS) were found to be useful tools for this method and for these participants. The HEI model was found to be associated with improvement in play, communication, social abilities, as well as autism severity. Full article

The current study explores the social experiences of adolescent and transition-age youths with intellectual disabilities (IDs) and the support mechanisms available to these groups in Saudi Arabia. This study adopts a qualitative methodology with a semi-structured interview constituting the data collection method involving 13 parents with children aged between 11 and 19 years, a critical adolescent period and transition to early adulthood. The results suggest that family, caregivers, community, friendships, and healthcare providers play important roles that impact the quality of life for these groups. The main challenges identified include health-related issues, employment challenges, educational barriers, insufficient services, inadequate community participation, and limited social relationships, with special emphasis on obstacles linked to transition during the 18 to 19-year period when youths must navigate transfers from pediatric to adult services and changes associated with legal rights. This study highlights several reasons it is important to increase awareness and education, while also continuing to improve support systems aimed at dealing with both transition challenges and adolescent needs. The results further illustrate that although support from family provides the foundation for care, systemic changes are needed to promote social inclusion and reduce stigma during critical development periods. The current study contributes to the limited research related to IDs in the context of the Middle East, with special reference to Saudi Arabia. Finally, the discussion highlights several insights that are culturally specific for the development of policy and provision of services associated with the transition from adolescence to early adulthood. Full article

Background and Objectives: Paediatric palliative care in Romania is underdeveloped and unevenly distributed, which creates major difficulties in accessing services for children with life-limiting illnesses and their families. The lack of a dedicated national strategy, the shortage of specialised staff, and socio-economic barriers exacerbate the vulnerability of these groups. This study aimed to explore parents’ and caregivers’ experiences, to analyse the perspectives of public institutions and NGOs involved in supporting these children, and to identify the main barriers and facilitators in accessing paediatric palliative care. Materials and Methods: Given that all data were collected exclusively through focus group discussions, this study employed a qualitative design based on three focus groups guided by a semi-structured interview guide. The analysis was conducted using MAXQDA software, which enabled the coding and synthesis of emerging themes. Participants were parents/caregivers of children with life-limiting illnesses, representatives of public institutions, and members of relevant NGOs in Bacău County, Romania. Purposive sampling was used to capture diverse and experience-based perspectives, resulting in a total of 24 participants across three focus groups—parents and caregivers (n = 11), public institution representatives (n = 7), and NGO representatives (n = 6). No individual semi-structured interviews were conducted. Results: The analysis highlighted a complex typology of medical, emotional, social, educational, and spiritual needs of children and their families. Parents reported experiences of abandonment in the curative system, emphasising the importance of pain control, safety, and community support. Public institutions acknowledged the lack of skills and inter-sectoral coordination, while NGOs pointed to structural barriers and the low visibility of these children. Major needs include access to specialised care, psychological support, respite services for carers, financial and administrative assistance, education, and spiritual counselling. A significant obstacle is the lack of up-to-date statistical data needed to inform public policy. Conclusions: Paediatric palliative care should be considered a national priority through the development of a dedicated strategy, the expansion of specialised services, and the strengthening of partnerships between the public and non-governmental sectors. An integrated, child- and family-centred approach addressing the medical, social, emotional, and spiritual dimensions of care is essential. The results highlight the need for continuous staff training, information campaigns, and community support mechanisms to reduce inequalities and improve the quality of life of children with life-limiting illnesses. Full article

Background/Objectives: Mothers expecting a second child experience the parenting of multiple children for the first time, differing from first-time motherhood. This highlights the need for childbirth preparation education tailored to families expecting a second child. Parental self-efficacy influences maternal mental health, child development, and parent–child interactions. This non-randomized pilot exploratory study aimed to examine the association between childbirth preparation education for families expecting a second child and maternal parental self-efficacy at 1-month postpartum, focusing on a family-based, single-session program actively involving firstborn children. Methods: The intervention group (n = 18) received childbirth preparation education during pregnancy and completed questionnaires and semi-structured interviews at 1-month postpartum. The control group (n = 34) completed questionnaires only at 1-month postpartum. Questionnaires included the Parenting Sense of Competence Scale, Rosenberg Self-Esteem Scale, Maternal Attachment Inventory, Edinburgh Postnatal Depression Scale, and demographic information. Semi-structured interviews explored participants’ experiences and feelings after attending the childbirth preparation class. Results: Compared to the control group, the intervention group had higher Parenting Sense of Competence Scale scores; mothers in the intervention group reported smoother family-wide adaptation to life with a second child, greater confidence in child-rearing, recognition of the firstborn’s growth into an older sibling, and effective use of hands-on experiences from the class. Conclusions: Childbirth preparation education for families expecting a second child may be associated with higher maternal parental self-efficacy at 1-month postpartum. This association may reflect collective family preparation and adjustment supporting adaptation to life with a second child. Full article

Background: Childhood obesity is a persistent global health challenge, often rooted in early-life dietary patterns shaped within the home environment. Objective: To investigate the association between parents’ culinary skills, children’s eating behavior, and the degree of child involvement in family culinary practices. Methods: A cross-sectional, analytical study. In the public and private schools in southern Brazil. A total of 205 families with children aged 3 to 13 years participated. Parents or caregivers answered a structured questionnaire on culinary skills and sociodemographic variables. Children’s eating behavior was assessed through the validated Brazilian version of the Children’s Eating Behaviour Questionnaire (CEBQ). Student’s T test was used to compare means, and Pearson’s chi-square or Fisher’s exact test to compare proportions. Multivariate linear regression was applied to control for potential confounders. Analyses were conducted using SPSS version 27.0 and R software. Results: Most parents (90.7%) reported cooking regularly, and 65.9% involved children in cooking activities. The predominant culinary profile (40%) was classified as “convenience cooking,” marked by frequent use of processed ingredients. Healthier parental cooking practices were positively associated with adaptive eating behaviors in children, reflected by lower food fussiness, satiety responsiveness, food responsiveness and food refusal scores and higher enjoyment of food scores domains of the CEBQ. Conclusions: Despite the high prevalence of routine cooking, convenience-oriented practices remain dominant, reflecting broader sociocultural patterns. Engagement in healthier cooking practices was positively associated with more favorable eating behaviors in children. These findings underscore the importance of promoting culinary education and parental involvement in cooking as strategies to support healthy childhood eating behaviors. Full article

Inclusive sports and recreational programs are essential for enhancing the physical, social, and psychological well-being of learners with disabilities. In South Africa (SA), and particularly in rural provinces such as Limpopo, the development of such programs remains limited due to infrastructural, socio-economic, and attitudinal barriers. This study explored the barriers and facilitators influencing inclusive sports and recreational opportunities, as well as their impact on the well-being of learners with disabilities in rural Limpopo. A qualitative study design was employed in selected rural special schools. Data were collected through semi-structured interviews with educators (n = 5) and focus group discussions with leaners with disabilities (n = 25) of ages ranging from 10 to 18 years using purposive sampling. Thematic analysis was guided by the Social Model of Disability, Self-Determination Theory, and Ecological Systems Theory. Findings revealed key barriers, including inaccessible infrastructure, a lack of adaptive equipment, and social exclusion. Educators further highlighted inadequate training, limited resources, and inconsistent policy implementation. Facilitators included teacher support, family involvement, and community initiatives. Participation in inclusive sports was associated with improved confidence, happiness, social skills, and belonging among learners. The study concludes that inclusive sports programs hold transformative potential in rural contexts. Addressing infrastructural gaps, teacher capacity community engagement policy implementation is critical for sustainable inclusion. Full article

Background/Objectives: Dysphagia represents a significant global health concern with particularly high prevalence in specific clinical conditions, yet educational gaps persist among healthcare professionals and caregivers. This observational, cross-sectional quantitative study aimed to provide a comprehensive overview of the current self-perceived knowledge and learning needs among stakeholders involved in dysphagia management. Methods: An international online survey was conducted in five European countries (Greece, Italy, Lithuania, Spain, and Turkey) with 463 participants: 297 professionals (healthcare and non-health specialists, educators, students) and 166 non-professionals (patients, family members, caregivers, interested individuals). Two structured questionnaires explored self-perceived knowledge, learning needs, relevancy of thematic areas, and preferred learning methods. Chi-square and Fisher’s exact tests were used for statistical comparisons. Results: Professionals reported higher self-perceived knowledge than non-professionals (p < 0.001), yet both groups expressed comparable needs for further education. Priority learning areas varied by respondent profile: “Identification & Treatment” was prioritized by both speech-language pathologists and healthcare specialists, as well as by non-professionals, while dietitian-nutritionists focused on “Diet & Nutrition” and “Food Preparation”. Short-duration courses and visual, hands-on learning tools were preferred across groups. Conclusions: This study highlights a broad demand for dysphagia education among professionals and non-professionals. Tailored, technology-enhanced learning programs could bridge existing knowledge gaps, strengthen multidisciplinary collaboration, and support better daily management of dysphagia. Full article

Background/Objectives: Osteoporosis represents a major yet underdiagnosed public health concern in developing countries, including Tunisia. Limited awareness, delayed diagnosis, and suboptimal adoption of preventive strategies contribute to increased risk of fragility fractures in aging populations. This study aimed to assess post-pandemic knowledge, attitudes, and preventive practices regarding osteoporosis in the Tunisian general population. Methods: A cross-sectional survey was conducted between February and April 2024 in six randomly selected community pharmacies in Tunis. Adults ≥ 40 years old completed a validated 31-item questionnaire assessing socio-demographic factors, osteoporosis knowledge, risk factors, screening practices, and preventive behaviors. A total of 160 fully completed questionnaires were analyzed using SPSS v22. Results: Only 60.6% of respondents reported awareness of osteoporosis. Knowledge levels were significantly higher in men (8.37 vs. 7.40; p = 0.043), urban residents (8.22 vs. 7.21; p = 0.036), participants with higher education (8.73 vs. 7.00; p < 0.001), those with a family history (8.58 vs. 7.49; p = 0.033), and individuals already diagnosed (9.19 vs. 7.63; p = 0.025). Screening rates were low: only 11.3% had ever undergone DXA testing, despite 18.8% reporting prior fractures. Preventive behaviors were inadequate: 80% did not supplement calcium, 88.1% did not use vitamin D, and 58.8% did not engage in <30 min of daily activity. Osteoporosis was reported by 13.1% of participants and 95.2% of diagnosed cases received treatment, predominantly bisphosphonates (75%). Comorbidities were significantly associated with osteoporosis (24.5% vs. 7.5%; p = 0.003). Conclusions: This study reveals suboptimal awareness, limited access to screening, and insufficient preventive behaviors regarding osteoporosis in Tunisia. Targeted educational initiatives, expansion of DXA availability, adoption of national osteoporosis guidelines, and multidisciplinary stakeholder involvement are critical to improve early detection, prevention, and management in the aging Tunisian population. Furthermore, promoting balanced nutrition that includes calcium- and vitamin D-rich foods, along with appropriate dietary supplementation when needed, is an essential preventive strategy to support optimal bone health and reduce osteoporosis risk in the general population. Full article

Utah typically experiences 18 days with high fine particulate matter (PM_2.5) levels exceeding the National Ambient Air Quality Standards per year. In August of 2022, Salt Lake City Mayor Erin Mendenhall convened an Indoor Air Quality Summit, during which experts in healthcare, industrial hygiene, and atmospheric science, among others, expressed the need to prioritize indoor air quality interventions more within the state. We conducted a furnace filter exchange pilot project that involved 11 families in Salt Lake City’s Westside. These families completed a survey regarding air quality-related concerns while researchers took air quality measurements—both inside and outside the residence. The goals of this pilot study were to gather data about the participants’ indoor and outdoor air quality perceptions, how frequently they changed their home air filters, and any barriers they experienced. In addition, this study developed a proof of concept demonstrating collecting preliminary indoor and outdoor air quality data and furnace filter deposition information alongside the survey. The survey results were limited by a small sample size (11 participants); however, among those sampled we found that residents are acutely concerned about outdoor air quality but are less worried about indoor air quality. We measured substantially lower indoor PM_2.5 levels compared to ambient air and found a wide range of filter replacement times from those less than a month to over two years. Our research team learned not only about indoor air quality conditions and resident perceptions, but also about the needs of community members including access to filters, health education, and the need to allow more time to build trust between researchers and residents. Full article

Effective classification and progress monitoring are central to inclusive education, ensuring that students with learning challenges receive timely and appropriate support. However, both international research and Qatari educators’ experiences reveal inconsistencies, limited resources, and a persistent gap between policy and practice. This qualitative study explored the perspectives of 20 stakeholders, including teachers, school leaders, coordinators, and policymakers. Thematic analysis conducted using ATLAS.ti 25 produced six main themes: inconsistent classification; staff and resource shortages; family resistance and collaboration; policy and accommodation gaps; fragmented monitoring; and innovative, inclusive practices. Participants described over-reliance on external diagnostic reports, inconsistent eligibility criteria, limited access to specialists, overcrowded classrooms, and insufficient early screening. Disconnected tools and the lack of a centralized data system hindered monitoring. Despite these barriers, educators showed adaptability through classroom-based interventions, behavioral support, and the emerging use of digital and AI tools. Stake-holders emphasized the need for a unified national framework, systematic early screening, expanded accommodations, integrated Education Management Information System (EMIS) records, and continuous professional development with parent involvement. Findings highlight that classification and monitoring depend on governance, capacity, and data culture, underscoring the need for coordinated policy and practice to achieve equitable, sustainable inclusion in Qatar. Full article

Introduction: Exclusive breastfeeding (EBF) is vital for optimal infant health, reducing the risk of infections and enhancing cognitive development. Despite WHO’s recommendation of EBF for the first six months of life, global adherence remains suboptimal, particularly in low-resource settings. This study evaluates the impact of mobile health (mHealth) interventions on exclusive breastfeeding (EBF) among mothers in South Ethiopia. Methods: A cluster randomized controlled trial was conducted in the Gamo Gofa zones, South Ethiopia, involving 20 health facilities (10 intervention and 10 control). The study included 680 pregnant mothers recruited using simple random sampling from antenatal care (ANC) registers and family folders. Mothers in the intervention group received mHealth support, including breastfeeding information and reminders, while the control group received standard care. Participants were followed from the second trimester to six months postpartum. Multilevel survival analysis was applied to assess EBF duration, and multilevel logistic regression was used to evaluate complementary feeding within the first month. Results: The intervention group had a significantly higher probability of maintaining EBF at six months than the control group (AHR = 0.40, 95% CI: 0.26–0.62, p < 0.001). The secondary outcome also shows higher odds of early breastfeeding initiation in the intervention group (AOR = 4.71, 95% CI: 3.10–7.16, p < 0.001). ANC frequency was associated with a lower hazard of stopping EBF (AHR = 0.87, 95% CI: 0.79–0.97, p <0.05). The presence of diarrhea was associated with a high hazard of EBF (AHR = 1.47, 95% CI: 1.07–2.02, p < 0.05). College and above partner education was associated with high hazards of EBF (AHR = 2.41, 95% CI: 1.01–5.78, p < 0.05). The random effects variance (Var = 0.10, 95% CI: 0.01–0.07) indicated significantly lowered cluster-level variability. Conclusion and Recommendations: The mHealth intervention significantly improved EBF adherence and early breastfeeding initiation among mothers in South Ethiopia. Early breastfeeding, ANC frequency, and family size were protective factors, while high partner education and diarrhea disease increased the risk of early cessation of EBF. These findings highlight the potential of mHealth in addressing key barriers to EBF. Scaling up similar interventions, focusing on high-risk groups, could enhance adherence to WHO’s breastfeeding recommendations and improve maternal and child health outcomes in resource-limited settings. Full article

This study explores how family background shapes children’s cognitive and logical thinking abilities within the context of contemporary China, using nationally representative data from the 2013–2015 China Education Panel Survey (CEPS). Recognizing the increasing stratification of educational outcomes, this research examines the dual roles of economic and cultural capital in influencing children’s development. Employing multivariate regression models and mediation analysis, we assess both direct effects of family background—measured by household economic status and parental education—and indirect effects through educational investments, including school choice, tutoring participation, academic support, and parental literacy habits. The results reveal that both economic and cultural capital have significant positive effects on students’ cognitive and logical thinking outcomes. However, cultural investment, particularly parental reading and engagement in children’s education, shows a more enduring and pronounced influence. Notably, children from the wealthiest families do not consistently perform better, suggesting that excessive reliance on material resources may crowd out effective parental engagement. In contrast, even the poorest families demonstrate strong educational aspirations, though constrained by limited resources and inadequate guidance. These findings highlight the critical role of cultural capital in mitigating intergenerational inequality and call for policies that support educational involvement across all socioeconomic groups to foster more equitable learning opportunities. Full article

Background: Childhood cancer survivors (CCSs) are at heightened risk of long-term neurocognitive and emotional difficulties that can affect educational attainment, social participation, and overall quality of life. These outcomes vary across developmental stages and are influenced by treatment modality, age at diagnosis, and central nervous system (CNS) involvement. Methods: A comprehensive literature search was conducted in PubMed, Scopus, PsycINFO, and Web of Science for articles published between January 2000 and June 2024. Search terms included combinations of “childhood cancer survivors,” “neurocognitive outcomes,” “executive function,” “emotional regulation,” and related MeSH terms. Inclusion criteria required peer-reviewed studies assessing CCS using standardized neuropsychological or emotional measures. Results: Evidence indicates persistent deficits in processing speed, working memory, and higher-order executive functions, with additional challenges in attention and memory. Emotional difficulties, including anxiety, depression, and social withdrawal, were prevalent and often co-occurred with cognitive impairments. Developmental timing of cancer and treatment was a key determinant of outcome. Family functioning, school reintegration support, and broader social environments emerged as important moderators of resilience. Conclusions: CCSs face complex, interrelated cognitive and emotional challenges that warrant early identification and ongoing, developmentally tailored intervention. Integrated approaches combining cognitive remediation and psychosocial support appear most effective. Future research should prioritize longitudinal designs, multi-informant assessments, and culturally sensitive frameworks to inform targeted prevention and rehabilitation strategies. Our synthesis highlights that deficits in processing speed and working memory are most pronounced following CNS-directed therapies during early developmental stages, whereas emotional vulnerabilities such as anxiety and social withdrawal often emerge later in adolescence. Interventions combining cognitive remediation, targeted psychosocial support, and structured school reintegration show the strongest evidence for improving adaptive outcomes. Coordinated survivorship care across healthcare, educational, and family systems is essential to sustain developmental recovery. Full article