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University students are typically highly sedentary, which is associated with adverse physical and mental health outcomes. Attempts to understand university students' sedentary behaviour have typically focused on on-campus teaching and learning activities. While such research has documented that students perceive studying as one of the main barriers to reducing sedentary behaviour, there is little understanding of how and why studying incurs sitting, especially during home-based studying. We investigated how students' experience sitting when studying at home. Fourteen UK undergraduates (10 female; mean age = 20 years) participated in semi-structured interviews that explored their experiences, beliefs, and attitudes regarding sitting while studying at home. Data were analysed using Reflexive Thematic Analysis. Four themes were constructed, focusing on knowledge and attitudes towards sitting, prioritisation of study tasks, sitting as an integral part of the study environment, and sitting as part of the optimal mental 'zone'. Whilst participants demonstrated awareness of the potential health risks associated with prolonged sitting they prioritised productivity when studying at home and believed that interrupting their sitting would compromise productivity, making home-based studying particularly conducive to sedentary behaviour. These findings suggest that intervention designers should more explicitly consider the home environment when aiming to reduce student sedentary behaviour and should seek to reduce sitting in a way that promotes, or at least does not interfere with, productivity. [ABSTRACT FROM AUTHOR]

The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early career professionals from both fields. Using the nominal group technique (NGT) with interquartile range (IQR) analysis, we identified seven key priorities in neuroeducation and assessed the level of consensus on these priorities. The top-ranked priorities were "Emotional and Mental Well-being", "Neurodiversity and Special Education Needs", and "Active and Inclusive Teaching Methods", though IQR analysis revealed varying levels of consensus. Lower-ranked priorities, such as "Role of Technology on Learning and the Brain", showed a higher consensus. This discrepancy between ranking and consensus highlights the complex nature of neuroeducation, reflecting differing perspectives between neuroscientists and educators. These findings suggest the need for interdisciplinary collaboration to bridge these gaps and foster evidence-based practices. We recommend that future research focuses on the specific neural mechanisms underlying emotional well-being, strategies for supporting neurodivergent learners, and practical approaches to integrating inclusive teaching methods in diverse educational contexts. [ABSTRACT FROM AUTHOR]

For a subset of individuals known as sign‐trackers, discrete Pavlovian cues associated with rewarding stimuli can acquire incentive properties and exert control over behaviour. Because responsiveness to cues is a feature of various neuropsychiatric conditions, rodent models of sign‐tracking may prove useful for exploring the neurobiology of individual variation in psychiatric vulnerabilities. Converging evidence points towards the involvement of dopaminergic neurotransmission in the nucleus accumbens core (NAc) in the development of sign‐tracking, yet whether this phenotype is associated with specific accumbal postsynaptic properties is unknown. Here, we examined dendritic spine structural organisation, as well as presynaptic and postsynaptic markers of activity, in the NAc core of male and female rats following a Pavlovian‐conditioned approach procedure. In contrast to our prediction that cue re‐exposure would increase spine density, experiencing the discrete lever‐cue without reward delivery resulted in lower spine density than control rats for which the lever was unpaired with reward during training; this effect was tempered in the most robust sign‐trackers. Interestingly, this same behavioural test (lever presentation without reward) resulted in increased levels of a marker of presynaptic activity (synaptophysin), and this effect was greatest in female rats. Whilst some behavioural differences were observed in females during initial Pavlovian training, final conditioning scores did not differ from males and were unaffected by the oestrous cycle. This work provides novel insights into how conditioning impacts the neuronal plasticity of the NAc core, whilst highlighting the importance of studying the behaviour and neurobiology of both male and female rats. [ABSTRACT FROM AUTHOR]

This article discusses the impact of ADHD on mental health, physical health, and social factors. It emphasizes the need for further research on specific outcomes associated with ADHD and the importance of tailored interventions in treatment approaches. The article explores tools that can enhance clinical practice, such as assessing visual attention to social cues and evaluating self-efficacy in adults with ADHD. It also recognizes the importance of multidisciplinary treatment, including parental interventions. The article highlights the limited access to effective strategies like behavioral parent training and the desire for practical information among parents. It discusses different approaches to managing ADHD, including the negative experiences of individuals with ADHD in Cognitive Behavioral Therapy and the ineffectiveness of transcranial direct current stimulation. The article also mentions the effects of adjusting medication in the premenstrual week for women with ADHD and the responsiveness to telemedicine for ADHD care. Overall, more research is needed to better understand and personalize the management of ADHD. [Extracted from the article]

Little is known about how adults with attention-deficit/hyperactivity disorder (ADHD) experience exercise, resulting in a lack of recommendations for supporting this population. We aimed to explore how adults with ADHD experience exercise as a management tool before and after diagnosis and how and why individuals experience issues related to exercise dependence. Fifteen active adults with a diagnosis of ADHD participated in semistructured interviews. Three overarching themes were identified: (a) exercise as a necessity for ADHD, reflecting the need to exercise before a formal ADHD diagnosis, and use of exercise as a management tool postdiagnosis; (b) goals and achievements to live by, reflecting how exercise patterns revolved around a need to make progress toward targets; and (c) activity or exercise: a roller coaster journey, covering the ups and downs of exercise journeys. This article highlights the importance of exercise for adults to manage ADHD and how this can be encouraged and supported.