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The article focuses on responding to comments from colleagues on the author's original work, providing an opportunity for further discussion and reflection on the topic of gender, roles, stereotypes, and mental health. Topics include the evolving role of fathers in modern parenting, the importance of integrating both normative and affective aspects into paternal roles, and the need for a balanced approach to support children in navigating gender identity and social expectations.

Emotional distress and the difficulty of seeking help and psychotherapeutic support are more characteristic of the male gender. Males grow up adhering to the model of the ‘real man’, a model often impregnated with gender stereotypes that force them to adhere to a gender role in which the emotional experience is often denied or invalidated and the request for help is experienced as an individual vulnerability and not as a resource to face a developmental or life challenge. This often leaves males, both developmental and adult, in a condition of emotional illiteracy that can be prodromal and preparatory to problems of clinical and social relevance, up to and including gender-based violence. This article addresses the issue of men’s emotional distress, reading it as a phenomenon rooted in the gender role favoured by the socio-cultural context and highlighting the role that could be played by primary and secondary prevention and by educational intervention in the school and community context as facilitators of change, evolution and promotion of the psycho-emotional well-being of future generations [ABSTRACT FROM AUTHOR]

Objective: The COVID-19 pandemic has disrupted educational systems worldwide, raising concerns about its impact on academic performance, particularly among developmental age students., Methods: A systematic review with meta-analysis aimed to evaluate the association between the COVID-19 pandemic and the academic performance in this population was performed according to PRISMA 2020 guidelines. PubMed/MEDLINE, Scopus and Embase were searched on December 2023 to identify relevant studies. Both fixed and random effect models were performed. The Effect size was reported as Cohen's d with a 95% Confidence Interval. Studies' quality was assessed using the Newcastle-Ottawa scale. The protocol was registered in PROSPERO., Results: A total of 30 studies met the inclusion criteria, but only 13 could be combined in the meta-analysis. Based on a sample size of 4,893,499 students, pooled Cohen's d was -0.07 [(95% CI = -0.10; -0.03); p-value <0.001]. Subgroup analyses by subject suggested that performance in math was affected the most, Cohen's d= -0.14 [(-0.18; -0.10); p-value <0.001]., Conclusion: The findings revealed a significant negative association between the COVID-19 pandemic and academic performance among developmental age students. Interventions to mitigate the adverse effects of the pandemic on educational outcomes in this population are needed.

Background: A satisfactory level of self-esteem has been recognized as crucial factor contributing to healthy lifestyle, especially among children and adolescents. We performed an analysis of the impact of Life-Skills Based Education (LSBE) in a cohort of pupils in a Primary School of Sondrio (Northern Italy) and we made a comparison with a control group in a Primary school of the same province where no intervention was performed., Methods: Changes in levels of self-esteem were assessed through Italian version of the Multidimensional Self-concept Test of Bruce Bracken - T.M.A. For research purpose we used four of the six scales of the Italian version of the Multidimensional Self-esteem Test - T.M.A., Results: The questionnaire was handed out to a total of 318 pupils: 132 students had received a LSBE intervention and 186 had not received any intervention. Median and interquartile range are in the normal range, both for the intervention and control groups. The four subscales showed an improving trend from the beginning (T1) to the end (T2) of the school year, both for the intervention and control groups. Regarding the intervention group, we found statistically significant changes in the subscales of quality of interpersonal relationships (P=0.003) and emotional competencies (P=0.02); regarding the control group, we found statistically significant changes in all the subscales analyzed. Considering the variable "sex", we found a statistically significant improvement only for male students and for the subscale "quality of interpersonal relationships" (P=0.007)., Conclusions: The population trend observed suggests an improvement in competencies and levels of self-esteem in the cohort subjected to a LSBE intervention. Data analysis revealed significant differences in the subscales of quality of interpersonal relationships and emotional competencies, suggesting that LSBE interventions have an higher impact on males than on females. A longer follow-up could be useful in order to provide more reliable and significant data about LSBE programs' real efficacy.

This study describes the prevalence rate of overweight and thinness in a population of teens living in two different areas of Italy and explores the body self-image perception and unhealthy eating behaviours and strategies to lose weight. A questionnaire was administered to a sample of 2,121 teenage students (1,084 males, 1,037 females). Results showed that teen females and males build and perceive their body images in very different ways. Most of the overall sample perceived their weight as normal, while a relevant 31.6% defined themselves as overweight and another 4.4% as heavily overweight. Analysis based on BMI (calculated through self-referred weight and height) showed that only 9.2% of our sample could be considered overweight and 1.7% obese. Most of female teen students (485 out of 1,037) were trying to lose weight, demonstrating that strategies to lose weight were undertaken also by girls perceiving themselves as normal in relation to body weight. 46.8% girls were using strategies to lose weight compared with 21.9% boys. These strategies included very problematic behaviours like self-induced vomiting (3.3% F vs 1.7% M) and dieting pills (2.8% F vs 1.5% M) undertaken along with more usual thinning strategies like dieting and exercising. Girls were more prone than boys to exercise as a way to lose weight (41% vs 31.7%). This study showed that there is a deep gap between actual weight and perceived body-image and weight. This study is one of the first of this kind in Italy and calls for primary prevention and health education programs aimed at improving teen body-image as a strategy to reduce the eating disorder epidemics spreading among young people.