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The aim of this project was to examine age-related use of action, metacognitive, and metalinguistic verbs because factors related to verb transparency are thought to impact word learning. Performance on fictional, oral narratives elicited using a single-episode picture was evaluated for 84 children with typical language (TL) and 38 age-matched children with a Developmental Language Disorder (DLD) ranging in age from 5;1 to 14;4 years of age. Narrative samples were transcribed and coded for occurrences of action verbs (AV), metacognitive verbs (MCV), and metalinguistic verbs (MLV). The total number of verbs used and the number of different verbs produced in each category were examined across ages, as was the difference in verb usage patterns across language ability groups. A statistically significant increase in the overall use of action, MCV, and MLV with age was observed. TL children used a wider variety of each verb type as compared to those with DLD. Age-related progression for verb use was observed in the fictional narrative generation task by both groups of children. However, despite similar rates of total verb use, children with DLD produced fewer different verbs in the three categories. These findings indicate the total number of verbs used is similar in children with TL and DLD, but there is a difference in the number of different verbs used in functional tasks such as narratives for children with DLD. These results also indicate a need for ongoing examination of the factors not only impacting verb acquisition but also use in communication tasks. [ABSTRACT FROM AUTHOR]

Externalizing behavior and low academic performance present key developmental challenges for school-age children, with the potential for these domains to predict each other over time, leading to worsened outcomes. Yet, previous studies have yielded inconsistent conclusions about the directional pathways between externalizing behaviors and academic performance. Moreover, the moderating factors influencing these predictive pathways remain unclear. To clarify these relations, The current study conducted a meta-analysis on the longitudinal predictive relation between externalizing behaviors and academic performance, incorporating data from 124,695 students without clinically diagnosed behavioral problems or learning disabilities across 70 independent studies. The results revealed a bidirectional predictive relation between externalizing behaviors and academic performance, with comparable effect sizes for both the externalizing behavior to academic performance pathway (r = -.082, p <.001) and the reverse pathway (r = -.076, p <.001). Moderation analysis revealed that inattention-related behavior, shorter time intervals, and fewer white participants strengthen the predictive effect of externalizing behaviors on academic performance. In particular, as child age increases, the moderating effect of time interval is even stronger. For the academic performance leading to externalizing behavior pathway, inattention-related behavior, teacher-reported externalizing behavior, literacy-related performance, and GPA/grades were identified as factors contributing to an augmentation in the longitudinal predictive effect of academic performance on externalizing behaviors. Overall, the negative cycle between externalizing behavior and academic performance may be influenced by various factors, providing targeted recommendations for intervention and prevention. [ABSTRACT FROM AUTHOR]

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Background: Undernutrition, manifested as stunting and/or thinness, is a major public health concern in low-income countries, including Ethiopia. Factors such as sociodemographic, economic, and dietary status influence children's academic achievement. This study aimed to assess the association between dietary diversity, nutritional status, and academic performance of school-age children in pastoral communities in Southeast Ethiopia. Methods: A school-based cross-sectional study was conducted among 395 randomly selected school-age children. A multistage sampling followed by systematic random sampling was used to collect the data. Students' academic performance (AP) was evaluated by computing two-semester average grade scores of the 2016/17 academic year in all disciplines using the school record. A pre-tested, interviewer-administered, structured questionnaire was used to collect the data. To assess nutritional status, the z scores of height for age (HAZ) and BMI for age (BAZ) were employed according to WHO's new reference values. The WHO Anthroplus software was used to generate nutritional indices. A structural equation model (SEM) was used to examine the direct, indirect, and total effects of the dietary diversity score (DDS), HAZ score, and BAZ score on AP. The beta coefficient (β) along with the confidence interval (CI) were used to estimate the strength of the association. Results: The prevalence of stunting and thinness was 26.6% (95% CI: 21.8, 31.4%) and 28.9% (95% CI: 24.3, 33.2%), respectively. The proportion of dietary diversity (DD) among school-age children was 40% (95% CI: 35.7, 45.3%) low DD and 60% (95% CI: 54.7, 64.3%) adequate DD. The SEM revealed that a unit increment in the child's DDS (unstandardised β = 0.130, 95% CI: 0.049 to 0.211) did have direct and total effects on the HAZ score. However, HAZ score, BAZ score, and DDS did not have direct, indirect, or total effects on AP. Similarly, DDS did not have direct or total effects on the BAZ score. Conclusion: The academic performance (AP) was low among these school-age children, and the prevalence of stunting and thinness was high. Thus, nutrition interventions on dietary diversity for school-age children would be crucial interventions for increasing academic achievement. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to investigate changes in refraction error in myopic school-age children during the COVID-19 pandemic. Methods: The data of 825 myopic children aged 7–18 years were retrospectively screened from the hospital data access system. The cycloplegic prescriptions of the patients in 2018, 2019, 2020, and 2021 were recorded. The patients were divided into three groups according to their ages: ≤10 years (Group A), 11–14 years (Group B), and ≥15 years (Group C). The mean refraction values and annual progression values were compared between the years and age groups. Results: The mean age of the patients was 13.8 ± 3.17 years. Statistical analysis for the overall sample indicated that the annual myopia progression significantly differed between 2018 and 2021 (−0.42 ± 0.37 and −0.53 ± 0.47, respectively) (p < 0.001), and there was also a significant difference in myopia progression observed in all years in the younger age group (−0.34 ± 0.44 for 2018, −0.50 ± 0.49 for 2019, and −0.76 ± 0.59 for 2020). The highest progression (−0.76 ± 0.59) was determined in the younger age group in 2020. Linear regression analysis showed a negative correlation between myopia progression from 2020 to 2021 and age (B = 0.049 and p < 0.001). Conclusions: Myopia progression has increased in school-age children during COVID-19, with the younger age group being more affected. During the COVID-19 pandemic, myopia progression in younger children has increased statistically significantly. Thus, at times when distance learning is required, it would be appropriate to plan by taking into account the myopia progression of children. [ABSTRACT FROM AUTHOR]

Autistic individuals are at increased risk of experiencing various forms of victimization during their lifespan. This study analyses the self-reported prevalence of bullying victimization in autistic pre-adolescents and those with subthreshold autistic traits in comparison with peers without neurodevelopmental conditions. The sample was comprised of 323 participants (11 and 12 years old; 45 with autism or subthreshold autistic traits) from Spanish general education schools. The assessment protocol included psychopathological (autism characteristics and co-occurrent problems), cognitive and academic characteristics. Bullying victimization was self-reported by the pre-adolescents themselves using the Bullying and School Violence Questionnaire (Acoso y violencia escolar). Autistic participants (57.9%) and those with subthreshold autistic traits (26.9%) showed a higher rate of bullying victimization in comparison with their peers (18.3%). Bullying rates were more frequent and severe and were characterized by intimidation and social exclusion behaviours. These problems were associated with greater intensity of restrictive and repetitive behaviours and with more co-occurring behavioural and emotional problems. We did not find any association with other individual or family factors. Our data reveal the greater risk of bullying behaviours among autistic young people and those with subthreshold autistic traits, which implies the need for detection and establishment of protocols to prevent consequences for their mental health and quality of life. Autistic individuals face a higher risk of various forms of victimization throughout their lives, with bullying being especially prevalent during their school years. Previous studies indicate that autistic children are 2.4 times more likely to be bullied than their typically developing peers and twice as vulnerable as those with other disabilities. However, the extent of this issue among Spanish schoolchildren with autism remains unexplored. In addition, there is no information regarding the presence of bullying victimization in children with marked but undiagnosed autistic traits (i.e. subthreshold autistic traits). This study examines the self-reported prevalence of bullying victimization in autistic pre-adolescents and those with subthreshold autistic traits, comparing them with peers without neurodevelopmental conditions. The study involved 323 participants (11 and 12 years old; 45 with autism or subthreshold autistic traits) from Spanish general education schools. The results revealed a higher rate of bullying victimization among autistic participants (58%; 3.1 times higher risk) and those with subthreshold autistic traits (27%; 1.5 times higher risk) compared with their peers without neurodevelopmental conditions (18.3%). Victimization was linked to more intense restrictive behaviours and increased behavioural and emotional problems. No significant associations were found with other individual or family factors. Our findings underscore the heightened risk of bullying faced by autistic pre-adolescents and those with subthreshold autistic traits at school, emphasizing the need to identify and implement preventive measures to mitigate bullying and its detrimental impact on their mental well-being and overall quality of life. [ABSTRACT FROM AUTHOR]

When children struggle in understanding what they hear, it hinders them from learning optimally, which subsequently impacts their academic performance, and socially, their ability to develop friendships. The aim of the study was to examine children's ability in comprehending Malay sentences using a newly developed sentence comprehension task comprising of different sentence structures and cognitive demands. A conventional picture-pointing task was administered to 30 typically developing Malay children between the ages of 7;0 and 12;11 years old (Mean age in months = 119.33, SD = 16.09). Sentences consisted of (i) both canonical (subject-verb-object, SVO; subject relative, SR) and non-canonical structures (passives; object relative, OR), which were also (ii) manipulated in low, intermediate, and high cognitive load conditions. Analysis revealed that there were clearer distinctions in performance on the canonical vs. non-canonical sentences for children in the older age group (10;0 to 12;0) compared to the younger group (7;0 to 9;11), with better comprehension on the canonical structures. Both groups showed a developmental increment in comprehension performance from the simpler SVO and SR sentences to more complex passives and ORs. Although children in the older age group performed comparatively better on the canonical sentences across all cognitive loads, all children struggled as the cognitive demands increased from low to high load conditions within the sentences. In speech-language therapy practice, understanding typical developmental patterns helps clinician identify when a child may need support. The study provides valuable information for clinicians working with school-age children to better gauge their sentence comprehension abilities while being mindful of the diverse ways in which language can develop, particularly for those with neurodevelopmental conditions. [ABSTRACT FROM AUTHOR]

Asthma is a common chronic respiratory disease in childhood, requiring effective management strategies. This study aims to evaluate the effectiveness of a nurse-led WeChat Mini Program in managing asthma among children aged 6 to 11 years. This randomized controlled trial adhered to the CONSORT checklist and was conducted at a tertiary hospital in China from January 2023 to August 2023. One hundred and eight children with asthma were randomly assigned to two groups, and 81 children completed the 6-month follow-up. All participants received asthma management from specialist nurses, including routine treatments such as inhaled corticosteroids. The experimental group also utilized the WeChat Mini Program for asthma management. Both groups underwent follow-up assessments at 3 and 6 months post-enrollment, which included the Childhood Asthma Control Test (C-ACT), asthma control levels, frequency of exacerbations, and lung function. At 3 and 6 months, the experimental group showed significantly higher C-ACT scores and a lower exacerbation frequency compared to the control group (p < 0.05). While Peak Expiratory Flow improved, Forced Expiratory Volume in 1 Second Percentage Predicted (FEV1%) and FEV1/FVC did not change significantly. The WeChat Mini Program significantly improved asthma control and reduced exacerbations but did not substantially enhance all lung function parameters. Further research is required to confirm its long-term effects. Incorporating a specialist nurse-led digital management tool, such as the WeChat Mini Program, into standard pediatric asthma care may offer an effective management strategy. • WeChat Program Management improved asthma control and lung function in children. • Asthma specialist nurses played an essential role in the management of asthma. • Effective asthma management reduced the frequency of acute exacerbations. [ABSTRACT FROM AUTHOR]

To explore the lived experiences of mothers caring for school-age children with Pompe disease. A qualitative study using a descriptive phenomenology approach. Semi-structured interviews were conducted from October to December 2022 with 10 mothers of school-age children diagnosed with Pompe disease, which were identified through the Taiwan Pompe Disease Association. Colaizzi's phenomenological method was employed for data analysis. The study identified five themes in the caregiving experiences of mothers: 1. unwavering parenting beliefs; 2. child-centric approach; 3. focus on peer relationships and coping strategies; 4. integration of learning, treatment, and rehabilitation; and 5. embracing and navigating life's challenges. Mothers balanced education, treatment, and rehabilitation for their children with Pompe disease, offering perspectives into the caregiving experience. This study highlights the complex experiences of mothers caring for children with Pompe disease, emphasizing the importance of comprehensive support. Insights into the perspectives of mothers can aid health-care professionals in understanding the challenges faced by families with children diagnosed with Pompe disease and can enable the development of strategies for providing comprehensive psychological support to improve mental health outcomes for these children and their families. Increased awareness among health-care professionals and in the society leads to an informed and empathetic approach to addressing the unique challenges faced by children with Pompe disease and their families. • Maternal insight enhances clinical relevance into the challenges school-age children experience with Pompe disease. • Insights enable comprehensive psychological support, improving mental health outcomes. • Heightened awareness fosters informed, empathetic approach to Pompe disease challenges. [ABSTRACT FROM AUTHOR]

Phthalates are commonly found in indoor environments. Consequently, children may be exposed to phthalates through the air, potentially causing health issues. We collected 72 air samples from 60 households and 12 classrooms in Jinan, surveyed and health-examined children, assessed their phthalate inhalation exposure, and analyzed the associations between inhalation exposure levels and children's anthropometric and physiological indicators. Eight phthalates were detected in children's households and classrooms, with detection frequencies ranging from 91.6% to 100%. Di-iso-butyl phthalate (DiBP), di-n-butyl phthalate (DnBP), and di (2-ethylhexyl) phthalate (DEHP) were the predominant phthalates. Children's indoor inhalation exposure to phthalates ranged from 8.90 to 147 ng/(kg·day), with DEHP being the main inhaled phthalate. The non-carcinogenic risks of indoor environments where children live are within acceptable limits. DEHP has a low carcinogenic risk. Di-n-octyl phthalate (DnOP) exposure was associated with a decrease in body mass index z-score, waist circumference, and hip circumference. Additionally, DEHP exposure was negatively associated with the waist-to-hip ratio. DiBP exposure was negatively associated with the systolic blood pressure z-score, while DnOP exposure was negatively associated with the diastolic blood pressure z-score. Furthermore, DEHP exposure was positively associated with fractional exhaled nitric oxide z-score. The findings of this study suggest that phthalate inhalation exposure may substantially affect various health metrics in children, including body mass index, waist and hip circumference, and blood pressure, and increase the risk of respiratory tract inflammation. [ABSTRACT FROM AUTHOR]

Human health is being impacted by anthropogenic (human-made) climate change. This article describes four ways that climate change may affect mental well-being in school-age children. First, natural disasters—such as more frequent and intense tornadoes and flash floods—may have a direct influence on mental well-being by contributing to acute anxiety and distress. Second, indirect effects of severe weather—including changes in social support systems—may affect mental well-being by increasing isolation. Third, children may suffer feelings of anxiety or depression if they perceive a sense of powerlessness to solve the challenges of a changing climate. Finally, school nurses need to be aware of the emergence of correlations—such as data that suggest increases in temperature may influence the use of inpatient mental health services and suicidal ideations—that require further scientific exploration. This article aims to increase school nurses' understanding of how climate changes may impact the mental well-being of school-age children and to provide strategies for creating a safe, healthy learning environment. This article is the fourth in a series aimed at raising awareness among school nurses about climate-associated illnesses and equipping them with the resources they need to protect school-age children's health. [ABSTRACT FROM AUTHOR]

Objective Empirical evidence underscores an association between parental stress and emotional and behavioral problems in offspring. However, a comprehensive systematic review or meta-analysis on this topic is lacking. Thus, this study aims to address the scientific inquiry: Is there a relationship between parental stress and emotional/behavioral problems in children? Sources This systematic review with a meta-analysis surveyed PubMed, PsycINFO, and the Biblioteca Virtual em Saúde between August and September 2021. The present search combined terms (school-age children) AND (parental stress OR parenting stress OR family stress) AND (emotional and behavioral problems OR internalizing and externalizing problems). Eligibility criteria encompassed cross-sectional, cohort, and case-control studies published within the last five years, exploring the association between parental stress (stressful life events and parenthood-related stress disorders) and emotional/behavioral problems in school-age children. PROSPERO ID CRD42022274034. Summary of the findings Of the 24 studies meeting all inclusion criteria (n = 31,183) for the systematic review, nine were eligible for inclusion in the meta-analysis. The meta-analysis revealed an association between parental stress and emotional problems (COR: 0.46 [95 % CI: 0.27 - 0.61], p < 0.001, Heterogeneity = 89 %) as well as behavioral problems (COR: 0.37 [95 % CI: 0.27 - 0.46], p < 0.001, Heterogeneity = 76 %). Conclusions These findings indicate that parental stress predicts emotional/behavioral problems in school-age children. Since these problems are related to long-term negative effects in adulthood, these results are crucial for preventing mental health problems in offspring and for screening and managing parental stress. [ABSTRACT FROM AUTHOR]

Dermatophytoses are infectious skin diseases of public health importance because of their transmissibility and high prevalence, especially among children. This is the first study aiming to estimate and report the burden of dermatophytoses on school-age children on the island of Santiago in Cape Verde, an African country that is an archipelago. A total of 249 students attending the afternoon shift of three elementary schools in the city of Achada Igreja were examined. Of these, 60 had suspected lesions of dermatophyte infection. However, from the samples collected from these 60 students, including hair, nails, and skin scrapings, only 18 dermatophyte isolates were obtained, corresponding to a point prevalence of 7.2%. Morphological species identification demonstrated three different species: Trichophyton soudanense, Trichophyton rubrum, and Trichophyton violaceum; re-identification by sequencing the internal transcribed spacer (ITS) 1 and 2 regions of ribosomal DNA, and the 5.8S rDNA encoding gene (ITS-5.8S region), revealed T. soudanense as the most prevalent species, with only one case of T. rubrum. This is the first epidemiological data describing dermatophytoses and dermatophytes in Cape Verde among school-age children on one of the archipelago islands. It reinforces the need of using culture and accurate identification methodologies when gathering epidemiological data on dermatophytoses. [ABSTRACT FROM AUTHOR]

Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. [ABSTRACT FROM AUTHOR]

Autism is a neurodevelopmental condition, characterized by altered social communication and repetitive behavior. Typically diagnosed in early childhood, screening and diagnosis at a later age can be challenging, particularly in girls who exhibit a wider range of behaviors and characteristics. This study aimed to examine the Childhood Autism Spectrum Test–Hebrew version in a clinically referred Israeli sample, and to identify items that best discriminate between autistic and non-autistic boys and girls. Parents of 211 autistic (retrospectively reviewed) and 192 non-autistic children, aged 4–12 years, completed the Childhood Autism Spectrum Test–Hebrew version. Results indicated good discriminatory power, with an area under the curve of 0.93. A cutoff of 9 offered optimal sensitivity of 0.93 and specificity of 0.82. The addition of a more focused sex-specific analysis using items that best discriminated autistic from non-autistic boys and girls significantly improved the overall identification rate of autism, particularly in girls. The Childhood Autism Spectrum Test–Hebrew version was positively correlated with the Autism Diagnostic Interview–Revised but not with Autism Diagnostic Observation Schedule-2. Findings underscore the importance of considering sex differences in autism screening and the potential value of sex-specific screening. Future research should focus on replicating these findings in a larger, diverse, prospective study. Autism is a neurodevelopmental condition, characterized by social communication alterations and restricted, repetitive behaviors. Typically diagnosed in early childhood, screening and diagnosis at a later age can be challenging, particularly in girls who exhibit a wider range of behaviors and characteristics. Our study set out to examine the effectiveness of the Hebrew translation of the Childhood Autism Spectrum Test, a parent report questionnaire, in identifying these diverse characteristics of autism within an Israeli sample of boys and girls. We examined parent reports on 403 (211 autistic, 192 non-autistic) children, aged 4–12 years. Results revealed the Childhood Autism Spectrum Test–Hebrew version was a valuable tool in differentiating between autistic and typically developing children, correctly identifying 93% of children with autism and 82% of typically developing children. In addition, specific items of the Childhood Autism Spectrum Test–Hebrew version were particularly useful in differentiating between autistic and non-autistic boys and autistic and non-autistic girls. Using these items, in addition to the overall score of the questionnaire, increased the correct identification of children as autistic or typically developing, especially in girls. The Childhood Autism Spectrum Test–Hebrew version test results corresponded well with the Autism Diagnostic Interview–Revised, which relies on parental input, but not with the clinician-administered Autism Diagnostic Observation Schedule-2. Our findings highlight the potential benefits of gender-specific tools to better support correct identification of autism in boys and in girls. More research is recommended to further explore these gender differences and to validate our findings with a larger, diverse group. [ABSTRACT FROM AUTHOR]

Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17 years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17 years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I'm worried it's hard to start my schoolwork' or 'When I'm worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. [ABSTRACT FROM AUTHOR]

Abstract Background Undernutrition, manifested as stunting and/or thinness, is a major public health concern in low-income countries, including Ethiopia. Factors such as sociodemographic, economic, and dietary status influence children’s academic achievement. This study aimed to assess the association between dietary diversity, nutritional status, and academic performance of school-age children in pastoral communities in Southeast Ethiopia. Methods A school-based cross-sectional study was conducted among 395 randomly selected school-age children. A multistage sampling followed by systematic random sampling was used to collect the data. Students’ academic performance (AP) was evaluated by computing two-semester average grade scores of the 2016/17 academic year in all disciplines using the school record. A pre-tested, interviewer-administered, structured questionnaire was used to collect the data. To assess nutritional status, the z scores of height for age (HAZ) and BMI for age (BAZ) were employed according to WHO’s new reference values. The WHO Anthroplus software was used to generate nutritional indices. A structural equation model (SEM) was used to examine the direct, indirect, and total effects of the dietary diversity score (DDS), HAZ score, and BAZ score on AP. The beta coefficient (β) along with the confidence interval (CI) were used to estimate the strength of the association. Results The prevalence of stunting and thinness was 26.6% (95% CI: 21.8, 31.4%) and 28.9% (95% CI: 24.3, 33.2%), respectively. The proportion of dietary diversity (DD) among school-age children was 40% (95% CI: 35.7, 45.3%) low DD and 60% (95% CI: 54.7, 64.3%) adequate DD. The SEM revealed that a unit increment in the child’s DDS (unstandardised β = 0.130, 95% CI: 0.049 to 0.211) did have direct and total effects on the HAZ score. However, HAZ score, BAZ score, and DDS did not have direct, indirect, or total effects on AP. Similarly, DDS did not have direct or total effects on the BAZ score. Conclusion The academic performance (AP) was low among these school-age children, and the prevalence of stunting and thinness was high. Thus, nutrition interventions on dietary diversity for school-age children would be crucial interventions for increasing academic achievement.

Objective To find out the social competence level of school-age children with speech sound disorders after cleft palate operation and functional speech sound disorders. Methods Thirty-four school-age children with postoperative cleft palate speech sound disorders and thirty-seven school-age children with functional speech sound disorders attending a specialty clinic for the diagnosis and treatment of childhood speech and language disorders in 2023 were selected, and 32 age- and gender-matched normal children in a local elementary school were also randomly selected as the normal group. The Achenbach Child Behavior Checklist was used to assess the social competence of the three groups of children and a cross-sectional study was conducted. Results Children with cleft palate speech sound disorders and functional speech sound disorders had lower scores on activity, communication and academic ability, with specific manifestations varying in different gender groups, but there was no significant difference in scores between the two groups. In contrast, the activity and communication scores of the functional speech sound disordergroup were significantly lower than those of the normal group(P

Children's loneliness has become an increasingly pervasive issue of public health due to the vulnerability of school-aged children. This study aims to identify latent classes of school-age children based on their exhibited symptoms of loneliness and explore the influencing factors. A cross-sectional study was conducted from March to June 2023 in Shantou, China. Demographic characteristics, Abbreviated Symptom Questionnaire (ASQ), Children's Loneliness Scale (CLS), Perceived social support Scale (PSSS), and Children's Hope Scale (CHS) were collected by questionnaires. Latent class analysis (LCA) was performed based on loneliness symptoms among school-age children, with class characteristics and influencing factors explored through chi-square tests, analysis of variance, lasso regression, and multinomial logistic regression analyses. A total of 2514 school-age children were enrolled. Four diverse latent classes were identified, namely, the low loneliness group, the borderline loneliness group, the moderate loneliness group, and the high loneliness group, with 37.0 %, 40.4 %, 10.3 % and 12.3 % in each class, respectively. Compared with the low loneliness group, the factors influencing loneliness symptoms in other groups were grade, academic performance, father's education level, experience of being bullied, experience of being physical attacked, homework help from parents, one-child status, number of friends, relationship with friends, feeling respect from parents, perceived social support, as well as hope (all P < 0.05). The study's cross-sectional design, limited sample and area, and self-reporting method may affect the findings' reliability and generalizability. LCA can categorize different school-age children according to their loneliness symptoms, offering a new perspective of addressing loneliness issues. • First study to identify diverse loneliness latent classes in children • Children's loneliness categorized into low, borderline, moderate and high groups • Distinct characteristics in each loneliness class, influenced by various factors • Borderline loneliness group shows unique traits, with being an only child as a protector • Personalized interventions and loneliness education for children, teachers, and families [ABSTRACT FROM AUTHOR]

Abstract Background Myopia is prevalent in China; however, trials involving Chinese children wearing dual-focus soft contact lenses (DFSCL) are limited. Thus, the purpose of this study is to investigate the efficacy of DFSCL among Chinese school-age children. Methods Sixty-four children aged 8–12 years with spherical equivalent refraction (SER) between − 0.75D and − 4.00D were recruited in this randomized controlled clinical study. The control group (32 subjects) wore single-vision spectacles (SVS), while the DFSCL group (32 subjects) wore daily disposable + 2.00 D defocus MiSight DFSCL. Follow-up examinations were performed every 3 months to compare the axial length (AL) growth and SER change between the groups for a period of 12 months by using the independent samples t-test or the Mann-Whitney U test. Statistical differences with a P

Purpose: This study aimed to investigate the efficacy of orthopedic insoles, specifically three-dimensional (3D)-printed orthopedic insoles, for treatment of symptomatic flexible flatfoot in school-age children. Methods: A systematic review of PubMed and China National Knowledge Infrastructure (CNKI) from database inception to March 2024 was conducted to determine additional studies. This single-center study included 38 participants, including 20 who chose ordinary orthopedic insoles and 18 who chose 3D printed orthopedic insoles, presented from January 2021 to December 2022. Pain symptom relief was compared between the two groups after 1 year of follow-up. Results: A systematic review identified an additional six publications, involving 206 samples, and meta-analysis indicated that the force-bearing area, arch index, and heel valgus angle after treatment were 0.74 (95 ​% confidence interval [CI]: 0.65–1.01), 0.20 (95 ​% CI: 0.03–1.35), and 0.10 (95 ​% CI: 0.03–0.28) of those before treatment, respectively. The 1-year follow-up study revealed that because of its good comfort, 3D printed orthopedic insole can significantly improve the wearing time of both male (P ​

AIM: To analyze the corneal morphological characteristics of school-age children, and provide reference for the examination of refractive errors, corneal lesions, and treatment in school-age children.METHODS: Children aged 6-12 years in our hospital from March 2020 to June 2023 were included as the research objects, and they are divided into emmetropia group(-0.25 D≤SE≤+0.25 D)and myopia group(-6.00 D≤SE

Objective: To develop and evaluate a Chinese version of the Symptom Questionnaire for Visual Dysfunctions (CSQVD) to quantify visual dysfunction symptoms in school-age children with various eye diseases, and to explore the relationship between ophthalmological disorders and visual dysfunction symptoms. Methods: Following standard scale adaptation procedures, the Symptom Questionnaire for Visual Dysfunctions (SQVD) was translated into Chinese (CSQVD). We employed random sampling to survey 198 outpatients aged 7–18 to assess the psychometric properties of the CSQVD. Using the reliable and validated questionnaire, we evaluated the determinants of visual dysfunction symptoms among 406 school-age patients at an eye center. The CSQVD scores were correlated with demographic and clinical variables, including gender, age, eye position, refractive power, and best-corrected visual acuity. Univariate analysis identified potential risk factors, followed by binary logistic regression and multiple linear regression analysis on factors with a P-value

Autism has been associated with increased mortality risk among adult populations, but little is known about the mortality risk among children and young people (0–24 years). We used a 15-year nationwide birth cohort study using linked health and non-health administrative data to estimate the mortality risk among Autistic children and young people in Aotearoa/New Zealand. Time-to-event analysis was used to determine the association between autism and mortality, controlling for sex, age, ethnicity, deprivation and rurality of residence. The participant population included 895,707 children of whom 11,919 (1.4%) were identified as Autistic. Autism was associated with a significantly higher mortality risk (hazard ratio = 2.35; 95% confidence interval = 1.80–3.06) compared to the general population. In addition, using stratified analyses, we found that this risk was significantly higher among females (hazard ratio = 5.40; 95% confidence interval = 3.42–8.52) compared to males (hazard ratio = 1.82; 95% confidence interval = 1.32–2.52). We also determined that among Autistic young people, mortality risk was significantly higher for those with a co-occurring intellectual disability (hazard ratio = 2.02; 95% confidence interval = 1.17–3.46). In this study, autism was associated with higher mortality in children and young people compared to the non-Autistic population. Increased efforts are required to better meet the health needs of this population. Existing literature indicates that Autistic people have shorter life expectancy, but little is known about the mortality risk among Autistic children and young people (0–24 years). We used a 15-year nationwide birth cohort study to estimate the mortality risk among Autistic children and young people in Aotearoa/New Zealand. The study included 895,707 children and 11,919 (1.4%) were Autistic. We found that autism was associated with a significantly higher mortality risk compared to the non-Autistic population. In addition, we found that this risk was significantly higher among females compared to males and for those with a co-occurring intellectual disability. Increased efforts are required to better meet the health needs of this population. [ABSTRACT FROM AUTHOR]

Introduction: Reactance inversion (RI) has been associated with impaired peripheral airway function in persistent asthma. However, there is little to no data about the difference between asthmatic children with and without RI. This study aimed to detect clinical and lung function differences in moderate-severe asthmatic children with and without RI. Methods: This study was conducted between 2021 and 2022 in asthmatic school-age children. Impulse oscillometry (IOS) and spirometry were performed according to ATS/ERS standards. Results: A total of 62 patients, with a mean age of 8.4 years, 54.8% were males and were divided into three groups: group 1 (32.3%) with no RI, group 2 (27.4%) with RI but disappearing after bronchodilator test and group 3 (40.3%) with persistent RI after bronchodilator test. Children in groups 2 and 3 had significantly lower birth weights than in group 1. Group 2 had lower gestational age compared to group 1. FEV1 and FEF25-75 of forced vital capacity were significantly lower in groups 2 and 3. In group 3, R5, AX, R5-20, and R5-R20/R5 ratios were significantly higher. Bronchodilator responses (BDR) in X5c, AX, and R5-R20 were significantly different between groups and lower in group 3. Conclusion: RI is frequently found in children with moderate-severe persistent asthma, particularly in those with a history of prematurity or low birth weight. In some patients, RI disappears after the bronchodilator test; however, it, persists in those with the worst pulmonary function. RI could be a small airway dysfunction marker. [ABSTRACT FROM AUTHOR]

Iodine and fluorine, as halogen elements, are often coexisting in water environments, with nearly 200 million people suffering from fluorosis globally, and, in 11 countries and territories, adolescents have iodine intakes higher than that required for the prevention of iodine deficiency disorders. It has been suggested that excess iodine and/or fluorine can affect thyroid health and intellectual development, especially in children, but their combined effect has been less studied in this population. This study investigated 399 school-age children in Tianjin, China, collected drinking water samples from areas where the school-age children lived, and grouped the respondents according to iodine and fluorine levels. Thyroid health was measured using thyroid hormone levels, thyroid volume, and the presence of thyroid nodules; intelligence quotient (IQ) was assessed using the Raven's Progressive Matrices (CRT) test; and monoamine neurotransmitter levels were used to explore the potential relationship between thyroid health and intelligence. Multiple linear regression and restricted cubic spline (RCS) analyses showed that iodine and fluorine were positively correlated with thyroid volume and the incidence of thyroid nodules in school-age children, and negatively correlated with IQ; similar results were obtained in the secondary subgroups based on urinary iodine and urinary fluoride levels. Interaction analyses revealed a synergistic effect of iodine and fluorine. A pathway analysis showed that iodine and fluorine were negatively associated with the secretion of free triiodothyronine (FT3) and free tetraiodothyronine (FT4), which in turn were negatively associated with the secretion of thyroid-stimulating hormone (TSH). Iodine and fluorine may affect IQ in school-aged children through the above pathways that affect thyroid hormone secretion; of these, FT3 and TSH were negatively correlated with IQ, whereas FT4 was positively correlated with IQ. The relationship between thyroid hormones and monoamine neurotransmitters may involve the hypothalamic–pituitary–thyroid axis, with FT4 hormone concentrations positively correlating with dopamine (DA), norepinephrine (NE), and 5-hydroxytryptophan (5-HT) concentrations, and FT3 hormone concentrations positively correlating with DA concentrations. Monoamine neurotransmitters may play a mediating role in the effects of iodine and fluoride on intelligence in schoolchildren. However, this study has some limitations, as the data were derived from a cross-sectional study in Tianjin, China, and no attention was paid to the reciprocal effects of iodine and fluorine at different doses on thyroid health and intelligence in schoolchildren in other regions. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to understand the consciousness of gender equality among school-aged children in China and its influencing factors using structural equation modeling to explore the pathways, intensity and group differences among these factors. Methods: A cross-sectional survey was conducted using stratified random whole-group sampling of primary school students in grades 1-6 and their parents who met the inclusion and exclusion criteria. In this study, 1,312 valid questionnaires were collected from a total of 1,500 school-aged children in Hunan Province, China (effective response rate of 87.5%). Statistical analysis was conducted using SPSS 26.0 and AMOS 24.0 software. Statistical inference consisted of t-tests, analysis of variance, the LSD test, Pearson correlation analysis, multiple stepwise linear regression analysis and structural equation modeling. Results: School-aged children had the lowest consciousness of gender equality in the area of occupation and relatively higher consciousness in the areas of family and school. Children's age, gender, gender role, parent-child relationship, teacher-student relationship and parents' gender equality consciousness had predictive effects on children's consciousness of gender equality. The structural equation model constructed in this study is applicable to school-aged children of different genders. There was a significant difference in the structural equation modeling for children in different study period groups. Conclusion: In the education process, parents and teachers should attempt to improve their own consciousness of gender equality, integrate the concept of androgynous education, enhance close relationships with children, and adopt appropriate education methods according to the characteristics of different groups of children. [ABSTRACT FROM AUTHOR]

AbstractObjectiveDesignStudy sampleResultsConclusionsWe recently demonstrated that learning abilities among school-age children vary following frequency discrimination (FD) training, with some exhibiting mature adult-like learning while others performing poorly (non-adult-like learners). This study tested the hypothesis that children’s post-training generalisation is related to their learning maturity. Additionally, it investigated how training duration influences children’s generalisation, considering the observed decrease with increased training in adults.Generalisation to the untrained ear and untrained 2000 Hz frequency was assessed following single-session or nine-session 1000 Hz FD training, using an adaptive forced-choice procedure. Two additional groups served as controls for the untrained frequency.Fifty-four children aged 7–9 years and 59 adults aged 18–30 years.(1) Only adult-like learners generalised their learning gains across frequency or ear, albeit less efficiently than adults; (2) As training duration increased children experienced reduced generalisation, similar to adults; (3) Children’s performance in the untrained tasks correlated strongly with their trained task performance after the first training session.Auditory skill learning and its generalisation do not necessarily mature contemporaneously, although mature learning is a prerequisite for mature generalisation. Furthermore, in children, as in adults, more practice makes rather specific experts. These findings should be considered when designing training programs. [ABSTRACT FROM AUTHOR]

This study aims to explore the relationship between self - efficacy and physical activity among school - aged children, along with the mediating role of exercise identity by utilizing the Physical Activity Questionnaire for Children (PAQ -C), General Self -Efficacy Scale (GSES) and Exercise Identity Scale (EIS) to investigate 3rd to 6th grade students of two primary schools in Nantong City, Jiangsu Province and Pingliang City, Gansu Province. The results showed that physical activity score was higher in males, younger students, non-only-child, and students from the western region. There was a positive correlation between self-efficacy and physical activity levels. The exercise identity played a partial mediating role between self-efficacy and physical activity, accounting for 59.3%. This study partially explains the intrinsic mechanism between children and adolescents' self-efficacy and physical activity, providing a theoretical and practical basis for physical activity intervention among children and adolescents. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the impact of external factors on the experiences and family relationships of autistic adolescents and their families. A qualitative approach was used, with in-depth interviews conducted with 30 participants, including autistic adolescents, siblings and parents from within families with an autistic adolescent family member. The findings suggest that external factors significantly influence the well-being of autistic adolescents and their families. The school environment was identified as a significant factor, with sensory overload, bullying and adverse interactions with teachers having a negative impact on the mental health and quality of family relationships for participants. In addition, the study highlighted that isolation and stigma were major concerns for families, suggesting a need for public efforts to raise awareness and understanding of autism. The lack of appropriate support and services was also identified as a significant challenge that families face. The study highlights the need for person-centred approaches to service provision, which involves including autistic adolescents and their families in the design and delivery of support and services. The study recommends collaboration among schools, service providers, and families, as well as efforts to promote autism-friendly environments in schools and the broader community. The influence of the environment on different groups of people with disabilities has rarely been studied in the context of neurodevelopmental disabilities, such as autism, in adolescence. This study explored how external responses to autism affect the experiences, outcomes and family relationships of autistic adolescents and their family members, including siblings and parents. This study adds to the knowledge of factors that contribute to the social disadvantage and exclusion autistic adolescents and their families face in their communities. Interviews with 30 participants from families with an autistic adolescent show that external factors greatly impact the well-being of autistic adolescents and their families. The school environment, including sensory overload, bullying and negative interactions with teachers, was found to be a key factor that negatively influenced mental health and family relationships. The study also revealed that isolation and stigma are major concerns for families, indicating the importance of public awareness campaigns to increase understanding of autism. In addition, the lack of adequate support and services presented significant challenges for families. The study emphasises the importance of person-centred approaches to providing services, which involve including autistic individuals and their families in designing and delivering support. [ABSTRACT FROM AUTHOR]

The government of Nepal initiated the Mid Day Meal Program (MDMP) to reduce hunger and increase educational outcomes, including health status. However, limited studies have been conducted on these issues covering the nutritional status of students at the lower basic level at community schools in Nepal. The main objective of the study is to determine the factors associated with malnutrition among children from community schools in Nepal. A school-based cross-sectional study was conducted in 98 (46 basic and 52 secondary) community schools from 44 municipalities in Nepal. Altogether, 2727 students participated in the questionnaire survey and anthropometric measurement. Data collection was performed on May 10-31, 2023. WHO Anthro plus and LMS (Lambda Mu and Sigma) parameters were used: weight for age for national health and nutrition survey recommended by CDC/National Center for Health Statistics for ages older than ten years to analyze nutritional status, including z scores. Descriptive analysis, including inferential analyses such as the chi-square test and logistic regression, was performed using IBM SPSS Statistics v25. The prevalence of weight-for-age Z-score[WAZ], height-for-age Z-score [HAZ], and body mass index-for-age Z-score [BAZ] were 72%, 75%, and 82%, respectively. Students with z-scores outside the range of ± 2 were classified as malnourished. Of them, 27.3%, 23% and 16.6% were assessed as underweight, stunted and thin, respectively. Students' sociodemographic characteristics such as age, sex, family size and type, source of income, wealth status were significantly associated with malnutrition, while age group, sex, wealth status, residence setting, and geographical location were noted as significant predictors of nutritional status. The study found no statistical relationship between school feeding and good nutrition, questioning the quality of the midday meal program. The study concludes that existing school-based nutritional interventions need to be re-evaluated and re-designed since it is less potent to minimize malnutrition among students substantially. Policymakers could consider these findings when planning and implementing nutrition- related policies and programs. [ABSTRACT FROM AUTHOR]

Purpose: The present study examines cross-sectional trends in performance on a quasi-universal non-word repetition (NWR) task. It also considers whether NWR performance is dependent on levels of exposure to a language and compares the performance of bilingual children across their two languages. Method: A cross-sectional design was employed. The English and French quasi-universal NWR tasks, featuring stimuli from two to five syllables in length, was administered to Canadian school-aged monolinguals and two groups of bilinguals: those who encountered their second language in early childhood and those who encountered their second language at school entry. Result: When evaluated in English, the early-exposure bilinguals produced significantly fewer errors than the school-entry exposure bilinguals and the English monolingual groups. When evaluated in French, the early-exposure bilinguals and the French monolinguals produced significantly fewer errors than the school-entry exposure bilinguals. Compared across languages, the French monolinguals produced fewer errors on the French version of the NWR task than the English monolinguals did on the English version of the same task. In both languages and across all analyses, the youngest age group (7–8 years) produced more errors than the two older groups (9–10 years and 11–12 years). Conclusion: The quasi-universal NWR task showed sensitivity to improvements from 7 to 11 years of age in English and up to 9 years of age in French. Better performance in French may be due to the relatively greater frequency of multisyllabic words in that language. The development and use of this particular NWR task with monolinguals and bilinguals—in both of their languages—contribute to a deeper understanding of quasi-universal NWR performance in typically developing children. [ABSTRACT FROM AUTHOR]

Objective High levels of optimism (and low levels of pessimism) are associated with improved physical health in adults. However, relatively less is known about these relations in youth. The present study aimed to review the literature investigating optimism, pessimism, and physical health in children and adolescents from populations with and without health conditions. Methods We conducted a scoping review up until February 2024. Studies were included if they sampled youth (average age ≤18 years) and treated optimism or pessimism as predictors of health behaviors or outcomes. Data on study and sample characteristics, health outcome, optimism construct, and findings were extracted from eligible papers and results were synthesized. Results Sixty studies were retained. Most studies were conducted in North America, with adolescents, and used cross-sectional designs and self-reported measures of health. Measures of optimism and pessimism differed across studies. Roughly one-third of studies sampled medical populations. Health categories included substance use, diet and physical activity, sexual health practices, medical adherence, other health behaviors, cardiometabolic health, subjective health/health-related quality of life, pain, sleep, and oral health. Generally, we observed adaptive associations between optimism and health. Higher optimism and lower pessimism were most consistently associated with lower rates of substance use and lower cardiometabolic risk. Conclusions The presence of optimism or the absence of pessimism appears to be associated with various adaptive health outcomes among youth with and without health conditions. Developmental, methodological, and clinical considerations for future research are discussed, such as conducting longitudinal studies with objective measures of health and psychometrically validated instruments. [ABSTRACT FROM AUTHOR]

This present study investigates emotion recognition in children and adults and its association with EQ and motor empathy. Overall, 58 children (33 5–6-year-olds, 25 7–9-year-olds) and 61 adults (24 young adults, 37 parents) participated in this study. Each participant received an EQ questionnaire and completed the dynamic emotion expression recognition task, where participants were asked to identify four basic emotions (happy, sad, fearful, and angry) from neutral to fully expressed states, and the motor empathy task, where participants' facial muscle activity was recorded. The results showed that "happy" was the easiest expression for all ages; 5- to 6-year-old children performed equally well as adults. The accuracies for "fearful," "angry," and "sad" expressions were significantly lower in children than in adults. For motor empathy, 7- to 9-year-old children exhibited the highest level of facial muscle activity, while the young adults showed the lowest engagement. Importantly, individual EQ scores positively correlated with the motor empathy index in adults but not in children. In sum, our study echoes the previous literature, showing that the identification of negative emotions is still difficult for children aged 5–9 but that this improves in late childhood. Our results also suggest that stronger facial mimicry responses are positively related to a higher level of empathy in adults. [ABSTRACT FROM AUTHOR]

Objective: School age is a critical period for the development of individual gender equality consciousness. The purpose of this study was to explore the potential classes of school-age children's gender equality consciousness, influencing factors and their differences in gender role, thus providing targeted guidance for the formulation and implementation of gender equality education strategies. Methods: A cross-sectional survey was conducted among 1846 school-age children using the demographic information questionnaire, gender equality consciousness questionnaire and Bem Sex Role Inventory. A latent class analysis was performed to explore gender equality consciousness latent classes. Multinomial logistic regression analysis was conducted to examine the predictors of class membership, and chi-square test was used to compare the gender role of each latent class. Results: The average age of the included 1846 participants was 10.10 ± 1.82 years old. The proportion of boy, grade 6 and living in urban area, respectively, were 50.8, 25.3, and 60.2%. The only children was 16.3% and left-behind children was 22.5%. 60.5% of all children thought their parents had a good relationship. The core family structure in all participants was 54.1%. Mothers were the caregivers of most children (63.6%). The same-sex friends more than 3 was 73.5%, while opposite-sex friends ranged from 0 to 1 was 41.7%. Three latent classes were identified and labeled "high gender equality consciousness" class (20.6%), "moderate gender equality consciousness" class (42.3%) and "low high gender equality consciousness" class (37.1%). Factors affecting the different types of school-age children's gender equality consciousness include gender, grade, caregiver, place of residence, whether they are left-behind children and parental relationship. Rural and left-behind children are more likely to enter the "low gender equality consciousness" group. Children in the "low gender equality consciousness" group had a lower proportion of androgynous gender role. Conclusion: Rural children and left-behind children are the priority groups for gender equality education. Gender role is the important predictors and intervention targets of children's gender equality consciousness. Educators or policy makers can formulate targeted intervention measures according to the influencing factors of potential classes. [ABSTRACT FROM AUTHOR]

In an inpatient treatment center for pediatric obesity, the effectiveness of an emotion regulation (ER) training on top of the multidisciplinary obesity treatment (MOT) was tested by means of an RCT. The ER training was evaluated on primary outcomes: ER and emotional eating, and secondary outcomes: well-being and weight loss, taking into account pre, post, and follow-up measurements. Of the 115 10- to-14-year old adolescents with obesity (52.2% girls), 65 were allocated to the ER training. Physicians measured their height and weight objectively (4 times). Participants also filled out questionnaires on ER competencies (ER abilities and ER strategies), emotional eating and well-being (3 times). Significant pre-post interactions were found for "emotional awareness," "problem solving," and "evoking a positive mood." Moreover, the positive effects of the ER training on emotion regulation strategies were maintained at follow-up. Concerning well-being, no significant pre-post interaction effects were found but a significant interaction effect was found when comparing pre with follow-up. Analyses show a significant main effect of time on weight loss, but this was not qualified by a Time × Condition interaction effect. The current RCT study shows limited but promising effects of adding an ER training to the MOT. Further research should investigate whether the positive short-term effects will be maintained. [ABSTRACT FROM AUTHOR]

Cooperation is crucial in classrooms for positive interactions among pupils, but the factors influencing children's cooperative behaviors remain debated. This study explores the impact of cardiac vagal tone (CVT), a measure of physiological self-regulation, and cognitive control on cooperation among 109 primary school students. Heart rate variability was used to assess self-regulation, and cognitive control was evaluated through an AX-Continuous Performance Task. Cooperative behavior was measured with a child-friendly Stag Hunt game. Results showed that moderate CVT is related to increased cooperative actions, but no direct relationship between cognitive control types and cooperation was found. However, an interaction effect indicated that moderate CVT particularly boosts cooperation in children who employ proactive cognitive control. These findings emphasize the need to develop physiological self-regulation skills to enhance cooperative behavior in educational settings, supporting better social, and emotional well-being, and learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder of childhood characterised by attention deficit, hyperactivity and impulsiveness. The present study was designed to compute the prevalence of ADHD and assess the association of the predetermined demographic variables and ADHD in school-going children aged 6-12 years in rural areas of Konkan. Material and Methods: The present study was a descriptive, cross-sectional study. Using the first edition of Vanderbilt's scale - D4 (Teacher's informant) by National Institute for Children's Health Quality (NICHQ) for identifying symptoms of ADHD in children, a questionnaire was filled out for each child with input from their class teacher. These data were then compiled and analysed. Results: Out of the 133 participants in the study aged 6-12 years, the gender distribution was 69 boys and 64 girls. The mean age was 9.2 ± 2.3 years. Of which, one student (0.75%) was found to have a predominantly inattentive subtype of ADHD (ADHD-IA). The prevalence was found to be 1.5% (2/133). In addition, one student (0.75%) was found to have a combined ADHD-IA and hyperactive (ADHD-H/I) subtype of ADHD (ADHD-C). The latter was also positive for the anxiety/depression screening scale administered as part of the same questionnaire. The total symptom score for questions 1-18 was 8.44 ± 7.29. Conclusion: One of the most common neurodivergent conditions among school-age children is ADHD. Using an easy-to-use questionnaire, teachers and parents can report those experiencing symptoms of ADHD. Early diagnosis and treatment are recommended to avoid complications and aid in the improvement of quality of life. [ABSTRACT FROM AUTHOR]

Extremely hot or humid days are anticipated to continue, occur more often, and intensify over time. School-age children are especially vulnerable to extreme heat. The primary acute health effects of heat on children can range from heat exhaustion to heatstroke. The purpose of this article is to raise awareness of the impact some acute heat-related illnesses have on school-age children's health and to provide school nurses with information on the signs and symptoms of heat-related illnesses as well as prevention tips to share with parents and school administrators. This is the fifth article in a series meant to inform school nurses about illnesses linked to the climate and provide them with the tools they need to safeguard children' health. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic and associated lockdown measures have significantly impacted the lifestyle behaviors of children and adolescents worldwide. The present study aimed to study the impact of the COVID-19 lockdown on weight gain and lifestyle behavior in school-age children and adolescents, in Riyadh, Saudi Arabia. Methods: This study looked into the lifestyle behaviors of 597 children and adolescents in Riyadh, Saudi Arabia, during the COVID-19 lockdown period. Data on weight gain, dietary habits, physical activity levels, screen time, sleep patterns, school performance, psychological state, and demographic characteristics were collected through a structured questionnaire. Statistical analyses, including chi-square tests, were conducted to explore associations between lifestyle factors and participant characteristics. Results: The mean age of the participants was 13.8 years (SD = 2) and with a mean BMI of 23.05 kg/m2 (SD = 4.77). The sample consisted of 398 females (66.7%) and 199 males (33.3%). The majority of participants reported weight gain during the lockdown, with significant increases in the consumption of fast/junk food and screen time. Physical activity levels decreased, while sedentary behaviors increased. Sleep disturbances and changes in sleep patterns were common, along with shifts to online learning. School performance varied, with some participants experiencing declines. Psychological impacts included increased stress and preferences for isolation. Conclusion: The COVID-19 lockdown in Riyadh, Saudi Arabia, led to significant changes in lifestyle behaviors among children and adolescents, including increased weight gain, sedentary behaviors, screen time, and sleep disturbances. These findings underscore the need for targeted interventions to promote healthy behaviors and support the well-being of youth during and after the pandemic. [ABSTRACT FROM AUTHOR]

BackgroundSchool-aged children (6–14 years old) are susceptible to malnutrition and micronutrient deficiencies. Environmental and behavioral factors greatly influence their nutritional status. This study aimed to examine the association between dietary factors and the nutritional status of school-aged children attending public and private schools in Addis Ababa.MethodsA community-based cross-sectional study design was employed from March to August 2023. A total of 309 study participants were randomly selected from 10 schools. Data were entered into Epidata version 3.1 and exported to SPSS version 23.0 for analysis. WHO Anthro Plus 1.0.4 was used to assess the measurements of weight-for-age (WAZ), height-for-age (HAZ), and BMI-for-age (BAZ) for overweight, stunting, and underweight, while wasting was assessed using MUAC. A Poisson regression model was used to determine the association between predictor variables and stunting, wasting, underweight, and overweight, with adjusted prevalence ratios (APR). APR and 95% CI were used to identify statistically significant variables.ResultsFindings revealed the prevalence of wasting (15%), stunting (24%), underweight (36%), and overweight (19%) among school-aged children. Factors influencing stunting include marital status, house ownership, education level of parents/caregivers, child sex, and meal skipping. Wasting was linked to wealth index, child age, dietary diversity, dietary habits, water access, and toilet facilities. Underweight predictors include parent/caregiver age, marital status, and meal frequency. Moreover, school type appeared as a significant factor for overweight.ConclusionsThe overall nutritional status of school-aged children is suboptimal, influenced by sociodemographic, environmental, and behavioral factors. Addressing these factors through targeted interventions is crucial, particularly for the most vulnerable groups.

Background: Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder of childhood characterised by attention deficit, hyperactivity and impulsiveness. The present study was designed to compute the prevalence of ADHD and assess the association of the predetermined demographic variables and ADHD in school-going children aged 6–12 years in rural areas of Konkan. Material and Methods: The present study was a descriptive, cross-sectional study. Using the first edition of Vanderbilt’s scale – D4 (Teacher’s informant) by National Institute for Children’s Health Quality (NICHQ) for identifying symptoms of ADHD in children, a questionnaire was filled out for each child with input from their class teacher. These data were then compiled and analysed. Results: Out of the 133 participants in the study aged 6–12 years, the gender distribution was 69 boys and 64 girls. The mean age was 9.2 ± 2.3 years. Of which, one student (0.75%) was found to have a predominantly inattentive subtype of ADHD (ADHD-IA). The prevalence was found to be 1.5% (2/133). In addition, one student (0.75%) was found to have a combined ADHD-IA and hyperactive (ADHD-H/I) subtype of ADHD (ADHD-C). The latter was also positive for the anxiety/depression screening scale administered as part of the same questionnaire. The total symptom score for questions 1–18 was 8.44 ± 7.29. Conclusion: One of the most common neurodivergent conditions among school-age children is ADHD. Using an easy-to-use questionnaire, teachers and parents can report those experiencing symptoms of ADHD. Early diagnosis and treatment are recommended to avoid complications and aid in the improvement of quality of life.

This study investigated the prevalence, perceived risk factors and effects of enuresis among school-age children in Nsukka local government area. The study adopted a descriptive cross-sectional survey research design with a population of 7,794 Junior Secondary Students within the age range of 9-12years in the study area. Multi-stage sampling technique was employed to select a sample of 820 students from 10 selected schools. A structured questionnaire was the instrument for data collection. The reliability of the questionnaire was 0.86 Cronbach’s alpha showing a good internal consistency of the test items. Data were analysed using frequencies, percentages means and standard deviations. Findings showed that prevalence of bedwetting among the respondents was 17.8%, 14.6% among males and 24.4% among females. The prevalence of primary bedwetting was 12.7%, 5.0% experienced secondary bedwetting, 15.0% experienced nocturnal enuresis and 2.6% experienced diurnal bedwetting. Dreaming of urinating, drinking a lot of fluid before bed and cold weather were some of the risk factors of bedwetting identified by the respondents. Some of the effects of bedwetting identified by the respondents were that bedwetting children often smell bad and bedwetting makes children feel sad. Preventive, curative, hygiene management and reinforcement strategies for enuresis were identified by the respondents. It was concluded that bedwetting negatively affects children in such ways as making them have an offensive smell, sad feelings, mockery and loss of respect from friends. School authorities should therefore make out time within the school year, to create awareness and teach school children about enuresis to reduce the stigma and embarrassment they face.

Abstract Background Currently, iodine deficiency has become a significant burden globally; where 2 billion people and 29.8% of school-age children are iodine deficient. It is a leading cause of preventable brain damage among children, resulting in impaired cognitive and motor development. Even though salt iodization was started to be implemented to alleviate this burden in Ethiopia, primary studies assessing iodine deficiency in the country show highly variable findings, and no systematic review was conducted to determine the pooled prevalence of the problem which makes it difficult to assess the effect of the intervention as well as to design appropriate and timely measures. Therefore, this systematic review and meta-analysis aimed to determine the pooled prevalence of iodine deficiency and the common factors affecting its occurrence among school-age children in Ethiopia. Method To obtain the eligible studies, databases (EMBASE, Scopus, Hinari, and PubMed), websites (Google and Google Scholar), and references of the eligible studies were searched systematically. Data were extracted using an Excel spreadsheet and analyzed using the STATA 17 version. The I 2 test was used to assess heterogeneity between the studies. A DerSimonian and Laird random-effects model was used to estimate the pooled prevalence and pooled odds ratio. A funnel plot and Egger’s test were used to detect publication bias. Result A total of 15 eligible studies, representing 15,611 school-age children, were included in the systematic review and meta-analysis. The pooled prevalence of iodine deficiency among school-age children in Ethiopia was found to be 58% (95%CI 44.00–77.00), while the highest prevalence was recorded in the Oromia Region, which was 64% (95% CI 49–79). Goitrogenic food consumption (adjusted odds ratio (AOR) 2.93, 95% CI 1.60–5.35) and being female (adjusted odds ratio (AOR) 1.87, 95% CI 1.43–2.44) showed a significant association with the prevalence of iodine deficiency. Conclusion Iodine deficiency among school-age children in Ethiopia was noticeably high. Goitrogenic food consumption and the sex of the child were determinant factors for the occurrence of iodine deficiency among the children. Therefore, appropriate advice should be given to households to limit goitrogenic foods in the diet of their children by giving due attention to their female children.

AIM: To assess the efficacy of artificial natural light in preventing incident myopia in primary school-age children. METHODS: This is a prospective, randomized control, intervention study. A total of 1840 students from 39 classes in 4 primary schools in Foshan participated in this study. The whole randomization method was adopted to include classes as a group according to 1:1 randomized control. Classrooms in the control group were illuminated by usual light, and classrooms in the intervention group were illuminated by artificial natural light. All students received uncorrected visual acuity and best-corrected visual acuity measurement, non-cycloplegic autorefraction, ocular biometric examination, slit lamp and strabismus examination. Three-year follow-up, the students underwent same procedures. Myopia was defined as spherical equivalent refraction ≤ -0.50 D and uncorrected visual acuity