Evidence

Evidence on children's well-being, problem first.

Every finding is tied to a defined problem for children, the intervention that claims to solve it, and its type of design. Open any card to compare the same intervention across countries.

65 evidence items · page 2 of 6

SurvivalDevelopment

BHEGAUCNIE

Problem

Iron deficiency and iron-deficiency anemia affecting cognitive and school outcomes in school-age children

Intervention: Iron supplementation
Population: School-age children in randomized trials included in a 2023 meta-analysis cited by the review

Key finding

Iron supplementation improved intelligence among school-age children.

Experimental

Amini et al. · OpenAlex - Early Childhood · 7 Oct 2026

Development

Problem

Early childhood classrooms lack concrete, contextual and age-appropriate media for teaching about the environment and building emergent literacy.

Intervention: A large-format book (BiLiNG) with real local photographs, simple text, illustrations and question prompts, used in shared reading, guided questioning and discussion.
Population: Young children at KB Al Hidayah playgroup, Pemalang, Indonesia (number and ages not stated).

Key finding

Reported improvement in children's visual attention and learning enthusiasm.

Practitioner

Ifrohatun et al. · OpenAlex - Early Childhood · 8 Oct 2026

Development

Problem

Children with disabilities in inclusive early childhood education need adaptive support to develop basic life skills.

Intervention: Prompt-based assistance integrated with the ASYIK ATIK SIUUL Models, with continuous observation, personalised adjustment of help and progressive fading, delivered through 12 basic life skill activities over six months.
Population: 10 children with disabilities in Class A and Class B at PAUD Baitul Huda Kebon Jeruk, West Jakarta, Indonesia.

Key finding

The authors report that integrating the models with prompt mechanisms improved adaptive learning service effectiveness.

Practitioner

Watini et al. · OpenAlex - Early Childhood · 8 Oct 2026

SurvivalDevelopmentParticipation

Problem

Recurrent epilepsy in a child despite antiepileptic treatment, with effects on sleep, self-esteem, school participation, social life and family confidence

Intervention: Individualised nursing care based on Roy's Adaptation Model, delivered in weekly 45-minute sessions with parental participation over six weeks, with weekly telephone follow-up and seizure diary monitoring
Population: One 8-year-old boy with recurrent epilepsy and his parents, in a pediatric ward in Iran

Key finding

Seizure frequency fell from approximately four to fewer than two episodes per month.

Practitioner

Khoshbash et al. · OpenAlex · 8 Oct 2026

DevelopmentProtection

Problem

Excessive online gaming and screen time among children, with risks of addiction, social isolation and poorer cognitive and emotional development

Intervention: Religiously guided parenting interventions that use moral direction, habit formation, value-based education and a supportive family climate to shape children's digital habits
Population: Children and families in unspecified case studies

Key finding

Reduced screen time was reported.

Practitioner

Kumar et al. · OpenAlex · 8 Oct 2026

Development

Problem

Borderline personality disorder symptoms in mothers can be worsened by parenting stress, which can harm mother-infant relationships and infant development.

Intervention: Mother-infant dialectical therapy plus (MI-DBT+), which integrates mother-infant dialectical behavior therapy with attachment and biobehavioral catch-up (ABC) therapy.
Population: Eight Australian mothers with borderline personality disorder who had completed the MI-DBT+ program.

Key finding

Mothers said they learned more skills to understand their infants' needs, behaviors and emotions.

Practitioner

Pryor et al. · OpenAlex - Early Childhood · 5 Oct 2026

Development

Problem

Need to improve social behavior (cooperation, sharing, politeness) among young children in kindergarten

Intervention: An illustrated picture storybook developed using the ADDIE model and used as a learning medium
Population: Eight children in Group B at TK Kasih Ibu Uelene, Pamona Selatan District, Poso Regency, Indonesia

Key finding

Average social behavior score rose from 56.94% (pre-test) to 81.94% (post-test)

Practitioner

Menesi et al. · OpenAlex - Early Childhood · 5 Oct 2026

Development

JPCN

Problem

ADHD in children and adolescents, which can impair academic and social functioning

Intervention: Psychosocial interventions delivered in family, school and clinical settings, with a focus on combined (multimodal, cross-context) approaches compared with single-setting ones
Population: Children and adolescents with ADHD in 42 included studies; countries not stated in the abstract

Key finding

Multimodal interventions were associated with improved core ADHD symptoms and fewer long-term functional impairments.

Pre/post

Sun et al. · OpenAlex - Early Childhood · 5 Oct 2026

DevelopmentProtection

Problem

Child behavioural difficulties and difficult parenting (such as overreactivity) in families with young children aged 2-6 years

Intervention: Triple P Level 4 Group (social learning-based) and Circle of Security–Parenting (attachment-based), both delivered online through community agencies, compared with treatment-as-usual
Population: 502 caregivers of children aged 2-6 years recruited through four community organizations in Ontario, Canada

Key finding

Triple P showed significant short-term reductions in emotional symptoms and conduct problems relative to treatment-as-usual.

Experimental

González et al. · OpenAlex - Early Childhood · 5 Oct 2026

Development

AUGBZA

Problem

Barriers to successful psychosocial functioning at school for primary school children with neurodevelopmental diagnoses (autism, ADHD)

Intervention: School-based interventions (individualised and multi-tiered, some involving teachers and parents) to improve psychosocial functioning
Population: Primary school children with neurodevelopmental diagnoses, mainly autistic children and children with ADHD

Key finding

Small, significant treatment effects favoured the intervention groups in the between-group meta-analysis.

Experimental

Spender et al. · OpenAlex - Early Childhood · 6 Oct 2026

Development

Problem

Uncertainty over whether public preschool improves children's social-emotional skills in the short and medium term, especially for children from low-income families

Intervention: Attendance at public preschool in the US (school-based pre-k or Head Start) compared with no preschool
Population: Race-ethnically diverse children from low-income families in the US, followed to kindergarten (n = 907) and fourth grade (n = 595)

Key finding

No associations between preschool attendance and social-emotional outcomes at the end of kindergarten (n = 907)

Practitioner

Phillips et al. · OpenAlex - Early Childhood · 6 Oct 2026

DevelopmentSurvivalProtection

Problem

Limited father involvement in parenting and weaker nurturing care, early learning, feeding practices and maternal wellbeing in families with young children

Intervention: Familia Bora, a couples-based parenting program for mothers and fathers delivered in six communities (July-November 2024)
Population: Mothers of young children taking part with their partners in six communities in Mwanza, Tanzania; 22 mothers in endline interviews, 15 of them also interviewed at baseline

Key finding

Mothers reported improvements in all domains explored: parenting practices, gender roles and attitudes, couples' relationships, maternal mental health and complementary feeding.

Pre/post

Lambert et al. · OpenAlex - Early Childhood · 6 Oct 2026

Evidence on children's well-being, problem first.

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Evidence on children's well-being, problem first.