Peer-reviewed article

EEG Markers as a Tool for the Individualization of Education and Optimization of Social Interventions for Children from Alcohol-Affected Families.

Chojak M, Czechowska-Bieluga M · 22 Jul 2026

Abstract

Background: Children growing up in alcohol-affected families are exposed to chronic stress, adverse childhood experiences (ACEs), emotional insecurity, and environmental instability, all of which may influence neurodevelopmental processes. Numerous EEG markers have been proposed as indicators of attentional regulation, emotional functioning, and stress responsivity; however, their relative diagnostic and practical value remains unclear. The aim of the present study was to verify whether commonly reported EEG markers remain valid indicators of neurofunctional difficulties in children from alcohol-affected families, to establish their hierarchy of importance, and to determine how identified neurofunctional profiles may inform the sequencing of educational interventions and the development of individualized support plans used by educators and social workers. Methods: The study included children aged 6-10 years from alcohol-affected families (n = 20) and a control group from non-dysfunctional family environments (n = 25). Resting-state EEG recordings were conducted under eyes-open and eyes-closed conditions, with analyses focused on the eyes-open condition. Quantitative EEG (qEEG) indices included global, frontal, prefrontal, and midline Theta-Beta Ratio (TBR), frontal alpha asymmetry (FAA), temporal beta stress and parietal beta2 tension. EEG preprocessing was performed using EEGLAB and included artifact rejection, filtering, epoch segmentation, and spectral power analysis. Group differences were analyzed using Welch's t-tests with Benjamini-Hochberg correction for multiple comparisons. Results: The analyzed EEG markers differed in their ability to distinguish children from alcohol-affected families and controls. The strongest effects were observed for Theta-Beta Ratio (TBR) measures, particularly in frontal and prefrontal regions, indicating impairments in attention regulation, executive functioning, and self-control. Elevated temporal beta stress and parietal beta2 tension reflected increased physiological arousal and chronic stress. In contrast, frontal alpha asymmetry (FAA), commonly associated with depressive emotional processing, was not significant after correction for multiple comparisons. The obtained findings enabled the establishment of a hierarchy of neurofunctional markers, with attentional and executive-function indicators demonstrating greater importance than markers related to depressive symptomatology. Conclusions: The EEG profile of children from alcohol-affected families is characterized primarily by chronic stress, heightened physiological activation, and impaired attention regulation rather than by neurophysiological patterns associated with depression. The results suggest that educational difficulties in this group may stem mainly from deficits in attention control, inhibitory processes, and cognitive flexibility. Consequently, educational interventions should prioritize learning strategies, attentional training, and self-regulated learning skills. The identified hierarchy of EEG markers may also support the development of individualized educational plans and social-support programs, including participation in structured extracurricular activities and interventions aimed at strengthening executive and learning-related competencies. However, given the pilot nature of the present study and the relatively small sample size, these findings should be considered preliminary. Replication in larger, more diverse, and independent cohorts is necessary to confirm the stability, reliability, and generalizability of the identified neurofunctional profile and the proposed hierarchy of qEEG markers before they can be recommended for broader educational and social applications.