Search reports, ask a question, or jump to a page.
Reports
Reports gathered from around the world, newest first.
3,513 reports · page 108 of 352
This research in Lebanon involved key informant interviews, as well as consultations with families, caregivers and young people to understand their experiences of integration of children on the move in Lebanon and their recommendations for change.
COVID-19 emerged in China In December 2019. Over the months that followed, cases of the virus were reported in most countries around the world. The World Health Organisation declared COVID-19 to be a pandemic in early March 2020.
Boston, MA, March 30, 2026 — The FXB Center for Health and Human Rights at Harvard University is proud to announce that Dr. Susan Bissell, FXB Senior Fellow and longstanding global leader in child protection, has been appointed by Pope Leon XIV to the Pontifical Commission for the Protection of Minors. Dr. Bissell is an internationally recognized expert in child protection with more than three decades of experience spanning international development, public health, and human rights. She is currently a Senior Fellow at the FXB Center for Health and Human Rights at Harvard University and serves as a senior consultant to public and private institutions focused on preventing and responding to violence against children. Previously, Dr. Bissell served as Chief of Child Protection and Associate Director of Programmes at UNICEF, where she helped lead global strategies implemented in more than 150 countries. She also served as the founding Director of the Global Partnership to End Violence Against Children and has held roles at UNICEF’s Innocenti Research Centre in Florence, as well as country-based positions in South Asia, including Bangladesh and Sri Lanka. Her appointment to the Pontifical Commission for the Protection of Minors underscores the global importance of safeguarding children and preventing abuse in all settings. It also reflects the Vatican’s recognition of the essential role that public health and human rights expertise play in advancing this mission. The FXB Center warmly congratulates Dr. Bissell on this significant honor and remains committed to supporting efforts that center children’s protection, dignity, and rights in policy and practice worldwide. ******************* Press contact: fxbcenter_info@hsph.harvard.edu
Marie V Plaisime
Objective Teachers' competence judgments may influence children's educational experiences, yet the factors underlying these judgments and the attributional reasoning accompanying them remain insufficiently understood. This study examined how preschool teachers evaluate children's potential competence in tangram tasks and how these evaluations relate to children's learning behaviors. Methods A convergent parallel mixed-methods design was used with 195 children and 57 teachers in Türkiye. Results As task complexity increased, the proportion of children evaluated as competent decreased significantly, and this shift was unidirectional: no child judged incapable in the simple task condition received a positive evaluation in the complex task condition. Teachers' perceptions of children's learning behaviors significantly predicted their competence judgments across task conditions, with attention/persistence emerging as the strongest predictor, followed by motivation, whereas learning attitude did not make a significant independent contribution. Qualitative findings, guided by Weiner's attribution framework, showed that teachers explained their judgments predominantly through internal child-related factors. Anticipated failure among children with lower teacher-rated learning behavior scores was commonly attributed to inattention, low effort, developmental immaturity, and limited cognitive ability, whereas anticipated success among children with higher teacher-rated scores was primarily explained through effort, persistence, and ability. Contextual and instructional factors were referenced infrequently across both task conditions and learning behavior groups. Conclusion These findings suggest that preschool teachers' competence judgments are closely associated with teachers' perceptions of children's learning behaviors and are accompanied by attributional explanations that emphasize child-level characteristics over contextual factors.
Adak Özdemir A
Background Research on children's media use has traditionally focused on risks and negative outcomes. However, screen-based media may also provide opportunities for learning and curiosity-driven exploration. As young children increasingly engage with digital media within family contexts, parental media literacy may represent an important competency associated with children's media experiences and developmental outcomes. Objective This study examined the associations between parental media literacy and children's epistemic curiosity during screen-based media use. Specifically, it investigated how 4 dimensions of parental media literacy-technological use, critical understanding, self-expression, and norm compliance-were associated with 2 dimensions of children's epistemic curiosity: interest-type and deprivation-type curiosity. Methods Between July 31, 2024, and August 21, 2024, we conducted an online cross-sectional survey of 1020 parents of children aged 7 to 9 years in South Korea, including 340 parents in each age group. Household income, parental media literacy, and children's epistemic curiosity were assessed using validated 5-point Likert scales. Separate structural equation models were estimated to examine the direct associations between parental media literacy and children's epistemic curiosity and the indirect associations between household income and children's epistemic curiosity through parental media literacy. Results Technological use was positively associated with both interest-type (β=.32; P<.001) and deprivation-type (β=.18; P<.001) curiosity. Critical understanding, self-expression, and norm compliance were also positively associated with both interest-type (β=.20 to .26; P<.001 in all cases) and deprivation-type (β=.21 to .23; P<.001 in all cases) curiosity. Household income showed significant indirect associations with interest-type curiosity through all 4 dimensions of parental media literacy (β=.005 to .009; P<.05 in all cases), whereas indirect associations with deprivation-type curiosity were observed only through critical understanding (β=.007; P=.003), self-expression (β=.011; P<.001), and norm compliance (β=.004; P=.03). Conclusions The findings suggest that parental media literacy may extend beyond an individual competency and be associated with children's curiosity-driven engagement with digital media. By highlighting parental media literacy as a potentially modifiable factor, this study underscores the importance of supporting parents as active participants in children's digital learning environments.
Chung Y, Schulz PJ
Objective This study examined the impact of project-based environmental learning within the STEM framework on shaping children's environmental cognition, affect, and behavior in early childhood (aged 5-6 years), in alignment with the Sustainable Development Goals (SDGs), specifically SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 17 (Partnerships for the Goals). Methods A mixed-methods design was employed, combining a quasi-experimental approach with a qualitative component. A convenience sample of 250 children from 12 early childhood education institutions in Saudi Arabia was randomly assigned to an experimental group (n = 125) and a control group (n = 125). The experimental group participated in structured STEM-based environmental projects embedded in authentic real-life contexts aligned with the targeted SDGs, whereas the control group received traditional instruction. Data were collected using an Environmental Knowledge Test, environmental affective and behavioral scales, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, independent samples t-tests, and multilevel modeling to account for institutional clustering. Qualitative data were analyzed using thematic analysis. Results The findings revealed statistically significant differences between the experimental and control groups in favor of the experimental group across all cognitive, affective, and behavioral domains (p < 0.05). Multilevel modeling confirmed that these effects remained significant after controlling for institutional clustering across the 12 participating institutions. The qualitative findings supported and enriched the quantitative results, indicating that children internalized environmental values and translated knowledge into daily sustainable practices aligned with SDG-related behaviors. Conclusion Project-based environmental learning within the STEM framework significantly enhances children's environmental cognition, affect, and behavior. The intervention effectively facilitates the transformation of environmental knowledge into meaningful real-life sustainable actions, thereby contributing to Education for Sustainable Development and advancing key Sustainable Development Goals, particularly SDG 6, SDG 7, SDG 12, SDG 13, SDG 14, and SDG 17.
Al-Barakat A, AlAli R, Al-Hosan AM et al.
Objectives Foodborne diseases and poor nutrition remain major public health challenges, particularly among school-aged children. Although schools are recognised as key settings for promoting healthy eating and food safety behaviours, evidence to guide integrated school-based programmes in Indonesian primary schools remains limited. This study aims to explore current conditions, existing programmes, implementation challenges, and future policy directions to inform the development of an integrated school-based education model. Study design Qualitative exploratory study using focus group discussions and semi-structured in-depth interviews. Methods The study was conducted between April and November 2025 in urban and rural settings in Indonesia. Data were collected through focus group discussions and in-depth interviews involving 21 stakeholders from the education, health, and food security sectors, including school principals, nutrition experts, curriculum specialists, and teacher working groups. Audio recordings were transcribed verbatim and analysed thematically using NVivo 12 through iterative coding, categorisation, and theme development. Results Schools demonstrated institutional readiness and cross-sectoral support for food safety and nutrition education. However, implementation remained fragmented due to the absence of standardised curricula, structured learning modules, and assessment tools, alongside challenges related to informal food vendors, inconsistent canteen hygiene, and limited handwashing facilities. Behavioural change was consistently identified as the primary indicator of programme success. These findings informed the development of the GREENEDU NEXUS model, comprising five interconnected pillars: standardised curriculum, experiential learning, safe and sustainable canteens, green behaviour and food waste reduction, and partnership and advocacy. Conclusions The findings suggest that Indonesian primary schools are receptive to an integrated, whole-school approach to food safety and nutrition education. Strengthening curriculum standardisation, improving school food environments, and reinforcing cross-sectoral collaboration are essential in translating policy into sustainable public health practice.
Yulia C, Khomsan A, Mariana RR et al.
Aim This study compared changes associated with electronic document-based and video-based education for parents responding to acute illness in young children, focusing on self-reported knowledge, anxiety, and satisfaction. Methods A randomized controlled trial with pre- and post-intervention measurements was conducted among 140 adults in Japan who self-reported raising a child under 3 years of age and having experienced their child's acute illness. Participants were assigned to an electronic document group or a video group (n = 70 each). Self-reported knowledge was assessed using a researcher-developed questionnaire, and anxiety was measured using the State-Trait Anxiety Inventory. Pre-post changes and between-group differences in change scores were examined. Results Total self-reported knowledge scores increased significantly in both groups (p < 0.01), with no significant between-group difference. The video group showed significant improvements in items related to symptoms requiring attention at home and information sources, whereas the electronic document group improved in items related to symptoms requiring medical consultation and emergency calls. State and trait anxiety did not change significantly in either group. Satisfaction was high in both groups. Conclusions Both educational formats may support parents' learning about responses to acute illness in young children, although appropriate formats may differ according to the educational content. Information provision alone may have limited effects on anxiety; therefore, future parent education should incorporate interactive and reassurance-focused approaches. Trial registration UMIN-CTR: UMIN000056457.
Sato Y, Sumiyoshi T, Akazawa K
Background Speech and language delay is a common reason for referral to developmental pediatric services. Hearing impairment is an important and potentially manageable cause but may be overlooked because its clinical presentation often overlaps with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and other neurodevelopmental disorders. In Myanmar, where universal newborn hearing screening has not yet been routinely implemented, delayed recognition of hearing impairment remains an important clinical challenge. Case presentation We describe four children aged 5-7 years who were assessed at the Developmental Paediatrics Service of CLL HEALTH Community Paediatric Clinics, Yangon, Myanmar, after referral for speech delay, behavioral concerns, suspected ASD, attention difficulties, or school readiness assessment. Comprehensive developmental assessment together with formal audiological evaluation identified bilateral moderate sensorineural hearing loss in one child with language disorder, bilateral sensorineural hearing loss in a child with developmental coordination disorder and executive dysfunction, bilateral severe-to-profound hearing loss in a child initially suspected of having ADHD, and unilateral mild-to-moderate hearing loss in a child with ASD. None of the children had undergone newborn hearing screening. Hearing impairment either explained the presenting concerns or coexisted with neurodevelopmental disorders, contributing to communication, behavioral, and educational difficulties. Conclusion This case series highlights the diagnostic challenges of recognizing hearing impairment in children presenting with developmental concerns in Myanmar, particularly in the absence of routine newborn hearing screening. Hearing impairment may mimic neurodevelopmental disorders, coexist with them, or contribute substantially to developmental difficulties. Routine audiological assessment should, therefore, be incorporated into the evaluation of all children presenting with speech and language delay or broader developmental concerns to facilitate timely diagnosis and appropriate multidisciplinary intervention.
Linn K, May WL, Kyaw KN et al.
Parental education, as institutionalized family cultural capital, is significantly associated with children's academic performance. Using provincial-level academic quality monitoring data, this study employs hierarchical linear models and path analysis to examine how parental education levels and matching patterns relate to urban primary school students' academic performance. Key findings: Higher overall parental or paternal education is positively associated with performance; however, maternal education exhibits an inverted U-shaped relationship. Compared to both parents non-highly-educated families, students perform significantly better when both parents are highly educated or when fathers are highly educated and mothers are not, but significantly worse in families where the mother is highly educated while the father is not. Path analysis indicates that the negative association in mother-hypergamy families is partly statistically associated with reduced paternal learning involvement, which in turn is related to heightened academic pressure and poorer outcomes. The study suggests that the lower academic performance observed in mother-hypergamy families may be partly associated with reduced paternal learning involvement, highlighting the importance of family educational configuration and balanced co-parenting dynamics. These findings suggest that the association between parental education and children's academic performance is not straightforward. While consistent with cultural reproduction and family investment perspectives, the detrimental effect of the mother-hypergamy pattern highlights the importance of family configuration and points to the potential roles of role conflict, co-parenting dynamics, and expectation-pressure mechanisms that warrant direct empirical investigation in future research.
Li J, Wang X, Yao J et al.
