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22,944 reports · page 228 of 2295

Peer-reviewed articleEurope PMC23 May 2026

The COVID-19 Pandemic and the 2022 Formula Shortage: Associations with Breastfeeding Initiation over 5 Years in the State of Florida, United States.

Objectives To examine hospital breastfeeding initiation trends and their association with COVID-19 pandemic and the infant formula shortage. Methods Using a multivariable logistic regression model, we examined associations between breastfeeding initiation and exposure to the COVID-19 pandemic and infant formula shortage, and the modifying roles of race/ethnicity, residence, and WIC participation in 1,060,057 individuals aged 15-49 years with institutional childbirths in Florida between January 1, 2018, and December 31, 2022. Results Overall, 922,922 (87.06%) initiated breastfeeding before hospital discharge. Initiation declined as COVID-19 progressed, but started increasing as the formula shortage hit and continued. The rates show a declining trend once the shortage was addressed. Compared with non-Hispanic White, the odds of breastfeeding initiation were higher for all groups except for non-Hispanic Black, and for urban than rural mothers. The odds increased with formula shortage onset for WIC beneficiaries across race/ethnicities and among urban WIC beneficiaries compared with nonbeneficiaries. Conclusion The combined pressures of COVID-19 pandemic and formula scarcity increased breastfeeding initiation rates, especially in WIC beneficiaries. However, breastfeeding initiation rates returned to prepandemic levels as the formula shortage resolved.

Chatterjee A, Zhao X, Hung P et al.

Survival

Peer-reviewed articleEurope PMC22 Sept 2026

Dietary and social predictors of PFAS exposure in Hispanic children from Northern Virginia.

Background PFAS are chemicals that are persistent in the environment. PFAS bioaccumulate and have been detected in human biospecimens, including children. Hispanic populations may be disproportionately vulnerable to PFAS exposure due to dietary and social factors. Objective To identify dietary and social factors associated with PFAS concentrations in Hispanic children. Methods We enrolled 110 Hispanic children (ages 4-11) in the Vidas Activas Familias Saludables (VALE) study. Parents completed questionnaires on diet and social factors, and children's anthropometrics and blood specimens were collected. 12 PFAS were measured in plasma using LC-MS/MS. We estimated dietary and social predictors of blood PFAS using generalized linear regression models, adjusted for confounding factors. Results PFOS (median: 2.73 ng/mL) and PFOA (median: 1.29 ng/mL) were measured in the highest concentrations. Animal-based foods predicted higher PFAS: burrito (mean difference (MD): 1.45 ng/mL per IQR greater consumption, 95% CI: 0.56, 2.35) and cheese (MD: 0.87 ng/mL, 95% CI: 0.01, 1.76) intake were associated with higher PFHpA. Fish (OR: 1.55, 95% CI: 1.17, 2.36) and beef (OR: 1.44, 95% CI: 1.01, 2.12) intake were associated with greater odds of measuring PFBS above the detection limit. Using free or reduced-price school lunch programs predicted lower PFHpA (MD: -0.61 ng/mL, 95% CI: -1.13, -0.10), PFOA (MD: -0.22 ng/mL, 95% CI: -0.44, -0.01), and PFHxS (MD: -0.64 ng/mL, 95% CI: -0.64, -0.06). U.S. born children had lower PFHpA (MD: -0.54 ng/mL, 95% CI: -1.20, 0.09) and PFBS detection (OR: 0.25, 95% CI: 0.06, 0.88), and longer maternal residence in the U.S. was associated with lower PFBS detection (OR: 0.92, 95% CI: 0.85, 0.99). Significance Greater animal-based food consumption was associated with higher blood PFAS concentrations in Hispanic children. School-meal program participation, U.S.-born, and English proficiency were associated with lower PFAS. These findings underscore how diet and social factors shape PFAS exposure in children and highlight the importance of evaluating predictors in vulnerable populations. Impact PFAS are persistent environmental chemicals to which Hispanic children may be disproportionately exposed. Little is known about culturally relevant predictors of PFAS exposure in this population. In a study of Hispanic children, we identified that consumption of animal-based foods was associated with higher blood PFAS concentrations. Social factors, like participation in school meal programs and acculturation measures, were associated with lower PFAS concentrations. These findings highlight the importance of the role of dietary and social factors in predicting PFAS exposure in Hispanic children. Our findings emphasize the need for studies to evaluate culturally relevant predictors of PFAS to inform future interventions.

Mohsin R, Gerona RR, Gallo S et al.

SurvivalDevelopmentRead at source

Peer-reviewed articleEurope PMC27 Mar 2026

School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers.

This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers' attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%-58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay AbstractSchool participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers' and peers' attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys.

Lacroix A, Burnel M, Baciu M et al.

DevelopmentRead at source

Peer-reviewed articleEurope PMC16 May 2026

Experiences and challenges of caregivers of children with cerebral palsy in Magba subdivision, Cameroon: a qualitative analysis.

Background Cerebral palsy (CP) is one of the most common childhood neurodisability globally and disproportionately affects children in low- and middle-income countries. In Cameroon, limited epidemiological data, weak rehabilitation infrastructure, and entrenched sociocultural beliefs shape how CP is understood and managed. Children with CP often require lifelong support, placing substantial physical, emotional, and economic demands on family-caregivers, most commonly mothers. Understanding caregivers' lived experiences within specific cultural and resource-limited contexts is critical for informing inclusive and effective interventions. This study explored the lived experiences and challenges of family-caregivers of children with CP in Magba Subdivision, West Region of Cameroon. Method This study employed a qualitative exploratory design using in-depth interviews and inductive content analysis. Participants were family caregivers of children with CP, purposively recruited through community-based rehabilitation (CBR) services. In-depth, face-to-face interviews were conducted in English or local languages, audio-recorded, transcribed, and translated. Data were analysed using inductive content analysis following Elo and Kyngäs' approach. Findings were interpreted using Raina et al.'s multidimensional caregiving model. Results All participants, aged 15-49 years, were family caregivers of children with CP, aged 4-15 years. Six interrelated themes emerged: (1) sociocultural challenges, including stigma, discrimination, and harmful spiritual beliefs framing CP as witchcraft, ancestral punishment, 'snake', or 'marine spirit'; (2) economic constraints arising from inability to engage in paid work and the absence of social protections; (3) physical caregiving burden characterised by exhaustion, chronic pain, and musculoskeletal strain; (4) inadequate specialized services and health information; (5) limited social/family support; and (6) limited access rehabilitation services. These challenges intensified caregiver isolation and emotional distress. Conclusion Caregiving for children with CP in Magba is shaped by intersecting sociocultural, economic, and systemic factors that extend beyond individual coping capacity. Strengthening culturally sensitive community-based rehabilitation, improving access to early diagnosis and rehabilitation, and implementing disability- and gender-responsive social protection policies are essential to reduce caregiver burden and promote inclusive child and family wellbeing in Cameroon.

Lonn H, Ndep AO, Ekpenyong BN et al.

CMRead at source

Peer-reviewed articleEurope PMC28 Sept 2026

Helping or controlling? A multi-method case study of a mother-daughter dyad and their interactions during trauma-focused therapy.

Background: Parents play a pivotal role in supporting children following trauma, yet little is known about daily parent-child interactions during trauma-focused treatment.Objective: This study aimed to examine daily dynamics related to parental overprotective and anxious rearing behaviours and adolescent PTSD symptoms during intensive trauma-focused therapy, and to evaluate the added value of a multi-method, multi-informant assessment approach.Method: A mother-daughter dyad, including a 14-year-old adolescent undergoing intensive trauma-focused therapy, was assessed over a five-week period. Data collection included baseline and follow-up questionnaires, ecological momentary assessment (EMA; four prompts per day), observational assessments, and qualitative interviews enabling the capture of multiple perspectives on parenting behaviours and adolescent PTSD symptoms.Results: Within this mother-daughter dyad, EMA captured substantial day-to-day fluctuations in both maternal behaviour and PTSD symptoms, and revealed reciprocal associations between maternal overprotection and adolescent PTSD symptoms. Both were not visible in retrospective surveys. Integrating EMA findings with observational and qualitative data yielded additional insight into maternal intentions, contextual influences, and discrepancies between mother and daughter perspectives.Conclusions: This case study illustrates the added value of multi-method, multi-informant approaches to capture clinically relevant parent-child dynamics during trauma-focused therapy. Although these approaches may require greater effort from families and clinicians than single-method assessments, they offer richer and more nuanced insights into parent-child dynamics in daily life. Future research should focus on developing more efficient assessment strategies, for example by using brief EMA protocols or integrating EMA in clinical care.

Verboon KE, Kullberg MJ, Verkuil B et al.

Read at source

Peer-reviewed articleEurope PMC25 May 2026

Early prevention of anxiety disorders in young children: The implementation of a live, online, targeted group-based parenting program.

Anxiety problems are highly prevalent and often develop during early childhood. Targeted, group-based parenting programs have shown promise in preventing anxiety disorders in young children. However, these programs can be challenging to implement and comprehensive evaluations of their implementation in real-world settings remain scarce. Therefore, this study investigated the implementation of an online group-based anxiety prevention program for parents of anxiety-prone toddlers in a naturalistic setting in the Netherlands. A hybrid effectiveness-implementation design was used, including participants involved in a randomized controlled trial (n = 156) and those who received the intervention outside the trial (n = 45), representing parents of 201 children in total. Recruitment and delivery were facilitated through collaboration with child professionals, Public Health Services, and mental health organizations. Implementation indicators included recruitment, reach, dose delivered and received, fidelity, satisfaction, sustainability, and context. These were assessed using parental questionnaires, intervention observations, qualitative interviews, and research logs. The intervention was largely implemented as intended with adequate recruitment, high fidelity and satisfaction, and sustained use of the intervention strategies over time. However, the population reached predominantly consisted of highly educated parents with a non-migrant background, limiting the generalizability of the findings to more diverse populations. This study demonstrated the potential of implementing an online, group-based parenting anxiety prevention program to increase accessibility while maintaining high-quality delivery and participant satisfaction. Addressing challenges related to inclusivity could enhance the intervention's reach and impact, enabling it to play a significant role in early prevention of anxiety disorders across diverse populations and settings.

Komrij NL, Kösters MP, Scheper FY et al.

DevelopmentNLRead at source

Peer-reviewed articleEurope PMC16 Sept 2026

Association Between Parental eHealth Literacy and Self-Reported Child Heat-Protection Practices: A Cross-Sectional Study in Türkiye.

Background/Objectives: Extreme heat events pose substantial health risks to children, who depend on their caregivers for protection. Although parents increasingly use digital health information, evidence on the relationship between parental eHealth literacy and heat-protection practices remains limited. This study examined the association between parental eHealth literacy and self-reported practices for protecting children from extreme heat. Methods: A cross-sectional online survey was conducted with 313 parents in Türkiye between August and September 2023 using convenience and snowball sampling. Data were collected using the Turkish eHealth Literacy Scale and a researcher-developed 33-item heat-protection practices survey. Descriptive statistics, exploratory item-level and dimensionality analyses, developmental sensitivity analyses, and regression analyses were performed. Results: Participants were predominantly female (85.3%) and university graduates (90.4%). The mean eHealth literacy score was 33.15 ± 5.25, and the mean heat-protection practice score was 137.74 ± 14.92. In this sample, 25.6% of parents reported that their children had become ill more frequently during the summer due to hot weather, and 49.8% reported increased heat-related household expenses. Higher parental eHealth literacy was associated with higher self-reported heat-protection practice scores (B = 0.993, SE = 0.151, β = 0.350, 95% CI: 0.697-1.290, p < 0.001). The unadjusted model explained 12.2% of the variance (R2 = 0.122). Exploratory psychometric analyses provided preliminary support for use of the 33-item aggregate score. Conclusions: In this exploratory analysis of a non-probability sample, higher parental perceived eHealth literacy was associated with higher self-reported heat-protection practice scores. Given the cross-sectional design and reliance on self-reported measures, these findings should be interpreted as an association rather than evidence of a causal effect. The model explained a modest proportion of the variance. Whether changes in eHealth literacy are associated with subsequent changes in heat-protection practices should be examined in longitudinal and intervention studies.

Çelik İ, Dinç F, Belli M et al.

DevelopmentTRRead at source

Peer-reviewed articleEurope PMC26 Mar 2026

School participation of students with disabilities in Spain: profile, supports and barriers.

Introduction School participation is central to learning, development, and inclusion. Within international efforts to identify environmental barriers to participation, this study aimed to analyze the school participation profile of students aged 5-17 years in Spain-with and without disabilities and other special educational needs (SEN)-and to identify environmental factors that support or hinder their participation. Method Parents of 415 Spanish students aged 5-17 years completed the Spanish version of the Participation and Environment Measure for Children and Youth: PEM-CY. Group differences between children with (n=142) and without (n=273) disabilities were tested. Results Students with disabilities/SEN participated less often and with lower involvement across all school activities, with significant differences in "Classroom activities" and "Getting together with peers outside of class." Parents of children with disabilities reported that cognitive, behavioral, and social demands commonly hinder participation. Reported resource unavailability ranged from 10%-38% (adapted transportation, financial resources, information, technical/communication aids, and support services tailored to students' needs and interests). Conversely, 44.4%-72.8% of parents indicated that physical layout, sensory qualities, safety conditions, staff attitudes, and peer relationships usually supported participation. Discussion Despite inclusive-education mandates, findings indicate persistent participation and engagement inequities for students with disabilities and other special needs in Spanish schools. Parents point to environmental conditions-support services tailored to students' needs and interests, teacher training to individualize these supports, and a culture of collaboration among teachers and between teachers, families, and children with special needs themselves-as key elements in ensuring meaningful, equitable, and full participation in school life.

Gómez-Vela M, González Ortega E, Orgaz Baz MB et al.

DevelopmentESRead at source

Every report we find, newest first.

How to use the reports

The COVID-19 Pandemic and the 2022 Formula Shortage: Associations with Breastfeeding Initiation over 5 Years in the State of Florida, United States.

Dietary and social predictors of PFAS exposure in Hispanic children from Northern Virginia.

School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers.

Experiences and challenges of caregivers of children with cerebral palsy in Magba subdivision, Cameroon: a qualitative analysis.

The relationship between academic stress and depression in college students: the moderating effect of parent-child relationships.

Factors associated with social participation among children with fragile X syndrome.

Helping or controlling? A multi-method case study of a mother-daughter dyad and their interactions during trauma-focused therapy.

Early prevention of anxiety disorders in young children: The implementation of a live, online, targeted group-based parenting program.

Association Between Parental eHealth Literacy and Self-Reported Child Heat-Protection Practices: A Cross-Sectional Study in Türkiye.

School participation of students with disabilities in Spain: profile, supports and barriers.

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