Africa Knowledge Hub for Children

Peer-reviewed articleEurope PMC24 May 2026

Child opportunity and cognitive development in a clinically referred sample.

This study examined associations between neighborhood context (quality of resources/conditions important for healthy child development) and IQ in youth presenting for neuropsychological evaluations. Participants included 4,633 DC Metro Area youth (ages 2-22) who underwent neuropsychological evaluation. Neighborhood opportunity was assessed with the Child Opportunity Index (COI) 2.0 (Metro norms). Multiple regression analyses examined associations between COI and IQ and explored moderation of age, sex, and medical condition. Controlling for age, sex, and medical condition, neighborhood opportunity was positively associated with IQ, with the model accounting for approximately 10-14% of the variance in cognitive outcomes (full scale IQ: β = 0.198; verbal IQ: β = 0.202; non-verbal IQ: β = 0.148, p's < 0.001). Age moderated the association between COI and cognitive outcomes (full scale IQ: β = 0.005, p = 0.018; verbal IQ: β = 0.005, p = 0.043; non-verbal IQ: β = 0.005, p < 0.001) with stronger association at older ages. Cognitive outcomes were associated with educational (p < 0.01) and social/economic (p < 0.001) but not health/environmental opportunity (p = 0.553). Children living in higher opportunity neighborhoods showed higher performance on measures of IQ. A child's neighborhood resources (especially educational and social/economic) are an important consideration when interpreting cognitive performance of children. These findings support the need for advocacy to improve community resources as a path toward addressing inequities that may impact cognitive development.

Loblein H, Nielsen J, Godfrey M et al.

Development

Peer-reviewed articleEurope PMC19 Feb 2026

Pathways to adolescent executive function in Australian Aboriginal and Torres Strait Islander children: The role of early skills and learning environments.

Understanding and strengthening the developmental pathways of Australian Aboriginal and Torres strait islander young people is of critical importance to efforts seeking to redress more than 200 years of disadvantage due to colonization. Although systemic factors play a key role in addressing disparities, individual-level capacities such as self-regulation and executive function are also essential for positive developmental outcomes and may act as protective factors. This study advances the first longitudinal model of adolescent executive functioning in Australian Indigenous children, examining the role of early home and learning environments and key developmental skills. Using longitudinal data for 473 young people from Footprints in Time: The Longitudinal Study of Indigenous Children, we found preschool visual motor and literacy skills (β = .15) and early school classroom self-regulation (β = .18) predicted adolescent executive function. Contextual factors, including socioeconomic status, preschool attendance, home learning engagement, and parent social support, were linked to early skill development but did not directly predict executive function outcomes. Children living in more remote areas had lower early skill capability, underscoring the important role of environmental constraints. Findings support strengths-based approaches, in which policy and programs reinforce families as children's first teachers in the home and build social capital for parents. Family and early learning services should be made equitably available, particularly in remote areas, and should focus on core skill development for children, as well as home learning and family social support, to ultimately enhance executive function development among Indigenous children. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Williams KE, Berthelsen D, Rogers J et al.

DevelopmentAURead at source

Peer-reviewed articleEurope PMC21 Apr 2026

The Development and Validation of Models of Risk for Behaviours That Challenge in Children With Developmental Disabilities: A Novel Machine Learning Approach.

Background Children with developmental disabilities show a high prevalence of behaviours that challenge (BtC). Thus, harnessing known risk markers to target early intervention to children at the greatest risk of BtC is essential. In this study, machine learning techniques were used to develop prediction models of risk (no, low and high severity behaviour) for different BtC (self-injurious behaviour, aggression, property destruction, 'any BtC'). A secondary aim was to assess the external validation of these models to predict future behaviour. Method Caregivers of individuals with developmental disabilities completed the Self-injury, Aggression and Destruction Screening Questionnaire. One dataset (n = 778) was used to train and test models to establish internal validation. Algorithms were created using random forest classifiers, K-nearest neighbours, multiple logistic regressions and Gaussian mixture models (GMM) for each type of behaviour. External validation utilising a second dataset of caregivers (n = 121) completing the SAD-SQ at baseline and 12 months later was then conducted. Outcomes Across internal and external validation, the random forest classifiers and GMM algorithms for any BtC showed the highest number of correct classifications with fair to good recall and precision, with 83.5% of people at risk of BtC correctly predicted. Predictions of persistence and incidence of behaviour over 12 months was also good (83.5% and 83.3%, respectively). Interpretation The novel prediction models showed the ability to predict BtC for children with developmental disabilities. Such models have applicability to clinical practice to inform provision of early preventative interventions for BtC.

Groves L, Davies G, Oliver C et al.

ProtectionDevelopmentPre/postRead at source

Peer-reviewed articleEurope PMC17 Feb 2026

The impact of parental socioeconomic characteristics and engagement on children's early academic abilities: the role of racial and economic disparities.

The current study utilized the Early Childhood Longitudinal Study to examine the impact of socioeconomic and parental engagement in the school system on children's proficiency in math and reading in kindergarten. The analytic sample included 18,174 kindergarten children (47% White, 13% African American, 25% Hispanic, 9% Asian, 6% other; 51% male), and OLS regression revealed that the full models for math and reading were statistically significant explaining 22 and 16% of the variance in each outcome, respectively. Parental education, household income, and school-based parental involvement emerged as the strongest and most consistent predictors of children's academic readiness, while marital status and parental depression were nonsignificant. Race/ethnicity and gender were also significant predictors, and African American and Hispanic students scored lower in math when compared to White students, whereas Asian children scored significantly higher than White peers in both math and reading. There was no statistically significant difference for reading scores between African American and White children. Girls demonstrated higher levels of reading readiness, and boys outperformed girls in math. Findings highlight the enduring influence of socioeconomic resources and parental engagement on early academic outcomes and underscore the need for policies and interventions that address structural inequities while promoting culturally responsive, family-centered support for early learning.

Bolar C, Smith N, Rao A et al.

DevelopmentUSRead at source

Peer-reviewed articleEurope PMC15 Sept 2026

Effects of Physical Exercise Combined with Accommodative Training on Visual Acuity and Ocular Biometric Parameters in Children Aged 6-7.

Promoting visual health in early childhood is crucial for visual development, and effective school-based interventions are urgently needed. This study examined the effects of physical exercise combined with accommodative training on visual acuity and ocular biometric parameters in children aged 6-7 years. A total of 163 first-grade students were allocated by intact classes to an experimental group (n = 82), which received a 32-week physical exercise program incorporating visual tasks designed to stimulate ciliary-muscle accommodation, or a control group (n = 81), which received standard physical education. Uncorrected distance visual acuity (UDVA), kinetic visual acuity (KVA), axial length (AL), corneal curvature (CC), and anterior chamber depth (ACD) were assessed at baseline, mid-intervention, and post-intervention. Significant time effects and time × group interactions were observed for UDVA and KVA (all p < 0.05). Although no between-group differences were found at baseline or mid-intervention, the experimental group demonstrated significantly better UDVA and KVA than the control group after the intervention. Significant time effects were observed for AL, CC, and ACD, but no significant between-group differences were detected. These findings suggest that physical exercise combined with accommodative training can effectively enhance visual function in young children, while ocular biometric parameters maintain stable growth trajectories consistent with normal pediatric development.

Wang M, Yin R, Shi H et al.

DevelopmentExperimentalRead at source

Peer-reviewed articleEurope PMC5 Sept 2026

Is age a critical factor for the diagnosis of peanut allergy in children?

Background Peanut allergy (PA) is a significant health concern. Some children with PA may present with a relatively high reaction threshold. However, even in this group the chances of spontaneous resolution are low and there is significant impairment in the quality of life. Newer data suggest that treatment protocols in this group are safer and easier to implement. Objective This study aims to identify clinical factors influencing reaction threshold and challenge outcomes in PA children, assisting physicians to estimate the allergic threshold and improving the chances to diagnose children with high threshold PA. Methods A retrospective study, collecting and analyzing data of challenge-proven PA children under 12 years of age, from our pediatric food allergy center, where all children with suspected PA are offered a diagnostic challenge. The data included demographics, medical history, skin test and oral food challenge results. Results A total of 194 children under 12 years of age (mean 43 months, 95% CI 38.9-47.1) with challenge-proven PA were enrolled in the study. Children with low threshold PA (threshold less than 100 mg) were older (52.5 months % vs 33.6 months, p < 0.001) and had larger wheal size during skin prick tests (11.2 mm vs 8.3 mm, p < 0.001).In girls an additional predictor of low threshold was a previous systemic/anaphylactic reaction (p < 0.001).Using exploratory machine-driven decision tree analysis, an age of 18 months or younger yielded a negative predictive value of over 94% for developing respiratory reactions and a markedly lower incidence of anaphylaxis compared with older children. Conclusion Since an oral food challenge is the gold standard for the diagnosis of PA, performing a diagnostic challenge at a young age, may optimize the chance to diagnose PA with a relatively high threshold, increasing the safety and outcomes of potential interventions. Therefore, the early referral of young patients for a diagnostic workup is strongly recommended.

Bondorevsky O, Yahia SH, Shavit R et al.

Read at source

Peer-reviewed articleEurope PMC7 May 2026

Sensory processing differences and behavioural problems in children with autism: a retrospective study using statistical modelling and multi-output machine learning.

Background Sensory processing differences (SPDs) are common in children with autism, yet their specific contributions to behavioural problems remain insufficiently explored. To examine how SPDs relate to behavioural problems in children with autism and to identify key sensory predictors and sensory-based subtypes associated with behavioural risk. Methods The retrospective study included 127 children with autism (1-7 years) who received rehabilitation training at a tertiary children's hospital between 2020 and 2024. Fifteen SPD features across visual, auditory, tactile, gustatory/olfactory and vestibular/proprioceptive modalities (covering sensitivity, hyporesponsivity and seeking behaviours) and six behavioural problems were coded as binary variables based on parent-reported questionnaires. Associations were analysed using Phi correlations and logistic regression. A multi-output random forest with Shapley Additive Explanations (SHAP) evaluated the joint predictive value of SPDs. Hierarchical clustering using Jaccard distance was used to identify sensory subtypes and compare behavioural profiles. Results Vestibular/proprioceptive seeking was positively associated with frequent tantrums (φ=0.30) and emerged as an independent predictor (OR=3.83, 95% CI 1.65 to 8.90). Visual seeking was negatively associated with difficulty adapting to routine changes (φ=-0.23; OR=0.34, 95% CI 0.15 to 0.78). The multi-output random forest showed moderate performance. SHAP analysis highlighted auditory sensitivity and multiple seeking behaviours as major contributors. Clustering revealed a 'multi-sensory seeking' subtype with higher rates of tantrums. Conclusions SPDs are meaningfully linked to behavioural problems in autism. Vestibular/proprioceptive seeking and auditory sensitivity are key behavioural risk indicators, while visual seeking may support adaptability. Sensory-based profiling has the potential to identify children at elevated behavioural risk and guide personalised intervention planning.

Yan C, Xu J, Duan K et al.

DevelopmentProtectionParticipationRead at source

Peer-reviewed articleEurope PMC19 Jan 2026

Differential relationships of positive and negative parenting styles on primary school children's academic achievement: Learning anxiety and learning engagement matter.

Parenting styles are widely recognized as influencing academic achievement; however, the mechanisms underlying this relationship remain inadequately understood. Drawing on the dynamic systems theory and the family systems theory, the present study recruited 481 children (222 boys, Mage = 9.90 ± 0.69 years old) to investigate the longitudinal associations between positive/negative parenting styles and academic achievement and to further explore how learning anxiety and learning engagement may mediate these relationships. Results indicated that (1) negative parenting, but not positive parenting, had a negative direct effect on academic achievement; (2) both positive and negative parenting predicted higher academic achievement through increased learning engagement, but not through learning anxiety; and (3) learning anxiety and learning engagement acted as sequential mediators in the link between positive parenting styles and academic achievement. Overall, these findings highlight how parenting approaches shape children's learning and academic results by influencing their emotional and motivational characteristics from a developmental perspective.

Xu Y, Qi Y, Tao Y et al.

DevelopmentRead at source

Peer-reviewed articleEurope PMC25 May 2026

The role of embodied musical engagement in enhancing non-cognitive skills and rehabilitation outcomes in children with special needs.

This study explores the impact of embodied musical engagement on non-cognitive skills and rehabilitation outcomes in children with special needs. A sample of 294 children was recruited (68.7% male; largest age subgroup: 7-9 years, 33.7%) for this investigation. Using Structural Equation Modeling (SEM), the study examined the direct effects of musical engagement on rehabilitation performance and the mediating role of non-cognitive skills-such as attention control, emotion regulation, task persistence, and cooperative behavior. Results revealed that embodied musical engagement had a significant direct effect on rehabilitation performance (β = 0.527, p < 0.001) and a robust positive influence on non-cognitive skills (β = 0.755, p < 0.001). Mediation analysis confirmed a partial mediation effect, with non-cognitive skills accounting for 34.3% of the total effect (Indirect Effect = 0.275, 95% CI [0.181, 0.376]). This research provides new theoretical insights and empirical evidence for music-based interventions offering practical guidance for the rehabilitation of children with special needs, particularly in the contexts of ASD, ADHD, and intellectual disabilities.

Lu Y, Viladot L, Chen X et al.

DevelopmentProtectionPractitionerRead at source

Peer-reviewed articleEurope PMC6 Aug 2026

Wellbeing and mental health in Chilean public-school students: emotion regulation and character strengths.

Introduction This study examined the associations between emotion regulation, character strengths, and wellbeing among Chilean students attending public schools in Peñalolén, Santiago. Methods Participants were 3,569 children and adolescents aged 8-18 years who completed the EPOCH Well-being Scale, selected item-level indicators of the CERQ-K (younger students) or DERS-E (older students), and 15 items from the VIA Character Strengths Inventory. Five hierarchical regression models were estimated for each EPOCH domain, separately by age group. Results Adaptive emotion regulation strategies predicted higher happiness, optimism, and perseverance among younger students, whereas emotional difficulties predicted lower wellbeing among older students. Adding character strengths significantly increased explained variance, particularly for perseverance and optimism. Love of learning, hope, self-regulation, enthusiasm, love, and teamwork consistently predicted wellbeing. Discussion Findings support the integration of emotion regulation and strengths-based education to promote student wellbeing in Latin American school settings.

Ortiz-Correa P, Escobar MJ, Panesso Giraldo C et al.

DevelopmentProtectionCLRead at source

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