Reports

Every report we find, newest first.

Reports gathered from around the world, newest first.

How to use the reports

1Search by title, author or topic, or narrow the list by right, region and type of design.
2Open a report to read its summary and the findings taken from it.
3Choose "Read at source" to go to the original document.
4For older reports, set Age of report to Archive.

20,788 reports · page 806 of 2079

Peer-reviewed articleEurope PMC29 Jul 2026

Early Impact of Childhood Opportunity on Neurocognitive Outcomes in Sickle Cell Disease.

Introduction Neurocognitive impairment is a well-recognized complication of sickle cell disease (SCD) that begins early in childhood and persists across development. While cerebrovascular injury contributes substantially to risk, neurocognitive deficits are also observed in children without overt or silent cerebral infarctions, suggesting additional contributing factors. Social drivers of health (SDoH) may modify neurocognitive outcomes but remain underexplored in SCD. Methods We conducted a retrospective cohort study of children and adolescents with SCD who completed standardized neurocognitive screening between January 2023 and May 2025. Participants were English-fluent and had no history of overt stroke or moyamoya. Neighborhood-level SDoH were measured using the Childhood Opportunity Index (COI). Neurocognitive domains assessed included visual-spatial, fluid reasoning, working memory, language, processing speed, auditory attention, and academic achievement. Results Ninety participants with a mean age of 7.7 years completed screening. More than half had the HbSS genotype. Most lived in areas of low or very low childhood opportunity. Areas with more childhood opportunity (higher COI) were significantly associated with better performance in fluid reasoning, working memory, language, reading, spelling, and math. COI education subdomain scores showed consistent associations across cognitive and academic measures. Conclusion Neighborhood-level childhood opportunity is strongly associated with neurocognitive outcomes in children with SCD, independent of known neurological injury. These findings highlight the importance of integrating SDoH into neurocognitive risk assessment and support early, embedded screening models in SCD care to address structural contributors to cognitive disparities.

LaMotte JE, Koch H, Coughlin OA et al.

Peer-reviewed articleEurope PMC10 Jul 2026

Effects of a Cognitively Enriched Playful Physical Activity Program on Executive Functions and School Readiness in Preschool Children.

Executive functions (EFs) are foundational for early learning and school readiness. Interventions that couple motor engagement with explicit cognitive demands may offer an efficient approach to support EFs during preschool years. This exploratory randomized controlled trial examined the preliminary effects of an 8-week Playful Physical Activities (PPA) program on EF and school readiness. Preschool children were randomized to (i) PPA, a structured program integrating executive challenges (response inhibition, working memory, and planning) into movement games, or (ii) an active control receiving the regular physical education curriculum (3 sessions/week, 60 min/session, 8 weeks). Outcomes were assessed before and after the intervention and included Go/No-Go error rate, BVMT-R immediate and delayed recall, RCFT copy score, and school readiness domains (mathematical, linguistic, and social competence). Group × Time effects were tested using mixed ANOVA and summarized with partial eta squared (η2p). Between-group post-test differences were quantified using Hedges' g. PPA was associated with greater pre-to-post improvements relative to control in attentional control/inhibition (Go/No-Go errors: η2p = 0.134; g = -1.78) and visuospatial organization/planning (RCFT copy: η2p = 0.307; g = 1.36). Visuospatial memory outcomes showed very large interaction effects (BVMT-R immediate η2p = 0.937, g = 5.14; delayed η2p = 0.854, g = 4.10), but these values are exploratory and should not be emphasized as the primary evidence for cognitive improvement because the BVMT-R was used as a non-normed raw-score index outside its validated age range in this preschool sample. School readiness indicators showed favorable changes across mathematical, linguistic, and social competence (η2p = 0.514, 0.385, and 0.337; g = 1.95, 2.05, and 1.31, respectively). Overall, these preliminary findings suggest that cognitively enriched movement may support EF-related performance and school-readiness indicators, but they should not be interpreted as definitive proof of efficacy. Larger prospectively registered trials with balanced groups, age-appropriate outcome measures, and stronger fidelity documentation are needed before firm recommendations can be made.

Chikha AB, Eken Ö, Arslanoğlu B et al.

DevelopmentExperimentalRead at source

Peer-reviewed articleEurope PMC7 Sept 2026

Application of machine learning techniques to automate speech mispronunciation detection in children and adolescents.

Introduction Speech sound disorders (SSDs) are common in children and can affect academic and psychosocial outcomes. Clinical identification relies on expert auditory-perceptual assessment, which is time-intensive and may vary across raters. Automated screening tools could support triage when access to specialists is limited. Objective This study aimed to develop and evaluate a deep learning (DL) classifier for detecting mispronunciation errors in standardized pediatric speech recordings obtained using a structured fricative-focused word elicitation protocol, using expert-adjudicated labels as the reference standard. Methodology In this cross-sectional study, we analyzed 100 participants (6-18 years) providing 1,800 standardized word recordings. Two expert speech-language pathologists (SLPs) labeled recordings as mispronunciation present vs. absent; disagreements were adjudicated by a third SLP. Inter- and intra-rater reliability were assessed. Audio was denoised and standardized to 16 kHz. A pretrained transformer speech model (WavLM Base+) was fine-tuned for recording-level binary classification. Class imbalance was addressed using augmentation, weighted sampling, and focal loss. Performance was assessed on a held-out test set at the recording level using accuracy, sensitivity, specificity, precision, F1-score, and area under the ROC curve (AUC). Results The overall recording-level prevalence of speech sound errors was 16.15%, with the "th" category (/θ/ + /ð/) being the most frequently mispronounced phoneme group. No significant differences were observed by sex, age group (6-9, 10-13, 14-18 years), or malocclusion status (p > 0.05). Labeling showed strong agreement (Cohen's κ = 0.84; intra-rater reliability 0.89-0.92). On the test set (253 recordings), the model achieved 90.9% accuracy, 77.8% sensitivity, 98.2% specificity, 95.9% precision, and AUC = 0.936. Conclusions Fine-tuned pretrained speech representations demonstrated promising performance for screening pediatric mispronunciation errors under standardized recording conditions using expert labels. The high-specificity profile supports its use as a screening and triage decision-support tool, while future studies are needed to validate performance across broader clinical and real-world settings.

Ameli N, Ravesh MN, Dalmazo LMT et al.

Read at source

Peer-reviewed articleEurope PMC18 Aug 2026

Integrated Education Models for Addressing Substance Use Among Schoolchildren: A Scoping Review of School-Based Educational Interventions.

Background Early and comprehensive interventions are crucial for preventing substance use in adolescents. In school settings, such interventions can be easily integrated into the curricular and co-curricular activities with the active involvement of school administration, teachers, trained staff, parents, and community members. This review aimed to comprehensively examine preventive, protective, and corrective school-based intervention models for substance use to suggest an evidence-based and effective educational model for preventing substance use in children. Methods In this scoping review, online databases, including SCOPUS and Web of Science, were searched to identify and collect articles evaluating the effectiveness of school-based prevention models. The PRISMA approach for scoping review (PRISMA-ScR) was employed to assess the scope of relevant literature and synthesise existing school-based intervention models. Two independent reviewers independently screened records (κ = 0.75). Due to heterogeneity, findings were synthesised narratively using a socio-ecological framework. Study quality was appraised using the Mixed Methods Appraisal Tool (MMAT). Results Forty-three studies, mostly from the United States, were included in the review. All school-based interventions examined were preventive or protective in their approaches. There was no school-based intervention model that was corrective in its approach. Increased knowledge, negative attitudes towards substance use, and reduced substance use in the intervention groups were key outcomes. Effective interventions involved a multi-pronged approach wherein teacher training, student education, and the involvement of parents, senior citizens, police officials, experts, and the community were key components. Additionally, culturally tailored interventions have shown promising results. Conclusions Among school children, tobacco and alcohol use are most prevalent, and schools can play a crucial role in addressing this issue. Apart from preventive and protective intervention models, the focus needs to shift towards developing integrated school-based corrective models to address the concerns of substance use among school students.

Bajpai Tewari D, Gautam U, Jaiswal V et al.

ProtectionDevelopmentUSRead at source

Peer-reviewed articleEurope PMC17 Jul 2026

Educational attainment among primary school children with neurodisability: a population-based cohort study using linked education and health data from England.

Objective To compare educational attainment between children with and without hospital-recorded neurodisability in England at ages 5, 7 and 11 using linked administrative hospital and education data in the Education and Child Health Insights from Linked Data (ECHILD) database. Design Population-based cohort study. Methods We derived a national birth cohort of 2 351 589 children born in England between 1 September 2003 and 31 August 2008 enrolled in state-funded primary schools in Reception (age 4-5) using linked health and education records. Neurodisability, defined here as chronic conditions affecting the nervous system which result in functional limitations, is identified using hospital admission records. We described differences in primary school educational attainment for children with and without neurodisability. Results About 2.2% of children had a recorded neurodisability before starting Reception. These children consistently underperformed in national assessments, with fewer than half meeting nationally expected levels in Maths and English at every time point (vs ~70% of peers). By the end of primary school (age 10/11), 31% of children with neurodisability (vs 6% of peers) did not participate in national assessments despite being enrolled in school. Among children with neurodisability, educational attainment was lowest for children with Down syndrome and highest for children with perinatal conditions. Implications Substantial attainment gaps exist between children with and without neurodisability and persist across primary school. By age 11, many children with neurodisability do not undertake national assessments, highlighting the need for personalised, functional outcome measures to capture their educational development.

Cant A, Zylbersztejn A, Gimeno L et al.

DevelopmentProtectionGBRead at source

Peer-reviewed articleEurope PMC1 Sept 2026

Family Language, Preschool, and Reading Achievement: The Interplay Between Inequality in Opportunities and Outcomes.

This article examines preschool attendance and reading proficiency among students from families that do not speak the test language at home. Both indicators are key targets of the United Nations' Sustainable Development Goal 4, which aims to promote equity in education. We analyze gaps in reading achievement and preschool participation between students who speak the test language at home and those who do not. The study also considers how these gaps intersect with socioeconomic background, focusing on students who face both linguistic and economic barriers. Using data from the 15 education systems that participated in all progress in international reading literacy study (PIRLS) cycles, we assess how these gaps have developed over time. Our findings show that significant gaps persist in most educational systems and, in some cases, have even widened. These social inequalities are especially marked among students with low socioeconomic status. We further examine how preschool attendance relates to reading achievement in grade 4 and whether this relationship varies by language and socioeconomic background. The analysis reveals that preschool attendance is particularly beneficial for students from non-test-language and lower socioeconomic backgrounds-groups that are also less likely to have access to early education. Our findings highlight a paradox: the children who would benefit most from attending preschool are those least likely to have access to it. SUMMARY: Access to preschool for non-test-language students has stagnated, with a growing gap in access between families speaking the test language at home and those who do not. A persistent basic literacy gap exists between family language groups, especially among students from lower socioeconomic backgrounds. Preschool attendance improves basic literacy outcomes, especially for doubly disadvantaged students from non-test-language backgrounds and lower socioeconomic status. This presents a notable paradox: those who benefit the most from attending pre-primary education are also the ones that are least likely to attend.

Strello A, Eryılmaz N, Strietholt R

DevelopmentPractitionerRead at source

Peer-reviewed articleEurope PMC23 Jul 2026

Integrating Mediterranean Diet Education and Sustainability in Primary Schools: A Two-Season Community-Based Intervention in Portugal.

Background/Objectives: School-based programmes may play an important role in promoting healthier and more sustainable dietary habits from early childhood. This study described and evaluated a community-based intervention aimed at promoting Mediterranean diet (MD) principles, improving food literacy, and raising awareness of sustainable food practices among primary school children in the Tagus Lezíria region, Portugal. Methods: The intervention was implemented in 23 schools across 11 municipalities and included two seasonal rounds of participatory educational activities focused on healthy eating, local and seasonal foods, sensory exploration, balanced meals, composting, food storage, sustainable food production, and food waste prevention. A total of 872 children participated in the intervention activities, and 370 provided paired baseline and follow-up KIDMED assessments. Results: The mean KIDMED score decreased significantly from 8.0 ± 2.2 at baseline to 7.5 ± 2.4 after the intervention. Overall, 31.6% of participants improved their score, 18.9% showed no change, and 49.5% showed a decrease. The proportion of children who did not skip breakfast increased from 79.8% to 88.6%, and avoidance of fast-food restaurants more than once weekly increased from 85.4% to 89.6%. Smaller favourable changes were observed for pastry, sweet, and fish consumption, and olive oil use, whereas fruit, vegetable, pulse, and nut consumption did not improve. Conclusions: The intervention produced heterogeneous outcomes. Although overall MD adherence decreased, almost one-third of participants improved individually, with favourable changes in breakfast and selection of less healthy behaviours. Longer programmes with stronger family involvement may be required to reinforce core MD foods and achieve broader, sustained improvements.

Vitor RF, Andrade VL, Reis J et al.

SurvivalDevelopmentPre/postPTRead at source

Peer-reviewed articleEurope PMC1 Oct 2026

Neuroimaging and neurophysiological changes following structured interventions in children with developmental coordination disorder: a scoping review.

Background Longitudinal neuroimaging and neurophysiological studies can indicate whether structured interventions in developmental coordination disorder (DCD) are accompanied by neurobiological change, but this literature has not been synthesized across modalities, follow-up intervals, and analytic approaches. Objective To map longitudinal neurobiological outcomes after structured interventions in children and adolescents with DCD or probable DCD and the analytic approaches used, including neurobiological-clinical/functional linkage analyses. Methods We conducted a scoping review following JBI methodology, reported in accordance with PRISMA-ScR and PRISMA-S. Eligible sources included participants aged 0-18 years with confirmed or probable DCD, a structured intervention, and neurobiological assessment at baseline and ≥1 post-intervention time point. Two reviewers independently screened records and charted data. We searched six databases, two trial registries, and preprint platforms on January 10, 2026 (updated August 21, 2026), without date or language restrictions. Formal critical appraisal was not undertaken; methodological and reporting features were charted descriptively. Results Of 747 records identified, 13 sources (eight independent cohorts) published between 2012 and 2025 met the inclusion criteria. Neurobiological sample sizes ranged from 20 to 88 (median 49). Designs included randomized controlled, non-randomized controlled, and quasi-experimental pre-post studies. Interventions clustered into Cognitive Orientation to daily Occupational Performance (CO-OP; 6 sources), exercise/motor-learning programs (4), and neuromuscular/biomechanical approaches (3). Modalities included diffusion tensor imaging, resting-state functional MRI, structural MRI/voxel-based morphometry, functional near-infrared spectroscopy, electroencephalography/event-related potentials, and surface electromyography. MRI-based longitudinal outcomes were reported exclusively in CO-OP cohorts, with several publications arising from shared registered trials and partial cohort overlap. Six sources included neurobiological follow-up beyond the immediate post-intervention assessment. Analytic approaches varied in pre-post versus group-by-time contrasts, region-of-interest versus whole-brain analyses, and correction for multiple comparisons. Seven sources reported neurobiological-clinical/functional linkage analyses; five tested change-based associations, and statistically significant findings were limited to individualized movement-quality outcomes. Conclusions The evidence base is small, heterogeneous, and unevenly distributed across intervention categories and modalities. Priorities include independent replication, longitudinal neuroimaging of non-CO-OP interventions where scientifically justified, more consistent follow-up, and prespecified, adequately powered linkage analyses.

Domke Molina F, Lopez-Espejo M

DevelopmentRead at source

Every report we find, newest first.

How to use the reports

Early Impact of Childhood Opportunity on Neurocognitive Outcomes in Sickle Cell Disease.

Effects of a Cognitively Enriched Playful Physical Activity Program on Executive Functions and School Readiness in Preschool Children.

Nutrition, Cognition and Learning: The Role of White Matter Development and Connectivity

Application of machine learning techniques to automate speech mispronunciation detection in children and adolescents.

Integrated Education Models for Addressing Substance Use Among Schoolchildren: A Scoping Review of School-Based Educational Interventions.

Educational attainment among primary school children with neurodisability: a population-based cohort study using linked education and health data from England.

Family Language, Preschool, and Reading Achievement: The Interplay Between Inequality in Opportunities and Outcomes.

Impact of a physical-cognitive intervention on emotional regulation and school adjustment in primary school children.

Integrating Mediterranean Diet Education and Sustainability in Primary Schools: A Two-Season Community-Based Intervention in Portugal.

Neuroimaging and neurophysiological changes following structured interventions in children with developmental coordination disorder: a scoping review.

Search the Hub

Every report we find, newest first.

How to use the reports