This systematic review examined recent evidence on how screen exposure influences the development of academic skills and educational achievement. Digital technologies have become central to children's daily lives, reshaping both learning opportunities and leisure activities. Although recreational screen use has frequently been linked to negative outcomes, the effects of educational use remain less well defined. A bibliographic search was conducted in PubMed, Scopus, Web of Science, and Mendeley for articles published between 2020 and 2024 that addressed screen use in relation to academic skills. Thirty-one studies met the inclusion criteria. Excessive exposure was most often associated with delays in language development, poorer executive function and self-regulation and reduced motor proficiency. In contrast, interactive and well-structured educational applications showed potential to support literacy, numeracy, socio-emotional development, and classroom engagement. Limitations of the available evidence include the predominance of studies in preschool populations, a lack of clear definitions of "screen exposure" and "educational tool," and insufficient differentiation between devices and content types. The findings highlight the importance of parental and educational mediation and underscore the need for further longitudinal studies to clarify the long-term impact of educational screen use across developmental stages.
Violence against children violates human rights and fundamentally challenges the global objectives outlined in the United Nations Sustainable Development Goals. Children may frequently experience harsh discipline in both homes and schools, two main settings for early learning and development, yet longitudinal evidence on the developmental consequences of exposure to harsh discipline across these two settings remains scarce in Sub-Saharan Africa. Further, the interaction between harsh discipline at home and in school remains underexplored. Drawing on data from a longitudinal study in Ghana, we examine whether repeated exposure to harsh discipline at home and school across three years (which we define as "cumulative exposure") among pre-primary school children aged 5-8 years (N = 663; Mage = 6.94 years). By controlling for baseline outcomes in a value-added design, we estimated the robust associations between cumulative harsh discipline at home and at schools with higher-order cognitive skills, namely academic and executive function. Cumulative harsh discipline at home significantly predicted lower academic skills (𝛽 = -0.045, p < 0.05) but not executive function, while cumulative harsh discipline at school did not statistically significantly predict any skills. Moderation analyses showed that children's experiences of harsh discipline at home were negatively associated with executive function under conditions of low levels of harsh discipline at school. Findings highlight the urgent need for integrated, contextually grounded interventions targeting home and school disciplinary practices to support early learning and development in Sub-Saharan Africa.
Background Pediatric obstructive sleep apnea (OSA) has been associated with difficulties in school functioning, but evidence has largely relied on neurocognitive, behavioral, academic, and educational assessments. We examined whether these concerns are also reflected in clinically recognized disorders across learning, communication, and emotional domains during longitudinal care. Methods This retrospective multicenter cohort study included children aged 6-12 years with polysomnography-supported OSA without adenotonsillectomy (AT) and propensity score-matched healthy controls. Risks of learning disorders, speech and language disorders, childhood-onset emotional disorders, and anxiety disorders were evaluated over 1, 2, 3, and 5 years. Secondary comparisons examined 5-year patterns involving children who subsequently underwent AT. Results The primary analysis included 7136 matched pairs. OSA without AT was associated with higher risks of all four outcomes across all follow-up periods. At 5 years, hazard ratios were 1.86 (95% CI, 1.56-2.23) for learning disorders, 2.25 (1.82-2.77) for speech and language disorders, 1.45 (1.04-2.04) for childhood-onset emotional disorders, and 1.41 (1.26-1.56) for anxiety disorders. Secondary comparisons showed more favorable 5-year patterns among children who subsequently underwent AT. Primary findings remained consistent after excluding documented snoring from healthy controls. Conclusions PSG-supported OSA without AT was longitudinally associated with subsequently documented disorders across multiple domains relevant to school functioning. These findings suggest that school-functioning concerns associated with pediatric OSA may also be reflected in clinically recognized disorders during longitudinal care.
Children and young people (CYP) with attention deficit hyperactivity disorder (ADHD) often face inequalities when accessing learning opportunities. The evidence base is mixed on the effectiveness of school-based interventions for CYP with ADHD on academic progress gains, improved attendance, and enhanced wellbeing. We conducted a meta-analysis to specify whether school-based interventions improve the educational outcomes of CYP with ADHD. Seven databases were searched until 2nd of October 2026. The review followed the PRISMA guidelines. Of the 2164 items identified, only 16 studies were included in our analysis as they met our inclusion criteria: a) CYP with ADHD aged 5-17 years old; b) school-based interventions; c) randomized controlled trials; and d) educational outcomes. Given the substantial heterogeneity across intervention types, the findings show an inconclusive pattern of what works and what doesn’t. Our main model demonstrated that overall school-based interventions showed a small effect on educational outcomes amongst CYP with ADHD. No significant moderators, such as intervention types and outcome domains, were detected. Future research should examine the broader contextual, educational, and environmental factors associated with better educational outcomes amongst CYP with ADHD, with the aim of developing more evidence-informed and targeted interventions.
Background Given the importance of oral health to overall health, inclusive evidence-based interventions to improve health care access, quality of life, and learning and development through school-based delivery of oral health care are needed for all children, including those with special needs. Contributions to practice Integrated delivery of school- and community-based health care holds the potential to improve the health and lives of children and adolescents. Team-based approaches are effective in ensuring continuity of care on-site in schools. Implications for school health policy, practice, and equity Greater attention to ensuring socioeconomically disadvantaged students gain access to school-based delivery of dental services and adolescent priorities (periodontal disease, dental erosion, and misalignment of the upper and lower teeth) may enhance oral health care for these underserved groups. Long-term tracking of oral health outcomes (caries-free rate, oral health-related quality of life) and educational success (attendance/graduation rates, grade point averages) would bolster the case for school-based delivery of integrated health care. Conclusions School-based oral health programs provide comprehensive on-site care, including topical fluoride application and sealant placement to prevent dental caries. Involving parents and teachers in program activities emphasizes the importance of oral health to overall health both at home and in school.
Background Parents of children diagnosed with nonsyndromic single-suture craniosynostosis (SSC) frequently ask whether school difficulties should be expected and what type of monitoring is appropriate over time. Objective To synthesize evidence on school-related outcomes in SSC and translate it into counselling guidance for the first consultation. Methods We conducted a structured narrative review with a systematic literature search. PubMed/MEDLINE and Scopus were searched from database inception to January 2026 using terms related to craniosynostosis, single-suture disease, school achievement, learning, cognition, attention, executive function, behaviour, and educational supports. Reference lists of included studies and relevant reviews were hand-searched. Eligible sources included controlled cohorts, longitudinal studies, population or registry studies, systematic reviews/meta-analyses, and clinically relevant studies reporting academic, neuropsychological, behavioural, or educational service outcomes in children with nonsyndromic SSC. Results were narratively synthesized by school-relevant domains. Results Mean intellectual and academic scores in SSC generally fall within normative ranges, with modest group differences and substantial overlap with peers. However, variability is increased, and a clinically meaningful subgroup shows learning vulnerabilities or requires educational supports. Mathematics, language-based learning processes, attention/executive function, and behaviour regulation are recurrent areas of concern. Population-linked and registry studies suggest that many children meet grade-level standards, while educational needs may emerge or become more visible as academic demands increase. Evidence for independent effects of surgical timing or technique on school-age cognition remains mixed and confounded. Conclusions School outcomes in nonsyndromic SSC are generally favourable but heterogeneous. First-consultation counselling should combine realistic reassurance with anticipatory monitoring, attention to risk modifiers, and early collaboration with schools.
This study investigated the sociolinguistic background and the cognitive and literacy profiles of heritage bilingual (HB) children with specific learning disorders (SLD) in reading and spelling or typical development (TD) in comparison with their monolingual peers. About 454 primary school children were included and divided into four groups: HBs with SLD (n = 108) or TD (n = 70), and monolinguals with SLD (n = 106) or TD (n = 170). Children completed tasks assessing nonverbal IQ, working memory, processing speed, nonword repetition, listening comprehension, and literacy skills, including word, nonword, and text reading and spelling, and reading comprehension. Parents provided information on language history and socioeconomic status (SES). Results showed comparable sociolinguistic profiles across groups, with greater heritage language maintenance in the HB-TD group. SES primarily predicted performance on tasks with higher lexical demands and nonverbal IQ. Once SES was considered, language background only influenced spelling tasks. Interaction effects indicated a stronger influence of SES in HBs. At the phenotypic level, HBs and monolingual children with SLD showed comparable profiles, with an SLD-specific disadvantage for HBs emerging only in nonword spelling. These findings underscore the importance of SES in assessing HB children and promoting the home language in clinical populations.
Dyslexic students faced psychological and educational challenges during the COVID-19 pandemic and online learning, including increased anxiety, low self-esteem, reduced reading interest, limited access to educational technologies, insufficient teacher support, and difficulties with reading fluency and concentration. Examining these challenges is crucial for implementing effective measures and enhancing post-pandemic learning. This study investigates the psycho-educational challenges of dyslexic children during the pandemic, highlighting the need for targeted interventions to support them in current and future contexts. This systematic review identified relevant articles through electronic searches of PubMed, Wiley, Scopus, Web of Science, Google Scholar, and ScienceDirect, supplemented by the snowballing technique, which involved examining the bibliographies of retrieved references. The study identified two main categories of challenges for dyslexic children: psychological (mental health, emotional well-being, behavioural issues, parental stress) and educational (socioeconomic status, technology access, special educational needs, teacher support, remote learning difficulties) affecting children with learning disabilities. The research results show that dyslexic children faced various psychological and educational difficulties identified in this review during the COVID-19 pandemic. Therefore, targeted, evidence-based strategies-such as teacher training, family-school collaboration, adaptive learning technologies, and psychological support-are needed to mitigate these challenges in the post-pandemic period.
Objective This study assessed variation in BMI change by neighborhood characteristics of participants in Bright Bodies, a family-based intensive health behavior and lifestyle treatment for pediatric obesity. Methods For first-time participants (2008-2018) with initial BMI ≥ 85th percentile, we geocoded addresses and assigned Child Opportunity Index (COI) and COI-Healthy Environment (COI-HE) scores (Low/Moderate/High). Using multivariable mixed effect linear regression, we assessed monthly change in BMI percent of the 95th percentile (%BMIp95) and extended BMI z score by COI and COI-HE. Results Of 391 youth (mean ± SD age 11.7 ± 2.8 years, 60.1% female), 80.8% resided in Low COI and 66.5% in Low COI-HE neighborhoods. Monthly %BMIp95 change differed by COI (p = 0.039 for interaction) and COI-HE (p = 0.004). Mean %BMIp95 decreased in all subgroups; greatest reductions were in High COI (-1.86 [95% CI: -2.40, -1.33]) and High COI-HE groups (-2.32 [-2.78, -1.85]) and lowest in Moderate COI (-1.17 [-1.59, -0.75]) and Low COI-HE groups (-1.53 [-1.75, -1.32]). Change in extended BMI z score differed significantly between COI-HE subgroups only (p < 0.001). Conclusions Bright Bodies participation was associated with BMI reduction among all COI/COI-HE subgroups, but the highest COI/COI-HE groups had the greatest reductions. Modifications to intensive health behavior and lifestyle treatments should address inequities in access to built environments that facilitate healthy, active living.
Purpose Childhood maltreatment is common and associated with a wide range of adverse outcomes, yet few large, well-designed longitudinal studies follow children and adolescents with substantiated maltreatment over time. The Norwegian Triple-S Cohort Study was established to recruit and follow children and adolescents, together with their non-offending caregiver, to identify key risk and resilience factors and understand long-term health and functioning. Participants The cohort invites children and adolescents aged 5-18 years with substantiated maltreatment, including physical abuse, emotional abuse, sexual abuse, neglect or exposure to domestic violence. Participants attend the Stine Sofie Centre, a national learning and coping centre for families affected by maltreatment in Norway. At intake, both the child/adolescent and the non-offending caregiver are invited to participate. Participants are followed at regular intervals after enrolment, typically at 2-year intervals, and, with consent, survey data can be linked to national health, education, employment and social welfare registries. As of June 2026, 733 caregivers and 325 adolescents aged 12-18 years had completed baseline questionnaires. Recruitment is ongoing and will continue until the cohort reaches approximately 1500 participating children and adolescents. Findings to date Data collection includes information on children and adolescents' maltreatment type, mental and somatic health, behavioural and neurodevelopmental symptoms, self-harm and suicidality, sleep, social relationships, school functioning, health behaviours and service use. Caregiver data cover mental and physical health, self-harm and suicidality, interpersonal victimisation across the life course, socioeconomic and lifestyle factors, parenting practices, family dynamics and relationship quality and perceived service needs. Published analyses have documented substantial mental health and sleep difficulties, impaired school functioning and high levels of non-suicidal self-harm among children and adolescents exposed to maltreatment. Other studies have shown considerable variation in service use and coordination, and that emotional, relational and practical barriers may hinder disclosure. Analyses of caregiver data have also highlighted both relational strengths and areas of difficulty in parenting, as well as socioeconomic vulnerability among mothers with cumulative exposure to interpersonal violence across childhood and adulthood. Future plans Continued follow-up will enable detailed investigation of long-term outcomes after substantiated childhood maltreatment, including trajectories of mental health, education, work participation and service use. The cohort will be used to identify key risk and protective factors, including intergenerational patterns of adversity and resilience. Planned linkages to national registries will provide comprehensive life-course data, and additional data collection within the cohort through qualitative interviews is intended to offer deeper insight into the lived experiences of children and caregivers. Findings will inform prevention efforts and contribute to improved service delivery and coordination for maltreated children and their families.
