European Child & Adolescent Psychiatry

Background Although an expansive body of evidence exists on children's mental health during the COVID-19 pandemic, it is largely restricted to the early phases and lockdowns. This study examines longitudinal changes in child and youth mental health symptoms across two years of the COVID-19 pandemic, with data collection strategically timed to capture variability in pandemic restrictions. Methods A population-based longitudinal study of 1,261 children and youth aged 4-17 years followed prospectively from January 2021 to December 2022, with five waves of data collected in Ontario, Canada. Latent growth curve modelling was used to estimate trajectories of parent-reported mental health symptoms and identify baseline and time-varying covariates associated with variable trajectories. Findings Mental health symptoms were elevated and stable during lockdowns, followed by significant reductions as pandemic restrictions loosened, particularly for oppositional defiant and inattention/hyperactivity symptoms compared to internalizing symptoms. Children without pre-existing clinician diagnosed physical, mental or neurodevelopmental conditions and those not in lockdown at baseline demonstrated relative increases in mental health symptoms during lockdowns; and girls, compared to boys, demonstrated smaller reductions in internalizing symptoms as restrictions loosened. Concurrent and lagged associations between parental distress and children's mental health symptoms varied across the pandemic. Interpretation Variation in symptom trajectories by mental health domain, gender, pandemic restrictions and pre-existing diagnosed conditions underscores the need for tailored, equity-informed pandemic planning and response. Policies designed to optimize the balance between the need to reduce viral community transmission whilst limiting pandemic lockdowns may mitigate adverse impacts on child and youth mental health. Funding Ontario Ministry of Health

BackgroundA study conducted in Norway showed that the association between pupil mental health diagnoses and educational attainment has weakened over time. One possible explanation is that earlier detection of mental health problems in recent years has facilitated earlier treatment, intervention, and educational support that might improve academic outcomes. We investigated whether the weakening association between mental health and attainment could be replicated in England, and explained by earlier age at first diagnosis. MethodsThis was a secondary longitudinal data analysis of de-identified records from a secondary mental healthcare provider in England, which have been linked to the Department for Educations National Pupil Database. We included n=149,841 pupils residing in South East London, born 1993-2003, who completed their end-of-school exams 2009-2019. The main exposure variables were ADHD and internalising disorder diagnosis. In linear regressions, we investigated their associations with Year 11 attainment (typically assessed age 15-16 years), whether this was modified by birth year, and the role of age at first diagnosis. ResultsOn average, ADHD (n=844, 0.6%) and internalising disorder (n=2,523, 1.7%) were associated with lower Year 11 attainment. However, significant interactions between diagnosis and birth year suggested that pupils with these disorders showed increases in standardised exam scores over successive birth cohorts, resulting in a closing attainment gap over time. While age at first diagnosis became younger over the period, this did not confound the observed associations. ConclusionsWe replicated findings from Norway that suggest a narrowing attainment gap between those with and without ADHD and internalising disorder diagnoses. Building on this, we ruled out earlier age of diagnosis as a possible explanation for this phenomenon. With administrative data research growing internationally, we are increasingly able to replicate mental health and education trends in different countries, opening more opportunities for international collaboration.

ObjectiveAlthough mental health and healthy lifestyle interventions are associated with functional outcomes in adolescence, the extent to which particular lifestyle factors explain relationships between mental health and outcome are unclear. Here we examined mediating effects of lifestyle factors on relationships between mental health and two functional outcomes measured 2-3 years later as well as the moderating effect of environmental risk factors on mediation strength in early adolescence. MethodsThis study analyzed data from 3 waves of the Adolescent Brain Cognitive Development Study (ages 10-11, 11-12, and 12-13). Mediating effects of sleep quality, screen time, physical activity and Mediterranean diet on the relationships between depression, anxiety, psychotic-like experience (PLE) distress, and total problems with two subsequent functional outcomes (academic functioning and social problems) were examined. Secondary analyses included environmental factors as moderators. ResultsSleep quality mediated 18.5%, 36.3%, 8.3%, and 3.4% of the relationships between depression, anxiety, PLE distress and total problems with academic functioning, respectively. Screen time was the second strongest mediating factor. For social problems, only sleep quality showed > 3% mediation (19.6% - 23.3%). Mediating effects of sleep and screen time on academic functioning decreased as financial adversity increased. Conversely, mediating effects of sleep quality on social problems increased with worsening family conflict, financial adversity, and school environment. ConclusionsThese results suggest that healthy lifestyle factors (in particular sleep quality) may partially explain the associations between mental health and functioning in adolescents and suggest that these effects are modulated by environmental factors. These results may have important implications for future intervention studies.

Introduction: The Nationwide Quality of Life Scale (NQLS) is a brief, mental-health focused quality of life (QoL) scale with seven items that are non-overlapping with symptom scales. We developed a parent version (P-NQLS), obtained national norms, and calculated psychometric properties for the P-NQLS. Methods: Parents (N=2251) of children aged 6-18 years who were representative of the U.S. population on key demographics completed the P-NQLS along with measures of depression, suicidality, internalizing, externalizing, and attention symptoms. We assessed the P-NQLS's factor structure through exploratory factor analysis (EFA) and evaluated its internal reliability and convergent validity. Age- and sex-specific norms were established using GAMLSS with BCPE distributions and P-spline smoothers, with percentile curves and tables (5th-95th) provided. Results: EFA suggested a one-factor solution for P-NQLS in the national sample. The scale showed good internal consistency (Cronbach's alpha=0.85). P-NQLS total scores (M=20.7, SD=4.7, range=0-28, higher scores indicate higher QoL) were negatively correlated (all p<.0001) with depression (Pearson's r=-0.47), suicidality (r=-0.50), internalizing (r=-0.43), externalizing (r=-0.41), and attention (r=-0.37) symptoms. P-NQLS scores declined steadily with age in both sexes, with the most pronounced decreases (3-5 points) observed at lower percentiles (5th, 10th), suggesting greater age-related decline among children with lower baselines. Females scored slightly higher than males across most ages and percentile levels, though the differences were within one point. Conclusions: The newly created P-NQLS, a 7-item parent-reported QoL scale with one underlying factor, demonstrates strong reliability and validity and has robust national norms for youth aged 6-18.

Background. Adolescence and young adulthood represent critical developmental stages during which mental disorders often emerge, with the potential to impede perceived quality of life. Spirituality (i.e., the search for the sacred) and self-regulation (i.e., intrinsic processes regulating emotions, thoughts, and behaviors) are recognized as protective factors for mental health. However, their dynamic interplay remains largely unexplored, particularly in real-life and in real-time among youths. This study, developed with the help of young partners, addresses this gap by investigating the longitudinal associations between spirituality, self-regulation, and mental health using an ecological momentary assessment (EMA) approach. Methods and analysis. We plan to recruit 120 adolescents and young adults (aged 16 to 20, expected attrition rate of 20%) from the community to complete a qualitative semi-structured interview assessing their beliefs, spiritual or religious activities, role models, and meaning in life. In addition, participants will take part in a multi-wave intensive longitudinal study. Trait-level assessments will be conducted at two time points, three months apart, to capture between-person differences. Additionally, to assess within-person dynamics, participants will complete EMA surveys four times daily over 10 consecutive days in two waves, also three months apart. Measures will include facets of spirituality (e.g., beliefs, meaning, collective consciousness), self-regulation (e.g., self-control, emotional regulation, impulsivity), as well as mental health indicators (emotional and behavioral symptoms) and quality of life. Qualitative data will be analyzed through a thematic analysis method, whereas quantitative associations will be assessed using Linear Mixed Models (LMM) and network analyses. Ethics and dissemination. Ethical approval has been obtained, and data collection begun in May 2025. Findings will be disseminated through open access peer-reviewed journals, conferences on adolescent mental health, and shared with practitioners, educators, and youth organizations. Results will also be made accessible to the general public. This study aims to inform personalized preventive and therapeutic interventions by elucidating real-time mechanisms linking spirituality, self-regulation, and mental health in youths.

ObjectiveThere is little longitudinal research investigating links between violence exposure and mental disorders among children in low- and middle-income countries (LMICs), despite high rates of violence. We examined cross-sectional and longitudinal violence-mental health associations among children in a large South African birth cohort, the Drakenstein Child Health Study, including direct clinical interviews capturing childrens mental disorders. MethodIn this birth cohort (N=974), we assessed lifetime violence exposure and four subtypes (witnessed community, community victimization, witnessed domestic, domestic victimization) at ages 4.5 and 8-years via caregiver reports. At 8-years, caregivers completed the Child Behaviour Checklist; and psychiatric disorders were assessed using the Mini-International Neuropsychiatric Interview for Children and Adolescents, a self-report measure. We tested for associations using linear/logistic regressions, adjusted for confounders. ResultsMost children (91%) had experienced violence by 8-years. Cross-sectionally, total violence exposure was associated with total (B =0.49 [95% CI 0.32, 0.66]), internalizing (0.32 [0.17, 0.47]), and externalizing problems (0.46 [0.31, 0.61]), and with increased odds of disorder at 8 years (aOR=1.09 [1.05, 1.13]). Longitudinally, total violence exposure up to 4.5-years was associated with total (B=0.27 [0.03, 0.52]), internalizing (0.24 [0.04. 0.44]), and externalizing scores (0.23 [0.008, 0.45]) at 8-years, but not with increased risk of psychiatric disorders. The strongest and most consistent associations were observed for domestic versus community violence subtypes. ConclusionOur strong cross-sectional but weaker longitudinal findings suggest that recent violence exposures may be more critical than early exposures for childrens mental health. Longitudinal exploration of other violence-affected LMIC populations is urgently needed.

ObjectiveTo examine whether screen time predicts interindividual variability regarding pubertal development across adolescence. Study designThis longitudinal cohort study included 10786 participants (47.9% female) from the Adolescent Brain Cognitive Development (ABCD) study. First, associations were examined between average daily screen time (hours/day, parent-reported Screen Time Survey) at baseline (mean age = 9.91 {+/-} 0.63 years) and pubertal timing, derived from Pubertal Development Scale (PDS) scores through 4-year follow-up (mean age = 14.08 {+/-} 0.68 years) and standardized by age and sex. Second, associations were examined between screen time groups (very low: 0-1.29 h/day; low: 1.29-2.07 h/day; moderate: 2.07-2.86 h/day; high: 2.86-4.0 h/day; very high: 4.00-12.43 h/day) and age at mid-puberty, defined as the age at first parent report of Pubertal Development Scale (PDS) category at least 3. ResultsIn linear mixed models adjusting for age, sex, race/ethnicity, socioeconomic status, BMI, and physical activity, higher log-transformed screen time at baseline was associated with more advanced pubertal timing at 1-, 2- and 3- year follow-ups, with the strongest effect observed at year 2 (standardized {beta}=0.07 [95%-CI, 0.05 to 0.10]). The associations were more pronounced in girls. The group of participants with very high screen time reached mid-puberty 2.47 months earlier [adjusted effect size, 95%-CI, -3.38 to -1.56) than participants with very low screen time. ConclusionThese findings suggest that screen time in late childhood is linked with earlier pubertal development and highlight its relevance for parental guidance on preadolescents screen media use.

BackgroundThe present study examines the link between DNA methylation at the nerve growth factor-induced protein A (NGFI-A) binding domain of the NR3C1 1F promoter and later cognitive functions in children from families living in disadvantaged psychosocial conditions. MethodsParticipants were 132 children who took part in a Swiss Parents as Teachers (PAT) randomized controlled trial (72 in the intervention group, 60 in the control group). DNA methylation was quantified from saliva samples collected at age three using sodium bisulfite next-generation sequencing (NGS). Cognitive functions were assessed at age five using the SON-R 2.5-7 Intelligence Test. Results(a) DNA methylation at age three predicted lower IQ at age five through increased concentration problems; (b) participation in the three-year PAT program predicted lower methylation levels at the end of the intervention; and (c) early life stressors predicted lower IQ through increased methylation and concentration problems with descriptively stronger effects in the control group. ConclusionsThese findings demonstrate a link between early DNA methylation at the NGFI-A binding site of the NR3C1 1F promoter and later cognitive functions in children and highlight the role of early life stressors and the PAT intervention in shaping these associations.

ABSTRACT Background Liberian and Sierra Leonean children born during and after the 2012 UNHCR cessation clause, and the subsequent closure of the Oru refugee camp in Nigeria, have grown up in conditions of protracted displacement and de facto statelessness. Many of these children have been exposed to multiple forms of trauma, including witnessing violence as well as physical, emotional, and sexual adversities within a complex and resource-constrained environment. Many also experience cultural-linguistic disruptions, including heritage-language attrition and increased reliance on host-country languages, which may be associated with challenges in identity formation and social integration. However, little is known about how trauma exposure interacts with language-related factors to influence PTSD and complex PTSD (CPTSD)-related functional impairment among stateless refugee children. Methods Using a cross-sectional design, 320 children aged 6-17 years (180 Liberian, 140 Sierra Leonean) were assessed. Trauma exposure was measured using the Child and Adolescent Trauma Screen (CATS), and PTSD/CPTSD functional impairment using the International Trauma Questionnaire-Child and Adolescent Version (ITQ-CA). Heritage- and host-language proficiency were assessed using a structured sociolinguistic questionnaire. Multivariate covariance analyses were conducted using SPSS to examine main and interaction effects. Results Multivariate analyses revealed that poorer host-language communication was associated with higher PTSD-related functional impairment (F(3, 311) = 2.85, p = .038, partial eta-squared = .027), whereas CPTSD impairment was largely unaffected. Native-language proficiency also predicted PTSD impairment (F(3, 290) = 3.44, p = .017, partial eta-squared = .034), and children with low heritage-language skills, limited parental/home-language exposure, and no Nigerian-language use showed the highest CPTSD impairment. Emotional connection to the native language provided a modest protective effect. The combined heritage- and host-language exposure was linked to lower trauma-related functional impairment, particularly for children at higher risk of CPTSD. Witnessed trauma emerged as the strongest predictor of functional impairment among refugee children, with CPTSD outcomes showing greater sensitivity (partial eta-squared = .153) than PTSD (partial eta-squared = .076). Conclusions Heritage-language competence and bilingual proficiency were associated with reduced PTSD-related functional impairment, whereas CPTSD was more strongly shaped by cumulative relational trauma. These findings highlight the potential value of interventions that support bilingual development and heritage-language preservation as pathways to resilience among stateless refugee children. Keywords: Language attrition; bilingual competence; trauma exposure; refugee children; CPTSD; PTSD; functional impairment

BackgroundOrganization, time management, and planning (OTMP) difficulties are associated with academic underachievement. OTMP skills training programs are effective in reducing OTMP deficits and improving academic performance. A randomized controlled trial of Homework, Organization, and Planning Skills (HOPS) for students ages 11-14 (1) found it to be effective with medium to large effects. In that study, HOPS was provided by counselors employed by the research team. This study is a replication examining HOPS under more authentic conditions when providers are employed by schools serving enrolled students. The primary aim is to evaluate HOPS offered by school providers in relation to treatment-as-usual/waitlist (TAU/WL). To respond to limited school resources post-COVID-19, HOPS is also provided by research team members, creating the opportunity to replicate the findings from the prior trial (1) and explore differential effectiveness when HOPS is implemented by school vs. research providers. MethodsStudents in about 30 schools serving students ages 11-14 will be enrolled. Schools are randomly assigned to HOPS vs. TAU/WL on a 2:1 ratio. Students assigned to HOPS schools are randomly assigned to a school vs. research provider on a 1:1 basis. Providers receive two hours of training and additional assistance on request. Child outcomes related to OTMP skills, homework, and academic performance are assessed at post-treatment, 6-month (from baseline) follow-up, and 12-month follow-up. HOPS sessions are video recorded for fidelity coding. Potential effect modifiers include student ADHD, oppositional defiant, and internalizing symptoms, and family socioeconomic level. Analyses will use mixed effects modeling. The goal of the study is to enroll 135 participants, yielding a minimal detectable effect size of 0.50, within the expected range based on prior research. DiscussionThe study is unique in examining intervention implementation and effectiveness when intervention is provided under authentic practice conditions. Trial RegistrationThis study was registered with clinicaltrials.gov (NCT04465708).

Background: Early adolescence is a common period of onset for depressive symptoms. In part, this may reflect a developmental manifestation of individual's genetic propensities as they undergo physiological and hormonal changes and interact with new environments. Many commonly proposed mechanisms assume direct effects of an individual's own genes on emerging variation in their depressive symptomatology. However, estimates of genetic influence based on analyses in unrelated individuals capture not only direct genetic effects but also genetic effects from parents and other biologically related family members. Aim: In data from the Norwegian Mother, Father and Child Cohort (MoBa), we used linear mixed models to distinguish developmentally-stable and adolescence-specific direct and parental indirect genetic effects. We examined effects of polygenic scores for major depressive disorder (MDD), ADHD, anxiety disorders, and educational attainment (EA) on depressive symptoms, which were assessed by maternal reports at ages 8 and 14. Results: Children's own MDD polygenic scores showed adolescence-specific effects on depressive symptoms ( b_PGS*wave=0.041, [95% CI: 0.017, 0.065]). Developmentally-stable direct effects from children's polygenic scores for MDD (b=0.016, [0.006, 0.039]), ADHD (b=0.024, [0.008, 0.041]) and EA (b=-0.02, [ -0.038, -0.002]) were also evident. The only evidence of indirect genetic effects was a stable effect of maternal EA polygenic scores (b=0.04, [0.024, 0.054]). Conclusion: Direct genetic effects linked to genetic liability to MDD accounted for emerging variation in depressive symptoms in adolescence. These results imply that specific etiological mechanisms related to MDD may become particularly relevant for depressive symptoms during early adolescence compared to at earlier ages.

ObjectiveTo analyze the structure of mental disorders in children in the outpatient practice of a specialized mental health center for optimization of care organization for this patient category. MethodsA retrospective analysis of medical records of 23 children (out of 44 patients) at the Insight Mental Health Center (Dushanbe, Tajikistan) was conducted for the period from December 9, 2025, to January 8, 2026. Diagnosis was performed according to ICD-10 criteria using standardized instruments: M-CHAT-R, ADOS-2, and ADI-R for autism spectrum disorder (ASD); SNAP-IV for attention deficit hyperactivity disorder (ADHD); CGI; and pediatric versions of PHQ and GAD. ResultsChildren accounted for 52% of all patients. Primary school-age children (7-12 years) predominated at 43.5%. Disorders of psychological development (F80-F89) dominated the nosological structure at 82.6%, with ASD comprising 56.5%. ADHD was diagnosed in 30.4% of cases. Comorbidity was registered in 47.7% of patients. ConclusionThe structure of pediatric psychiatric pathology is characterized by a predominance of developmental disorders and high comorbidity levels, justifying the need for a multidisciplinary approach.

BackgroundThe closure of the Oru refugee camp in 2012 by the Nigerian government, following the withdrawal of legal and humanitarian support by the United Nations High Commission for Refugees, exposed Liberian and Sierra Leonean stateless refugee children to multiple and chronic traumatic experiences, resulting in forced relocation to an uninhabitable host community. To date, no study has examined their mental health outcomes. This study investigates how different trauma types affect complex PTSD (CPTSD), PTSD, and functional impairment, and examines whether Nigerian and parental language proficiency moderate these associations within a social ecological framework. MethodsA cross-sectional study was conducted with 320 stateless refugee children aged 6-17 years (137 males, 183 females) in Nigeria. Trauma exposure and PTSD symptoms were assessed using DSM-5-based measures (CATS; CPSS-SR-5), while ICD-11 PTSD and CPTSD diagnoses were derived using the ITQ-CA. Functional impairment and school-based support were measured with standardized instruments. Data were analyzed using SPSS v22 and SmartPLS for moderation analyses. ResultsBased on ICD-11 criteria, 50.0% of participants met PTSD and 24.1% met CPTSD criteria. DSM-5 analyses indicated that 31.3% met full PTSD criteria, with many exhibiting subthreshold symptoms. Witnessed and physical trauma were strongly associated with PTSD severity and functional impairment, whereas emotional and sexual trauma were associated with disturbances in self-organization (DSO), indicative of CPTSD. Teacher support was associated with lower DSO symptoms; however, this effect was moderated by Nigerian language proficiency ({beta} = -0.230, 95% CI [-0.338, -0.121]), such that support was protective only for children with higher Nigerian language proficiency. ConclusionsTrauma-related psychopathology among stateless refugee children is highly prevalent and shaped by ecological and institutional conditions. School-based teacher support can protect against DSO symptoms, but its effectiveness depends on childrens linguistic access. These findings highlight the need to integrate ICD-11 CPTSD and DSM-5 PTSD frameworks and underscore the importance of linguistically inclusive, trauma-informed educational and mental health interventions in humanitarian settings.

AimAutistic children have a high but varied prevalence of internalizing and externalizing problems. This study aimed to identify the subtypes of internalizing and externalizing problems among autistic preschool children in Japan, examine their temporal stability, and investigate differences in participation in daily life and family outcomes across these subtypes. MethodsA prospective cohort study was conducted with 275 caregivers of autistic children aged 51-75 months. Internalizing and externalizing problems were assessed using the Strengths and Difficulties Questionnaire. ResultsLatent transition analysis identified five subtypes: Low-symptom, High-emotional, Externalizing, Comorbid, and Peer-difficulty groups. Membership in the High-emotional and Externalizing groups was relatively stable over time, whereas the Peer-difficulty group showed frequent transitions to subtypes with higher levels of internalizing or externalizing problems. Significant differences in participation in daily life and family outcomes were observed across subtypes, but these patterns were inconsistent with a simple gradient of symptom levels. ConclusionsThe novel findings that the temporal stability of subtype membership varied and that differences in participation in daily life and family outcomes were observed across the subtypes suggest that the heterogeneity of internalizing and externalizing problems may be associated with variations in childrens participation in daily life and family outcomes over time. Plain Language SummaryAutistic preschool children often experience emotional and behavioral difficulties, but the way these difficulties manifest varies widely across individuals. This study aimed to identify the patterns of these difficulties, examine how they change over time, and investigate how participation in daily life and family outcomes differ across autistic preschool children. We conducted a study with 275 caregivers of autistic children aged 4-6 years in Japan. From caregiver reports of childrens emotional and behavioral difficulties, five distinct patterns were identified: a group with mainly emotional difficulties, a group with mainly behavioral difficulties, a group with both types of difficulties, a group with relatively low levels of difficulties, and a group characterized primarily by peer-related difficulties. Our findings suggest that different patterns of emotional and behavioral difficulties are associated with differences in childrens participation in daily life and family outcomes. These differences could not be explained simply by the overall severity of difficulties but rather reflect distinct patterns based on the type of difficulty. The results indicate that autistic children face diverse difficulties that change over time.

Objective: Childhood poverty is a high-risk context that involves diverse adversities, making it difficult to understand how poverty confers later psychopathology risk and why some children remain resilient despite growing up in poverty. To address this heterogeneity, we quantified adversity-linked vulnerability as adversity-psychopathology coupling and tested whether childhood poverty amplifies this coupling and whether multilevel inhibitory-control profiles stratify vulnerability and resilience within poverty-exposed youth. Methods: We analyzed 10,112 youth (48.4% female; mean age = 9.92 years) from the Adolescent Brain Cognitive Development Study, linking baseline cumulative early-life adversity (ELA) to later behavioral problems across 4 waves. In the stop-signal task fMRI subsample of 7,401 youth, semi-supervised clustering of inhibitory-control activation identified neurofunctional subtypes within poverty-exposed youth. We also tested temperamental inhibitory control as an additional moderator. Results: Childhood poverty amplified the association between cumulative ELA and behavioral problems at baseline ({Delta}{beta} = 0.088; P < .001) and across follow-up waves. Two neurofunctional subtypes were identified within poverty-exposed youth: subtype-1 showed greater vulnerability than higher-income peers ({Delta}{beta} = 0.149; P < .001), whereas subtype-2 showed attenuated vulnerability and did not differ from higher-income peers ({Delta}{beta} = 0.049; P = .135); this pattern persisted longitudinally. Among poverty-exposed youth in subtype-2 with high temperamental inhibitory control, the association between cumulative ELA and later behavioral problems was no longer significant. Conclusions: Childhood poverty strengthened the translation of adversity burden into later behavioral problems, but inhibitory-control profiles differentiated higher- and lower-risk pathways within poverty, highlighting inhibitory control as a candidate target for prevention.

BackgroundAutism spectrum disorder (ASD) is frequently associated with speech and language difficulties, yet empirical data from Central Asian countries remain scarce. This study examined the association between a diagnosis of childhood autism (ICD-10: F84.0) and the presence of speech development difficulties in a clinical sample from Tajikistan MethodA retrospective cross-sectional study was conducted using clinical records of 85 patients (36 with F84.0; 49 with other psychiatric diagnoses) at the Insight Mental Health Center in Dushanbe, Tajikistan (December 2025-January 2026). Speech difficulties were identified through systematic review of clinical notes. Between-group comparisons were performed using Pearsons {chi}2 test, odds ratios (OR), relative risk (RR), and effect size measures ({varphi} coefficient, Cohens h). ResultsSpeech difficulties were present in 72.2% of the autism group versus 36.7% of the comparison group. The association was statistically significant ({chi}2 = 10.47, p <.01). Children with autism had substantially higher odds of speech difficulties (OR = 4.48, 95% CI [1.76, 11.38]), with a large effect size (Cohens h = 0.73). ConclusionsAutism diagnosis was significantly associated with elevated rates of speech difficulties in this Tajik clinical sample. Practical implicationsThese findings support the systematic inclusion of speech-language assessment and intervention within autism care protocols, particularly in Central Asian healthcare settings where such integration remains limited. HighlightsO_LISpeech difficulties were identified in 72.2% of children with autism (F84.0) in a Tajik clinical sample. C_LIO_LIChildren with autism were 4.5 times more likely to present with speech difficulties than those with other diagnoses (OR = 4.48, 95% CI [1.76, 11.38]). C_LIO_LIThe most prevalent speech pattern was complete absence of expressive speech (nonverbal presentation). C_LIO_LIFindings support the integration of speech-language assessment into standard autism care protocols in Central Asia. C_LIO_LIThis is one of the first empirical reports on autism and speech profiles from Tajikistan. C_LI

BackgroundParental genetics matters for childrens behavioural difficulties, but the extent to which this is due to direct genetic transmission versus environmentally mediated indirect genetic effects remains unclear. MethodsWe studied eight European birth cohorts with over 33,000 family-based trio samples. We analysed polygenic scores (PGSs) for 13 mental health and neurodevelopmental conditions and their composite indices (PC1 and mean) representing general neuropsychiatric liabilities, as well as educational attainment (EA) and alcohol and cigarette use, from children (PGSc), mothers (PGSm), and fathers. Child internalising, externalising, and total difficulties reported by mothers and/or fathers were examined at preschool and school ages. We then conducted multivariate meta-analyses to combine cohort-level results. FindingsWe observed several direct genetic effects on externalising difficulties, while indirect genetic influences were mainly identified for internalising difficulties. Specifically, child PGSs for attention-deficit/hyperactivity disorder (ADHD) and EA predicted higher and lower levels, respectively, of child externalising and total difficulties (all pFDR<0{middle dot}001; for school-aged externalising difficulties, PGSc-ADHD: {beta}=0{middle dot}121 [95% CI 0{middle dot}091 to 0{middle dot}151], pFDR<0{middle dot}0001; PGSc-EA: {beta}=-0{middle dot}095 [95% CI -0{middle dot}127 to -0{middle dot}063], pFDR<0{middle dot}0001), whereas maternal PGSs for major depressive disorder (MDD) and general neuropsychiatric liabilities were associated with internalising and total difficulties across parental raters and child ages (all pFDR<0{middle dot}05; for school-aged internalising difficulties, PGSm-MDD: {beta}=0{middle dot}049 [95% CI 0{middle dot}017 to 0{middle dot}081], pFDR=0{middle dot}016; PGSm-PC1: {beta}=0{middle dot}056 [95% CI 0{middle dot}022 to 0{middle dot}091], pFDR=0{middle dot}011). No statistically significant effects from paternal PGSs were identified. InterpretationIn this multi-cohort study, findings across multiple traits, raters, and ages supported several direct genetic effects of ADHD and EA on child externalising difficulties and indirect genetic effects on internalising difficulties, especially maternal depression and general neuropsychiatric liabilities. These suggest that child internalising difficulties are not solely driven by direct genetic transmission. More comprehensive research is needed to better understand the mechanisms involved, and ultimately how to ameliorate child behavioural difficulties. FundingEU, ERC, RCN, RCF, UKRI, SERI, DFG Research in contextO_ST_ABSEvidence before this studyC_ST_ABSIndirect genetic effects (IGEs) refer to the influence of parental genotypes on offspring outcomes beyond direct genetic effects (DGEs), for example via environmental pathways. While IGEs on offspring cognitive traits are well-established for educational attainment, evidence for IGEs of parental liabilities to mental health and neurodevelopmental conditions remains limited. To assess the current state of evidence, we conducted a systematic search of published studies applying trio-based polygenic score (PGS) designs to child and adolescent mental health outcomes. We identified 141 primary studies in MEDLINE, Embase, PsycInfo, and Web of Science, by 6 March 2025, after removing duplicates; following screening, 12 studies met inclusion criteria (see supplement for a full description including results). Ten out of the 12 studies focused on externalising outcomes, with little or inconsistent support for IGEs. When observed, IGEs were mainly driven by maternal liabilities to autism, educational attainment, and cognitive performance on child outcomes. The current evidence was too limited and heterogeneous to synthesize findings quantitatively, therefore a qualitative synthesis was conducted. Many studies were statistically underpowered, and the observed IGEs were in all cases sample-specific. There were no published multi-cohort studies. Added value of this studyWe integrated information across over 33,000 mother-father-child trios from eight European cohorts, investigating 18 PGSs from parents and children, using maternal and paternal ratings of offsprings internalising, externalising, and total difficulties as outcomes at both preschool and school age. We mainly observed DGEs on externalising difficulties, consistent with previous studies. Some evidence of IGEs was found for internalising and total difficulties. IGEs were often found to be maternally driven, with the most robust evidence across ages and raters emerging for maternal depression and general neuropsychiatric liabilities. Implications of all the available evidenceThe current evidence suggests that childrens behavioural difficulties, especially internalising difficulties, may be partly driven by the environment shaped by maternal neuropsychiatric liabilities. Ours and previous findings highlight a pressing need for more comprehensive studies across different cohorts, raters, outcomes, and time points to understand the true extent of IGEs in the intergenerational transmission of mental health.

BackgroundAutistic individuals experience higher rates of sleep problems throughout their lives, and there is considerable heterogeneity in manifestations of these issues that remains unexplained. Here, we examine associations over time of heterogenous sleep trajectories with autism diagnosis, and behavioural and genetic factors related to autism. MethodWe used data from the Avon Longitudinal Study of Parents and Children (N=13,886, autistic n=150). The primary outcome was parent and self-reported night-time sleep duration, measured on 10 occasions (between 0.5y and 15.5y). The independent variables were autism diagnosis, autism polygenic score (PGS) and four parent-reported autistic traits: repetitive behaviour, social communication, speech coherence, and sociability. Latent class growth analysis was conducted to identify heterogenous classes of sleep trajectories, and these trajectory classes were regressed onto the independent variables. ResultsFour night-time sleep duration trajectory subclasses were identified; shorter (n=512, 4.1%), longer (n=1654, 13.1%), intermediate-shorter (n=3630, 28.8%), and intermediate-longer (used as the reference class; n=6825, 54.1%). An autism diagnosis was associated with a shorter or intermediate-shorter sleep duration trajectory, compared to the reference class. Similarly, higher scores in domains of repetitive behaviour, speech coherence and social communication were associated with shorter sleep duration trajectories. The autism PGS and sociability were not associated with any sleep trajectories compared to the intermediate-longer sleep trajectory (reference group). ConclusionAn autism diagnosis and specific autistic traits were associated with poorer long-term sleep outcomes across childhood and adolescence, highlighting the need for early, sustained sleep interventions, and the potential of trait-specific mechanisms for sleep problems. HighlightsO_LIFour distinct night-time sleep duration trajectories were identified across development C_LIO_LIAutism diagnosis predicted shorter and intermediate-shorter sleep trajectories C_LIO_LISpecific (but not all) autistic traits were linked to shorter sleep trajectories C_LIO_LIAutism PGS did not predict sleep duration trajectories C_LI

BackgroundMindfulness-based interventions (MBIs) have been increasingly adopted in educational settings to support cognitive development in youth. Executive function (EF)--encompassing inhibitory control, working memory, and cognitive flexibility--is a plausible target of MBI given its reliance on attention regulation. However, prior reviews have yielded mixed conclusions, partly due to inconsistent construct definitions and the pooling of heterogeneous outcome measures. ObjectivesTo (1) estimate the pooled effect of MBI on EF in youth aged 3-18 years using only construct-validated, direct EF measures, (2) examine potential moderators including age group, EF domain, and risk of bias, and (3) test dose-response relationships via meta-regression on intervention duration. MethodsWe searched PubMed, PsycINFO, CINAHL, Scopus, and Web of Science from inception to March 2026, supplemented by reference-list searches from two existing systematic reviews and a scoping review. Only English-language publications were eligible. Eligible studies were randomised controlled trials (RCTs) or quasi-RCTs of MBI (excluding yoga-only interventions) in typically developing youth, with at least one direct behavioural or computerised EF outcome. Risk of bias was assessed using Cochrane RoB 2. Hedges g was computed for each study, and pooled using a DerSimonian-Laird random-effects model. Subgroup analyses by age group, EF domain, and risk of bias were conducted, alongside leave-one-out sensitivity analyses, Eggers regression test, trim-and-fill, and Knapp-Hartung-adjusted meta-regression on intervention duration. Evidence certainty was rated using GRADE. ResultsThirteen RCTs (nine school-age, four preschool; total N = 1,560) met inclusion criteria. The pooled effect was g = 0.365 (95% CI 0.264 to 0.465; p < .00001), with negligible heterogeneity (I2 = 0.0%; Q = 6.76, p = .87). Effects were consistent across age groups (school-age g = 0.389; preschool g = 0.318) and EF domains (inhibitory control, working memory, cognitive flexibility; pbetween = .60). Meta-regression on intervention duration (4-20 weeks) was non-significant (p = .79). The effect was robust in leave-one-out analyses, in the low risk-of-bias subgroup (g = 0.361; k = 8), and after trim-and-fill adjustment (g = 0.354). The 95% prediction interval (0.252 to 0.477) was entirely positive. GRADE certainty was rated MODERATE, downgraded once for risk of bias. ConclusionsMBIs appear to produce a small, statistically significant improvement in EF in youth aged 3-18 years, with moderate certainty of evidence per the GRADE framework. The effect is consistent across preschool and school-age samples and across EF domains, with no significant dose-response relationship within the 4-20 week range studied. Emerging mediation evidence suggests that EF improvement may serve as an important pathway through which MBI supports emotion regulation, though this requires replication. Further large-scale, pre-registered RCTs with active control conditions and longitudinal follow-up are warranted.

Background Diagnosis and treatment monitoring of attention-deficit/hyperactivity disorder (ADHD) largely rely on subjective assessments, highlighting the need for objective markers. Voice features and speech embeddings represent promising candidates for such markers, as they may capture alterations in speech production relevant to ADHD. However, it remains unclear which speech features are most informative for distinguishing ADHD and monitoring treatment effects, and which speech tasks most reliably elicit such differences. Methods Twenty-seven children with ADHD and 27 age-matched neurotypical controls completed six speech tasks across two study visits. Children with ADHD were unmedicated at baseline (first visit) and were assessed under prescribed methylphenidate treatment at follow-up, whereas controls underwent repeated assessment without intervention. Established acoustic voice features (eGeMAPS) and high-dimensional speech embeddings (WavLm, Whisper) were extracted and analysed using linear mixed models to examine baseline group differences and group-by-time interaction effects reflecting medication-associated change patterns. Results At baseline, children with ADHD differed significantly from controls in frequency, spectral, and temporal voice features, characterized by lower and more variable pitch, altered spectral properties, and reduced rhythmic stability. Group-by-time interaction effects indicated medication-associated modulation in the ADHD group, including reduced loudness variability and increased precision of vowel articulation at follow-up, changes not observed in controls. Speech embeddings revealed additional baseline and interaction effects beyond established acoustic features. Free speech tasks, particularly picture description, yielded the most robust and consistent effects. Conclusion Children with ADHD differed from neurotypical controls in vocal features at baseline and showed distinct longitudinal change patterns consistent with medication-related change. These findings support further investigation of speech-based measures as candidate digital phenotypes and potential digital biomarkers in ADHD, with picture description emerging as a particularly promising task for future clinical assessment protocols.