To assess early adolescents' academic achievement in relation to sleep and how this association may vary across sociodemographic and environmental characteristics.
Data on sixth to eighth graders (n = 262) were from the 2009 New York City Child Community Health Survey. Multinomial logistic regression was used to assess associations between sleep duration and academic performance. Effect modification by sociodemographic and environmental variables was tested.
While there was no direct association between children's sleep duration and academic achievement, the association between sleep duration and high academic achievement significantly varied by household crowding.
This study provides further support for the 9–11 h of sleep recommendations for children ages 6–13 by the National Sleep Foundation (NSF) and points to sufficient sleep as being especially influential for academic achievement in less crowded households.
This systematic review aims to synthesise the current evidence on risk and protective factors that lead to prolonged screen exposure, and to identify both adverse and positive developmental outcomes associated with that screen exposure in preschool children.
Following PRISMA 2020 guidelines, a systematic search was conducted across PubMed, Medline, Scopus and Web of Science, including observational studies published from 2017 onwards. A rigorous screening and quality appraisal process was applied using the Joanna Briggs Institute's critical appraisal checklists, resulting in the inclusion of 124 studies.
Risk factors were predominantly parent-related (e.g., excessive parental screen use, technoference, absence of screen rules), followed by contextual (e.g., low SES, lower parental education) and child-level factors (e.g., early and unsupervised access to screens). Screen exposure was linked to multiple adverse outcomes across developmental, psychosocial, physical, educational and relational domains (e.g., language delays, cognitive deficits, emotional dysregulation, increased obesity risk and weakened parent–child interactions). Conversely, a smaller subset of studies highlighted protective factors and potential developmental benefits under specific conditions.
Screen exposure in early childhood is a multifaceted phenomenon shaped by individual, familial and contextual determinants. While excessive and unregulated use poses clear developmental risks, structured and intentional media engagement may support developmental benefits. Future longitudinal and experimental research is needed to clarify causal pathways and inform evidence-based policy and parenting practices.
Providing advice on prevention topics is a mandatory part during health checks for children in Germany. We aimed to investigate receipt of advice from the parents' perspective using data from the KUNO-Kids health study.
Parents completed questionnaires at the child's third (N = 1280) and fourth (N = 997) birthday and reported utilization of health checks, receipt of advice on prevention topics (physical activity, nutrition, media consumption, speech development) and their satisfaction. Predictive factors were analysed in multivariable regression models.
Nearly all parents attended the health checks; about 60% reported having received advice on any of the investigated prevention topics. Their satisfaction with the advice they received was high. The receipt of advice was positively associated with raising a boy and having higher health literacy and negatively associated with being a first-time parent and being older at childbirth.
Findings indicate that advice on prevention topics is not routinely provided or not remembered by parents. There is considerable potential for improvement in the effective communication of prevention advice during health checks.
School refusal has negative consequences throughout life. While parental education and child poverty are closely linked to school refusal, the mechanism by which parental low education influences school refusal in offspring remains unclear. This cross-sectional study examined the association between parental low education and several dimensions of child poverty (low income and deprivation) with school refusal among first grade (6–7 years old) elementary school students in Japan.
Data were obtained from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study conducted in 2015, 2017, 2019 and 2021 in Adachi City, Tokyo, Japan (N = 13 258). Parental education was classified as none, one or both parents graduated from some college or more. Inability to afford essential items or service payments was used to measure deprivation. A multivariate logistic regression model was used for the analysis, adjusting for other sociodemographic characteristics.
The prevalence of school refusal was 3.1% (N = 416). We found a positive association between parental low education and school refusal after adjusting for covariates (OR = 1.40, 95% CI: 1.08, 1.82). The association was attenuated by further adjustment by low income and deprivation, which showed a higher risk of school refusal (OR = 1.45, 95% CI: 0.98, 2.13 and OR = 1.62, 95% CI: 1.25, 2.10, respectively). Low income and deprivation explained 9.2% and 39.4% of the association between parental low education and school refusal of the offspring, respectively.
Lower educational attainment of parents was a risk of school refusal from an early stage of mandatory education in Japan, which can be explained partially by low income and deprivation. Policymakers should be aware that school refusal from an early age is common in families with low socio-economic status and should proactively reach out to these parents.
The rise of digital media has significantly altered how parents access information regarding child development and parenting. While such platforms provide accessible support, the influence of different media formats on parenting outcomes remains underexplored. This study aimed to (1) assess the frequency of media use for parenting information (MUPI) and (2) examine its associations with parenting knowledge, attitudes and practices among Thai parents of children aged 6–19 years.
A cross-sectional study was conducted with 445 parents recruited through social media and in-person outreach at hospitals and schools. Participants completed four validated self-report instruments: the MUPI questionnaire, the Child and Adolescent parenting Knowledge Evaluation (CAKE), the Parenting Sense of Competence Scale (PSOC) and the Alabama Parenting Questionnaire (APQ). Descriptive statistics, Kendall's tau-b correlations and multivariate linear regression analyses were employed to explore the associations.
Reading online materials was the most frequent form of media use and was positively associated with higher parenting knowledge, parental involvement and positive parenting practices. In contrast, frequent consumption of short-form video content was linked to lower parenting knowledge, parental monitoring and greater inconsistency in discipline practices.
Media activity matters. Engagement with evidence-based, text-based resources and structured online trainings appear to support better parenting outcomes, while overreliance on short-form video content may be detrimental. These findings underscore the need for media literacy promotion and the development of accessible, high-quality digital parenting content tailored to diverse parental needs.
Increase in the number of children receiving cochlear implants warrants the need for exploring parental views and experience on outcomes of children. The objective was to understand the parental views and expectations on QoL after 5 years of CI use among the recipients of a government-funded CI programme in Kerala, India.
Based on the literature review and clinical experience, a 52-item close-ended questionnaire was developed to explore the parents' views and experiences with CI in their children on various domains. The questionnaire was sent to 802 parents with a return rate of 59.10%. The mean age of the children was 128.6 months, and the mean duration of implant use was 92.9 months.
Parents agreed that their children communicated easily and efficiently (83%), use of spoken language developed (94.3%), could play outside (92.5%), enjoy quality time with peers (98.4%), improved confidence (90.7%), became independent like peer group (73%), better family relationships (86.6%) and dependent on the implant for academic activities (94.7%).
Service delivery is shaped by parental perspectives on insights into children's spoken language and psychosocial development, as well as their lived experiences. Hence, understanding the wider perspectives of parents over the long-term use of CI helps in counselling, setting realistic expectations and supporting new families in the decision-making process.
This paper reports on the development and validation of the 15-item Parental Attitudes to Digital Technology Scale (PADTS), a brief, psychometrically validated measure assessing parents' beliefs confidence, and concerns about their very young children's use of digital technologies.
Developed as part of the UK-wide Toddlers, Tech and Talk (TTT) study, PADTS addresses a gap in existing research by focusing on children from birth to 3 years, a stage often overlooked in digital parenting literature. Co-developed with parents and early years experts, the scale was tested with a nationally balanced UK sample (N = 934).
Exploratory and confirmatory factor analyses supported a four-factor structure: perceived risks, perceived learning benefits, parental confidence and technology-related anxiety. The PADTS showed strong model fit and measurement invariance across parent gender, ethnicity and region, with some variation by child age. Correlational analyses indicated that benefits, perceptions and confidence were associated with supportive digital parenting, while anxiety was more weakly linked.
PADTS shows potential as a practical tool for researchers, practitioners and policy-makers and may support a more nuanced understanding of how parental attitudes shape early digital experiences.
The development of socio-emotional competencies is essential for school readiness. Children with behavioural, emotional or social difficulties, upon entering the school, are often at an increased risk of poorer academic and health outcomes. Whilst children largely learn early emotion regulation skills and self-regulation through parental observation and modelling, a known benefit of mindful parenting, an understanding of how mindful parenting and child emotional regulation relate to one another during these important early years of schooling remains limited. This study aimed to determine if there is a bi-directional relationship between mindful parenting and child emotion regulation.
A cross-lagged panel structural equation model (SEM) was used to examine the bi-directional associations with data obtained from a single staged cluster sample drawn from the Minds@Play study cohort. Parents (N = 676, Mage = 35.52 years, SD = 5.40) completed questionnaires including the Affective Reactivity Index (ARI) and the Interpersonal Mindfulness in Parenting (IEM-P) scales at two timepoints.
There was a small significant relationship between levels of mindful parenting at T1 with child's irritability at T2 (β = −0.166, p = 0.023), whilst the relationship between child's irritability at T1 and levels of mindful parenting at T2 were non-significant (β = −0.099, p = 0.160). These findings indicate a unidirectional relationship between mindful parenting and children's emotion regulation, suggesting that a child's ability for emotion regulation does not predict their parents' ability to adopt a mindful parenting approach.
Findings suggest that supporting parents to implement mindful parenting strategies may be a promising approach to supporting a child's long-term emotional regulation and wellbeing.
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