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Literature has shown that the intergenerational transmission of cognitive abilities is stronger for children raised in more advantaged environments. However, there has never been an empirical investigation of this pattern in China. This study examines differences in the intergenerational transmission of cognitive capabilities among mothers and young children in urban and rural subpopulations in China and investigates whether these differences are driven by differences in parental investment in the home environment.

Data collected from randomly selected 6- to 36-month-old babies and their mothers in a Northwestern province in China was used. Child capabilities were assessed by the Bayley Scales of Infant and Toddler Development (3rd edition). Maternal intelligence quotient (IQ) scores were assessed with the Raven’s Progressive Matrices test. The non-parametric regression methods were used to construct the factor scores of child capabilities. The ordinary least squares (OLS) models were employed to investigate the relations between child cognition, maternal IQ and parental investment.

In urban households, where most children are raised in a positive home environment, child cognitive scores are strongly correlated with maternal IQ. In rural households, where parental investments are lower and more variable, child cognitive scores are not significantly correlated with maternal IQ but are predicted by differences in parental investments in a cognitively stimulating home environment.

This study provides a unique contribution by utilizing rural–urban disparities in China as a unique natural experiment to investigate differences in the transmission of cognitive capabilities across socioeconomic status (SES). It also provides the first empirical evidence of SES differences in the intergenerational transmission of cognitive capabilities in a developing country. This study reveals that intergenerational mother–child cognition associations are disrupted by poor parental investment in rural households but not in urban households.

Early bio-psycho-social experiences can dramatically impact all aspects of development. Both autism and traumagenic histories can lead to trans-diagnostic behavioural features that can be confused with one another during diagnostic assessment, unless an in-depth differential diagnostic evaluation is conducted that considers the developmental aetiology and underpinning experiences and triggers to trans-diagnostic behaviours.

This paper will explore the ways in which biological, cognitive, emotional and social sequelae of early trauma and attachment challenges, can look very similar to a range of neurodevelopmental disorders, including autism. Relevant literature and theory will be considered and synthesised with clinical knowledge of trauma and autism.

Recommendations are made for how the overlap between features of autism and trauma can be considered during assessments alongside consideration for interventions to enable people to access the most appropriate support for their needs.

Many features of the behaviours of individuals who have experienced early childhood trauma and disrupted or maladaptive attachments, may look similar to the behaviours associated with autism and hence diagnostic assessments of autism need to carefully differentiate traumagenic causes, to either dual diagnose (if both are present) or exclude autism, if it is not present. This has for long been recognised in child and adolescent autism specialist services but is less well developed in adult autism specialist services.

In this chapter, we explore the intricate relationships between young disabled children, their families, institutional settings, and disability services in Canada, with an emphasis on the challenges stemming from unstable custodial dynamics and governmental interference. Drawing on data from a 9-year longitudinal Institutional Ethnography across three provinces and one territory, we analyze the experiences of 41 families who have interacted with the child welfare system, foster care, adoption processes, family courts, or other custodial procedures – many of them are Indigenous or live with low income. The historic and ongoing state control and institutionalization of disabled children in Canada are interrogated through the lens of settler-colonialism (Awj, 2017; Disability Rights International, 2021). This chapter scrutinizes constructs framed by colonial narratives, including disabled childhoods, notions of disability, the “best interest of the child,” the archetype of the “good parent,” and the designation of custodial “status.” We present Institutional Ethnography as a method of de-constructing these systems and identifying care principles in the changing context of family.

This study aims to examine the predictive power of childhood adversity and severity of positive symptoms on suicidality, controlling for selected sociodemographics factors, among hospitalized patients diagnosed with schizophrenia in Jordan.

This study used a descriptive-explorative design. The study was conducted at two major psychiatric hospitals in Jordan. The targeted sample was 66 patients diagnosed with schizophrenia. Data was collected using a structured format in the period February–April 2024.

A two-step multiple hierarchical regression analysis was conducted. In the first model, childhood adversity and the severity of positive symptoms were entered. In the second model, sociodemographic variables were entered. The analysis revealed that the first model (F = 5.35, p = 0.007) was statistically significant. The second model (F = 717, p < 0.001) was statistically significant. Furthermore, the analysis revealed that childhood adversity was not a significant predictor for suicidality. However, positive symptoms and patients’ demographics (age, number of hospitalizations and length of being diagnosed with schizophrenia) were significant predictors of suicidality. The analysis revealed that childhood adversity was not a significant predictor of suicidality. However, positive symptoms and patients’ demographics (age, number of hospitalizations and length of being diagnosed with schizophrenia) were significant predictors of suicidality.

One limitation of this study is related to the sample and the setting where there were only 66 patients recruited from governmental hospitals within inpatient wards. Thus, the upcoming studies should include more participants from private hospitals and different hospital settings including outpatient and emergency departments.

The research provides empirical insights that positive symptoms, age hospitalization and schizophrenia diagnosis length were significant predictors of suicidality. At the same time, childhood adversity was not a significant predictor of suicidality.

The current research contributes to expanding mental health studies. Moreover, this study enlarges the body of knowledge in the academic world and clinical settings. It supports the disciplines of psychology, mental health and social sciences by increasing knowledge of the complicated relationships among childhood adversity, positive symptoms and suicidality.

This paper fulfills an identified need to study childhood adversity with comorbid psychiatric disorders such as schizophrenia, as well as psychiatric mental health covariates.

This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

This paper on the prevalence of attention deficit hyperactive disorder (ADHD) in schools holds immense significance due to its unique contribution to the existing body of knowledge. This study stands out as one of the few conducted in Uganda and the entire African continent. The purpose of this study is to establish the prevalence of ADHD symptoms in government primary schools in Wakiso District, Uganda. And also inform educational policies and interventions tailored to address the needs of children with ADHD in Uganda and globally.

The research paradigm adopted was pragmatism, an explanatory sequential mixed methods approach was used, with a quantitative sample of 1,067 participants (learners), 64 teachers who underwent a series of training to equip them with the necessary knowledge about ADHD filled questionnaires for the 1,067 learners, four teachers selected in each school, one teacher per class and a qualitative sample of 32 teachers and one key informant from 16 primary schools. Random and purposive sampling was used. The strengths and weaknesses of ADHD symptoms and normal behavior scale questionnaire was used for quantitative data collection, while qualitative data was gathered through interviews, observations and focus group discussion.

The results revealed an overall prevalence of ADHD symptoms of 11.60%, with inattention symptoms being more dominant than hyperactive/impulsivity symptoms (8.82%). There was no significant difference in prevalence between boys and girls, with primary one pupils having the highest prevalence of symptoms and primary four pupils having the lowest. Pupils aged 10–13 may be less susceptible to ADHD symptoms. The most prevalent symptoms were linked to interrupting or intruding behavior, failure to give attention to detail and inability to play quietly. Qualitative data from the key informant’s observations and teacher focus groups supported these findings.

Limited geographic scope: The study was conducted in only one district, Wakiso, in Uganda. However, this district is very densely populated with people from different cultural and economic background, making it representative of the entire country Uganda. While the response rates for both the quantitative and qualitative components were relatively high (95% and 84%, respectively), there is a possibility that those who chose to participate may have different experiences. But the response rate provided sufficient data for analysis according to the researcher.

The researcher recommends that further research is needed in other districts; also, there is a need to develop early intervention strategies for teachers and parents with ADHD children. More research is needed to better understand the primary causes and risk factors associated with ADHD in primary school children.

This study stands out as one of the few conducted in Uganda and the entire African continent on ADHD. By addressing this research gap, the paper adds valuable insights to the field of ADHD research, shedding light on the prevalence of ADHD symptoms, which can be used to investigate the impact of ADHD on academic performance within the Ugandan education system further. The findings of this study have the potential to inform educational policies and interventions tailored to address the needs of children with ADHD in Africa and beyond.

The purpose of this paper is to elevate the importance of complementary views concerning the first years of life as important precursors for personal growth and sustainable mental health.

Paper II is a follow up to Paper I. After a short overview, connecting to the previous paper, the focus is on infancy followed by a few overlooked aspects and then a short summary on childhood and adolescence. Finally, some concluding remarks have been provided to put the paper together.

The main findings are connected to publications by other authors with insights which could be viewed as either “politically incorrect” or as simply overlooked in present research studies and discussions.

The author presents his personal perspective on the aforementioned topics. There are contrasting ways to view them.

A recognition of the importance for a child to experience a “good as possible” infancy and childhood, which could mean to grow up with less use of computers and less influences from social media.

A recognition of the importance parents and other adults have for the socialization of infants, children and adolescents.

This conceptual paper has compiled complementary views of infancy and childhood which are seldom heard about but are of importance for sustainable mental health.

The purpose of this paper is to show how the impact of White Supremacy and Christian hegemony on the educational system. By highlighting interconnectedness across targeted groups, the authors assert that through coalition building, groups are stronger than they would be working alone. Solidarity gives hope to combating hatred of all kinds. Learning that there is a long history of antisemitism is an important component of fighting bias. With book banning and controversy over teaching critical race theory in schools, it is important that educators reflect on their social justice education.

The authors analyze the definitions and enactment of multicultural, culturally responsive and anti-bias education as well as critical theory. They then investigate how antisemitism is of concern to all identities targeted by White Supremacy and Christian Nationalism (LGBTQIA+, minoritized races, non-Christians, etc.) and the importance of education in fighting hate and influencing policy and practice.

Although 2 % of the US population identifies as Jewish, 11% of incidents educators reported were classified as antisemitic. Education is the key to fighting antisemitism and Holocaust denial (Greene et al., 2021; Stanton and Marcus, 2019). The authors make recommendations for addressing antisemitism, including addressing antisemitic incidents, the importance of Holocaust studies, the need for religious literacy, fighting the banning of books and narrowing the school curriculum. The authors ended by reinforcing the need for Jewish people to be included in multicultural, culturally responsive, anti-bias education and the need for “Heb-crit” as a sub-study of critical race theory.

Anti-bias education must include antisemitism and show how connected hatred is rather than having groups compare their struggles. The authors explained the diversity among Jewish people to highlight the complexity of an identity group that is often inaccurately oversimplified.

There is a need for scholarship on modern-day antisemitism and internalized antisemitism and reflective narratives as commonly used in Black and Latinx studies (Rubin, 2020). With the rise in Holocaust denial and antisemitic groups (Southern Poverty Law Center, 2024), it is important to advocate and teach about these topics, which are not often discussed in PK-12 or Schools of Education (Muller, 2022).

This paper explores the motivating factors that lead to opportunity recognition among social entrepreneurs in India.

The study followed an exploratory, qualitative design based on thematic analysis of the interview data collected from 13 Indian social entrepreneurs.

The study identifies two aggregate factors that motivate social entrepreneurs: personal and contextual. Personal factors include life experiences, social awareness, social inclination since childhood, spiritual motives, the need for a meaningful career and entrepreneurial intention. Contextual factors included institutional voids, community development, the presence of a role model and volunteer experiences.

This study contributes to the social entrepreneurship literature by providing a model for motivating factors that lead to opportunity recognition. This study enables policymakers and social entrepreneurship educators to identify aspiring social entrepreneurs and provide target-specific support to them.

This study enables policymakers and social entrepreneurship educators to identify aspiring social entrepreneurs and provide target-specific support to them.

The study uniquely contributes to the social entrepreneurship field by offering deep qualitative insights into the motivational and opportunity recognition patterns of social entrepreneurship.

Maladaptive daydreaming (MD) has yet to be recognized as a formal condition. This paper aims to shed light on the phenomenon of daydreaming, its potential maladaptive nature and the characteristics of MD, as well as potential interventions that may be implemented to address it.

The present paper is a general conceptual review of the condition of MD. It provides a historical overview of the phenomenon and attempts to draw meaningful inferences from the scientific work pertaining to the development of diagnostic criteria, the assessment and interventions developed to treat MD.

Studies have shown that MD can cause distress and impair an individual's typical functioning, and specific diagnostic criteria and symptoms have been identified. Scheduled clinical interviews, self-report measures and derivative treatment modules are currently utilized to understand, assess and treat the symptoms related to MD.

Formal recognition of the condition ensures that the individuals receiving treatment for the condition are provided with insurance coverage and reimbursement for treatment.

Authors also hope for MD recognition, awareness, reduced stigma and acceptance.

This review offers a fair overview of the recent scientific findings pertaining to MD and attempts to open a channel of discourse to enhance the inclusivity of relevant psychopathological conditions in the existing classifications.