Child Care Health and Development最新文献

{"title":"School and School-Related Experiences of Children and Adolescents With Inflammatory Bowel Disease: A Scoping Review","authors":"Jenna Rice,&nbsp;Catherine Wilkinson","doi":"10.1111/cch.70249","DOIUrl":"10.1111/cch.70249","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This scoping review explores the school and school-related experiences of children and adolescents with Inflammatory Bowel Disease (IBD), drawing on 10 studies identified from an initial pool of 2676 records published between 2014 and 2022 across eight countries. The review identifies the following four key themes: school attendance/absenteeism; educational outcomes; general school experience; and school functioning and school-related quality of life outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This scoping review included studies that were predominantly quantitative in design, with findings synthesised thematically across study types, alongside a narrative summary of quantitative indicators such as absenteeism, school functioning, and school-related quality of life.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings reveal that, while educational outcomes for children with IBD were generally not significantly different from their peers (although some studies noted lower academic performance in children with IBD), children with IBD often felt that teachers and peers lacked understanding of their condition, which led to increased stress and sometimes bullying. Furthermore, children with IBD had lower quality-of-life scores related to school functioning compared with healthy peers. Despite these challenges, participation in school activities varied, with some children missing out on physical education and extracurricular activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Overall, the review highlights the need for more research directly exploring children's perspectives on the emotional and embodied impact of IBD on their everyday lived school experiences. Furthermore, it emphasises the importance of improving school accommodations and understanding for children with IBD among peers, teachers and wider school staff. Future studies should consider qualitative approaches, including use of creative methods, to deepen the understanding of the complex lived experiences of schoolchildren with IBD.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13064421/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147641042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical Activity and Sleep, Knowledge and Perceptions of Child Movement Behaviours and Childcare Practices Among Home Providers: A Survey Study","authors":"Christine W. St. Laurent,&nbsp;Caroline Tran,&nbsp;Joseph Kang","doi":"10.1111/cch.70272","DOIUrl":"10.1111/cch.70272","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Early childhood is an important phase for optimizing 24-h cycle behaviours (sleep, sedentary behaviour and physical activity) to support physical, social–emotional and cognitive health. While research often focuses on centre-based childcare, about 25% of US children under 5 attend home-based family childcare. Family childcare settings may face inequities in educational, financial, and resource support needed for health-related practices. Furthermore, limited studies have addressed daytime sleep health in such settings. Thus, the purpose of this cross-sectional study was to (1) identify physical activity and sleep behaviours of family childcare providers, (2) determine the provider knowledge and perceptions and childcare practices relating to children's 24-h movement behaviours and (3) explore relations between these factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Adult family childcare providers of western Massachusetts (<i>N</i> = 84, 85.7% female; age = 43.5 ± 10.8 years, 14.3% Hispanic) completed a semistructured online questionnaire. In addition to demographic and childcare practice information, quantitative sleep and movement behaviour variables included provider behaviours, provider knowledge and perceptions of child behaviours and childcare practices and policies. Open-text responses were analysed qualitatively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most participants reported moderate physical activity levels and ‘fairly good’ sleep quality, although knowledge of child movement and sleep guidelines varied widely. Higher provider income, age and knowledge were significantly associated with more recommended practices for promoting nap sleep, screen time and physical activity in childcare settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Gaps in knowledge and inconsistent practices suggest key opportunities for targeted interventions. Enhancing provider education and addressing environmental barriers may support the implementation of evidence-based strategies to promote healthy movement and sleep behaviours in these underresourced settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Delivering Health Education to Children With Chronic Conditions: A Scoping Review and Evidence and Gap Map","authors":"Meredith Smith,&nbsp;Nicole Pope,&nbsp;Nadine Smith,&nbsp;Georgina Henry,&nbsp;Ingrid Honan,&nbsp;Kiara Corso,&nbsp;Grace Evans,&nbsp;Caitlin Doyle,&nbsp;Adrienne Harvey","doi":"10.1111/cch.70271","DOIUrl":"10.1111/cch.70271","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Introduction&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Developmentally appropriate health education is essential for children with chronic conditions and their families to support self-management and improve quality of life. Although a range of educational approaches have been reported, no comprehensive review has examined how these interventions are developed, which approaches are most used, or their outcomes. Accessibility is also critical given diverse cognitive, communication and motor abilities within paediatric populations. This review aimed to map and synthesise evidence on health education interventions for children (5–12 years) with chronic conditions.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Studies reporting health education interventions for children (5–12 years) with chronic conditions were identified from MEDLINE, CINAHL, PsycINFO, ERIC, Scopus and Cochrane Library. Data were extracted using predefined categories, including delivery approaches aligned with Saxby's (2020) framework for paediatric supported self-management. Participant (knowledge, behaviour change or health/symptom) and implementation outcomes were extracted. Findings were synthesised using an Evidence and Gap Map to identify strengths and gaps in delivery and implementation.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;A total of 118 studies were included. Most interventions targeted endocrine/metabolic conditions and were delivered in hospital outpatient settings. Health professionals primarily facilitated education, though self-directed and digital facilitators are emerging. Delivery was mainly face-to-face, with increasing use of remote approaches. Over half of studies incorporated multiple recommended approaches: peer/cooperative learning (50%), story/play-based strategies (35%), caregiver involvement (27%), pictorial representation (25%) and active/experiential learning (14%). Most studies reported at least one participant outcome (86%) and nearly three-quarters reported an implementation outcome (73%). Only 14% of studies addressed accessibility considerations, predominantly for children with diverse cognitive abilities.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This review highlights a growing emphasis on active learning strategies to support health education for chronic conditions, moving beyond passive learning. To improve inclusivity and accessibility, interventions should prioritise individualised content, multimodal delivery and flexible approaches with meaningful involvement of children and families in intervention design and development.&lt;/p&gt;\u0000 ","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13056421/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building From a Stable Foundation? Understanding Stability Skill Proficiency in British Children in the First Year of School","authors":"Michael J. Duncan,&nbsp;Matteo Crotti,&nbsp;Katie Fitton Davies,&nbsp;Eileen Africa,&nbsp;Ricardo Martins","doi":"10.1111/cch.70270","DOIUrl":"10.1111/cch.70270","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Stability skill proficiency is purported to be below the norm in children. However, no process-oriented proficiency data are available examining this issue. This study assessed stability skill proficiency in British children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Stability skill proficiency of 243 (116 boys and 127 girls) English children aged 4–5 years was assessed using the Test of Stability Skills. Stability skill proficiency was classed as proficient, near proficient and poor.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Approximately 60% did not achieve proficiency in any of the three stability skills. Only three children (1.2%) were proficient in all three stability skills. Individual skill proficiency was poor, with proficiency of the roll, rock and back support being 10.3%, 4.9% and 8.2%, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study provides preliminary normative data for process-oriented stability skill in British children aged 4–5 years. As stability skill is a prerequisite for the development of other gross motor skills, such information is important in effective targeting for stability skill intervention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043323/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Environmental Factors on Undernutrition Among Children Under 5 Years in Rural Puducherry, Southern Part of India—A Community-Based Cross-Sectional Study","authors":"Jayabharathi Mani,&nbsp;Premkumar Ramasubramani,&nbsp;Ezhil Raj,&nbsp;Pavithran Murugan,&nbsp;Nishaant Ramasamy","doi":"10.1111/cch.70267","DOIUrl":"10.1111/cch.70267","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Childhood undernutrition continues to be a major public health concern in low- and middle-income countries, contributing substantially to morbidity and mortality and impairing growth and development among children under 5 years. Although inadequate diet and infections are well-established determinants, the influence of household environmental factors such as indoor air pollution, unsafe drinking water, poor sanitation and improper waste disposal remains underexplored in developing countries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To estimate the prevalence of undernutrition among children under 5 years in rural Puducherry and to examine its association with selected environmental factors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A community-based cross-sectional study was conducted from March to May 2025 in selected rural areas in Puducherry, India. Using consecutive sampling, 308 children under 5 years were enrolled. Data on socio-demographic characteristics, feeding practices, morbidity and household environmental conditions were collected through a pretested semistructured questionnaire. With anthropometric measures, underweight, stunting and wasting were defined using World Health Organization Child Growth Standards. Data were analysed using STATA v14.0 and WHO Anthro software 3.2.2. The proportions of undernutrition indicators such as stunting, underweight and wasting were presented with a 95% confidence interval (CI). Associations were assessed using log-binomial regression to estimate prevalence ratios (PRs) with 95% CI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The prevalence of underweight, stunting and wasting was 13.3%, 17.5% and 10.7%, respectively. Higher birth order, low birth weight, non-exclusive breastfeeding, indoor air pollution and improper waste disposal were significantly associated with undernutrition. Indoor air pollution showed a strong association with both overall undernutrition (aPR: 2.86) and stunting (aPR: 2.37), whereas unimproved waste disposal was associated with underweight (aPR: 1.77).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Despite a relatively low burden than national averages, undernutrition among children under 5 years in rural Puducherry remains significantly influenced by adverse household environmental conditions. Strengthening environmental conditions with multisectoral interventions alongside existing nutrition programmes is essential for sustained improvements in child growth and health outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Home-Based Learning Opportunities, Responsive Caregiving and the Development of Preschool-Aged Children in Low- and Middle-Income Countries of the East Asia and Pacific Region: A Systematic Review","authors":"Sally Popplestone,&nbsp;Tomoko Honda,&nbsp;Thach Tran,&nbsp;Yeji Baek,&nbsp;Lorena Romero,&nbsp;Jane Fisher","doi":"10.1111/cch.70265","DOIUrl":"10.1111/cch.70265","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Optimal early childhood development predicts lifelong health and well-being. A child's immediate environment, especially the home, shapes cognitive, physical, language, motor, social and emotional development. Contextually relevant data on the proximal settings that support preschool-aged children are lacking in low- and middle-income countries (LMICs) across the East Asia and Pacific region. This systematic review synthesises evidence on associations between home-based learning opportunities and caregiving experiences and the cognitive and overall development of children aged 2–5 years in LMICs of the East Asia and Pacific region.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;We searched Medline, Embase, PsycINFO, Emcare and Global Health for studies published between January 1990 and January 2025. The search strategy used subject headings and free text terms using the condition, context and population (CoCoPop) framework to capture studies on cognitive or overall development (condition), home-based learning opportunities and responsive caregiving (context) and children aged 24–59 months in LMICs in the East Asia and Pacific region (population). Data were independently extracted and appraised using the Joanna Briggs Institute Critical Appraisal Tools risk of bias and quality assessment checklists. The findings were summarised using narrative syntheses.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Studies were from lower and upper middle-income countries in East Asia, and the study quality ranged from medium to high. Eighteen of the 19 included studies reported significant positive associations between home-based learning opportunities and caregiving and higher child development. The strongest effects were linked with psychosocial stimulation, academic-focused caregiving and enriched home learning environments. Measures of learning opportunities and caregiving varied widely.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The review findings suggest that home-based learning opportunities and responsive caregiving experiences may be associated with improved developmental outcomes among 2- to 5-year-old children. Although these patterns are consistent with broader evidence, the heterogeneity of measures and limited representation mean that conclusions should be interpreted with caution. Future research could prioritise underrepresented settings, including low-income countries and Pacific Island nations, to ensure policy reflects regional diversity. The heterogeneity in measures highlights the need for standa","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13034104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“No Words Needed”: Results of a Survey on How Parents of Children With Neurodevelopmental Disorders Perceive (In)formal Peer Support","authors":"Monica Verkooijen,&nbsp;Marjolijn Ketelaar,&nbsp;Leonie te Grefte,&nbsp;Indira Tendolkar,&nbsp;Wouter Staal,&nbsp;Janneke Zinkstok","doi":"10.1111/cch.70264","DOIUrl":"10.1111/cch.70264","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Parents caring for children with neurodevelopmental disorders (NDD) face unique and ongoing challenges that impact family well-being. Peer support from individuals with shared lived experiences can offer recognition, shared understanding and empowerment. Despite its promise, peer support for parents of children with NDD remains largely informal, under-researched and poorly integrated within standard healthcare, limiting its potential accessibility and impact. Little is known about what parents seek in peer support, how they experience it, and which factors facilitate meaningful engagement. This study therefore aimed to explore parents' perceptions of peer support, focusing on uptake, impact and conditions influencing its effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A survey co-created with parent–carers collected quantitative and qualitative data on perceptions, needs, concerns and barriers related to peer support. The online survey was distributed via parent organisations. Descriptive statistics summarised participant characteristics and peer support uptake, while thematic analysis identified key experiential themes from open-ended responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Among the 225 participating parents (89% mothers), 77.3% expressed a need for peer support, mostly because friends and family did not fully understand their situation. Of these parents, 65.6% reported finding peer support, mostly informal initiatives. Thematic analysis of participants' comments revealed four key categories describing the experience with and need for peer support: (1) support, (2) mutual learning, (3) connection by recognition and (4) experiencing no judgement. Also included in the results are concerns reported by parents and factors facilitating or hindering successful peer support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Parents of children with NDD valued peer support for emotional connection, practical advice and shared understanding. Preferences are highly individual, emphasising the need for tailored peer support. These findings may guide the design and implementation of peer support initiatives aligned with parents' needs and preferences. Future research should focus on how the full potential of peer support for these parents can be unlocked.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13034022/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Health Functioning Moderates the Association Between Chronic Conditions and Mental Illness in Childhood","authors":"Shannon V. Reaume,&nbsp;Joel A. Dubin,&nbsp;Christopher M. Perlman,&nbsp;Mark A. Ferro","doi":"10.1111/cch.70266","DOIUrl":"10.1111/cch.70266","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to quantify associations between chronic conditions and mental illness; investigate potential moderating effects of child age, sex, health functioning, mental health service contact and household income on these associations; and explore the potential mediating effect of family functioning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study conducted secondary data analyses on a sample of 6242 children aged 4–17 years from the 2014 Ontario Child Health Study (OCHS). Chronic conditions were assessed using a standard list of conditions developed by the Statistics Canada. Mental illness was assessed with the Emotional Behavioural Scales (EBS). The Health Utility Index Mark III measured health functioning. Logistic regression models quantified associations between chronic conditions and mental illness. Moderating effects were tested with product–term interactions in logit models and interpreted using average marginal effects. Mediating effects were explored using the product of coefficients method.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Having a chronic condition was associated with mood disorder (OR = 2.25 [95% CI: 1.36–3.74]). For children who have better health functioning, average marginal effects indicated that children with chronic conditions are 29% more likely to have any mental illness (<i>p</i> &lt; 0.01), 21% more likely to have anxiety disorders (<i>p</i> &lt; 0.05) and 21% more likely to have ADHD (<i>p</i> &lt; 0.05) than children with no conditions. For children who have poorer health functioning, there was no association between chronic conditions and mental illnesses. Family functioning did not mediate any associations between chronic conditions and mental illness outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The association between chronic conditions and mental illness in children is nuanced, with health functioning moderating this association for any mental illness, anxiety disorders and attention-deficit hyperactivity disorder specifically. Mental health screening programs should ensure children with chronic conditions who have better health functioning are routinely assessed and upstream interventions initiated early to reduce the incidence of physical–mental multimorbidity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13034098/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Shared Stress Experiences Among Teens With Chronic Health Conditions","authors":"Victoria B. Nicksic,&nbsp;Hannah K. Dettinger,&nbsp;Anne D. Letocha","doi":"10.1111/cch.70258","DOIUrl":"10.1111/cch.70258","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Adolescents and young adults with chronic health conditions (CHCs) experience significant condition-related stress in addition to everyday stress. This increases their risks of high cumulative stress, which could affect current and future health and well-being. Prior research is limited by including participants in different developmental stages, a narrow focus on one or a few conditions, or exploring concepts other than stress. Few studies have focused on the stress experiences of teens with diverse CHCs who are in one developmental stage, including the stressors they experience and their impact on teens' lives more broadly.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The purpose of this study was to explore the unique stress experiences of teens with CHCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured, audio-only interviews were conducted with teens with CHCs. Interview questions explored everyday and CHC-related stressors and teens' responses to these stressors. Data were analysed using reflexive thematic analysis, with qualitative description as the theoretical foundation. Codes, sub-themes, and themes were identified and defined through an iterative process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifteen teens aged 14–17 years old with a variety of CHCs completed study interviews. Three central themes were generated to reflect teens' condition-related stress experiences: (1) Living with a CHC; (2) My CHC makes me different; and (3) Response to living with a CHC. Teens' experiences were unique and diverse, highlighting the importance of exploring individual perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study broadens the understanding of stress experiences in teens with a variety of CHCs, highlighting how condition-related stress can permeate multiple aspects of life. Findings underscore the need for individualized assessment of condition-related stress and the development and implementation of tailored interventions designed to mitigate the impact of condition-related stress on teens' lives.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12979963/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mind the Gap! Sleep Problems in Children With ADHD—A Qualitative Analysis of Clinician Training Needs","authors":"Lucy Smith,&nbsp;David Daley,&nbsp;Samuele Cortese,&nbsp;Catherine M. Hill,&nbsp;the DISCA team","doi":"10.1111/cch.70254","DOIUrl":"10.1111/cch.70254","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study aims to explore for the first time the knowledge, understanding and management of sleep problems in children with ADHD among clinicians who specialise in sleep and ADHD. The aim was to inform the development of digital sleep awareness training for clinicians.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Fifteen clinicians who work with children with ADHD and sleep difficulties in the United Kingdom participated in semistructured qualitative interviews. Data were analysed using a reflexive thematic analysis approach to generate and guide the content of digital sleep awareness training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four core themes were developed: ‘It's a Problem’ highlighted the extent to which children with ADHD were reported to struggle with sleep difficulties and the impact this has on the child and family. Clinicians also discussed the difficulty they had in finding evidence-based information they could share with caregivers. With little to no formal training, most of the advice they gave came from ‘learning on the job’. When discussing ADHD specific sleep difficulties and disorders, clinicians reflected on their own ‘insight into limitations of knowledge’. ‘Learning for practice’ highlighted the divergence in the methods of learning preferred by clinicians, despite convergence of learning content needed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Sleep problems in children with ADHD are common, and clinicians often struggle to support these due to lack of formal training. There is a need for accessible, authoritative training for UK practitioners who work with children with ADHD.</p>\u0000 </section>\u0000 </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"52 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12979961/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147437806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}