Background: One of the major challenges for children and adolescents with sickle cell disease (SCD) is academic performance. Objectives: Our study aimed to evaluate the academic performance of children and adolescents with SCD in Benin and compare it to the academic performance of their healthy siblings and paediatric comparisons. Furthermore, we aimed to explore the associations between socio-demographic factors, clinical characteristics, and depressive symptoms, and the academic performance of children and adolescents with SCD. Methods: The study was a cross-sectional study that used convenient sampling. Academic scores were collected during the 2021–2022 academic year. Patients with SCD and paediatric comparisons were recruited during routine hospital consultations. The Children’s Depression Inventory (CDI-S) tool was used to assess depressive symptoms. We compared academic performance scores (ranging from 0 to 20) using independent t-tests and explored associations through linear regression analyses. Results: This study included 209 participants: 100 patients with SCD (aged 6 to 17 years), 46 siblings, and 63 paediatric comparisons. The academic performance of patients with SCD (mean academic score = 13.29) was similar to that of the combined comparison group (mean academic score = 12.8, p = 0.196). Younger patients showed poorer academic performance (coef = −0.169, p = 0.019), and depressive symptoms (‘pessimism’, ‘self-hate’, ‘lack of friends’, and ‘fatigue’) were associated with poorer academic performance as well. Patients with SCD who were treated in Benin performed academically as well as their healthy siblings and peers. Conclusions: Children and adolescents with SCD performed on par academically with their healthy siblings and peers. While overall depressive symptoms were not significantly associated with academic performance, certain symptoms were more common among lower-performing students and should therefore be explored in greater detail.

Affective–sexual education programs (ASEPs) are effective in combating gender violence (GV). Most previous studies have focused on the short-term effect these programs have on explicit sexist attitudes. The objective of this study was to analyze the short- and medium-term effect of an ASEP regarding sexist attitudes. An educational intervention study was carried out on 561 high school students in Tenerife (Spain). The 15 h intervention used a participatory methodology with debates, working groups, and game dynamics. Explicit attitudes were measured with the scale of sexist, violent, and stereotyped attitudes (SVSAs) and the gender role attitudes scale (GRAS), and implicit attitudes were measured with the assessment of the behavior of the characters of a brief tailored story, in which an interaction between two young people with an ambiguous component of gender violence is described. Four measurements were made: pre-intervention, post-intervention, 6 months, and 12 months. After the intervention, in the experimental group, scale scores decreased (SVSA from 28.7 ± 7.7 to 21.8 ± 2.1, p < 0.0001; GRAS from 30.6 ± 7.8 to 22.3 ± 2.8, p < 0.0001), and the level of approval of the behavior of the female character of the story improved (from 5.4 ± 2.6 to 7.6 ± 2.1, p < 0.0001). The effect of the intervention on sexist attitudes was maintained until the end of the 12-month follow-up period.

While it is widely accepted that parents play an important role in facilitating the academic achievement of their offspring through school involvement and homework assistance, less is known about how exactly parents, in general, contribute to adolescents’ academic achievement within and across non-Western cultures through their everyday parenting behaviors and parent–adolescent relationships. The purpose of this study was to examine the relationship between several Western constructs of maternal parenting behavior (e.g., support, involvement, reasoning, punitiveness, and parental knowledge), and aspects of the mother–adolescent relationship (e.g., autonomy, conformity, and familism) and adolescent academic achievement among families living in China, India, and South Korea. Self-reported data were collected from adolescents living in urban areas within Mainland China (n = 589), India (n = 463), and South Korea (274). Examination of the results from the reduced linear regression model indicated that maternal knowledge, familism, punitiveness, age of adolescent, and region were statistically significant predictors.

Social changes have significantly impacted the educational system at various levels, for example, through legislative reforms, and have consequently guided the teaching–learning process. One of the emerging methodologies is Service-Learning (SL), which directly affects student competence and promotes habits related to physical activity and health. The present quasi-experimental study examined the impact of an SL program on secondary school students (n = 112). The aim of the 16-session SL program, which was part of the Physical Education course, was to improve the physical condition and health of 18 sedentary older adults. The influence of this program on motivation, the prosocial climate, and the importance that the students attribute to the subject of Physical Education was assessed. The most significant results were found to be those related to the School Prosocial Climate linked to empathy (p < 0.05) and the motivational variable of Intrinsic Motivation for Stimulating Experiences (p < 0.01). In conclusion, it was determined that the implementation of a methodology based on SL has positive effects on students’ empathy and intrinsic motivation.

Background/Objectives: Happiness is a main topic of psychological research, and as a catalyst for transformative change, it is capable of inspiring growth and well-being. This study aims to identify and understand the themes that compose visual representations of happiness in adolescents, while using an innovative qualitative methodology centered on visual research. Methods: Applying the ‘draw-and-write’ technique, Portuguese adolescents were asked to ‘Draw happiness’, generating a visual data set of 330 drawings, coined hSquares. Results: By order of prevalence, the thematic analysis identified eight key themes: ‘people’, ‘hobbies’, ‘love’, ‘smile’, ‘sports’, ‘basic needs’, ‘inner harmony’, and ‘human rights and equality’. The findings highlight the significance of social contexts, such as family and peer relationships, as central to adolescents’ happiness, while also emphasizing the importance of self-selected activities. Visual representations associated with basic needs and human rights emerged as novel contributions to the literature. Differences emerged by age, with younger adolescents often depicting single themes, whereas older adolescents integrated multiple themes in their drawings. Conclusions: This study provides a visual complement to the rich textual conversation about happiness and demonstrates the potential of visual methodologies in psychological research.

(1) Background: Many mental health conditions either start or become apparent in childhood or adolescence. This paper reports on aspects of a study which explored the perspectives of 12 teachers from independent secondary schools in Western Australia on how the mental health and wellbeing of students exhibiting symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) can be fostered within classrooms. Specifically, the focus here was on mental health challenges faced by students with ADHD symptoms and the strategies teachers employ to support their mental wellbeing. (2) Methods: A qualitative approach was taken to the study’s design and the data analysis. Teachers responded to a survey with four open-ended questions, and then participated in individual, semi-structured interviews. (3) Results: The analysis led to the generation of four themes relating to students’ mental health challenges, as well as comprehensive strategies used by teachers to address these. (4) Conclusions: The findings indicated that adolescents with ADHD, regardless of a formal diagnosis, experience significant difficulties with their mental health and academic achievement as a result of their ADHD symptoms, but also that the participant teachers employed a wide range of strategies to assist these students, including those that target their specific mental health challenges and those that are holistic and support their wellbeing more generally.

Background: Feeding and Eating Disorders (FEDs) are severe mental health conditions often emerging during childhood or adolescence, with rising prevalence. They are frequently associated with psychiatric and organic comorbidities, including anxiety symptoms and insomnia. Phytotherapy, particularly Passiflora incarnata L. Herba, has been suggested as a potential treatment option for anxiety and insomnia in youth. Methods: this is an observational and retrospective study that includes patients assessed in a third-level Italian Regional Centre for Feeding and Eating Disorders in Children and Adolescents between 1 January 2020 and 31 December 2023. Eligible patients had a confirmed diagnosis of a FED, along with either an anxiety or a sleep disorder. During follow-up, the clinical efficacy of Passiflora incarnata L. Herba was assessed using the Clinical Global Impression–Improvement scale (CGI-I). Comparative analyses were conducted by stratifying the sample based on the target symptoms (sleep disorders/insomnia and anxiety), FED subtype, and whether polytherapy was used. Results: this study includes 94 patients, with most diagnosed with anorexia nervosa (71.3%). Passiflora incarnata L. Herba was administered at a dosage of 200 mg (1–2 tablets for day). It was often combined with selective serotonin reuptake inhibitors (SSRIs) (56.5%), atypical antipsychotics (27.7%), or benzodiazepines (7.4%). Treatment was initiated for anxiety symptoms (75.5%) or insomnia (28.7%). No side effects were reported. Among patients with specific outcome data, 53.3% reported improvements in anxiety symptoms, and 45.4% reported improvements in insomnia. Conclusions: this is the first study to evaluate the use of Passiflora incarnata L. Herba for anxiety and insomnia in children and adolescents with FEDs. Our findings suggest that Passiflora incarnata L. Herba may serve as a well-tolerated adjunctive treatment, showing symptomatic improvement in up to 53% of the patients with data on treatment outcomes. Notably, 53.3% and 45.4% of participants, with specific outcome data, reported reduced anxiety and insomnia symptoms, respectively. Given its excellent safety profile and preliminary efficacy, Passiflora incarnata L. Herba may represent a promising alternative for patients with mild symptoms or for caregivers hesitant about conventional pharmacotherapy.

School bullying is a pervasive issue with significant physical, mental, and social consequences for victims and bullies. Occupational therapy practitioners are uniquely positioned to address bullying due to their expertise in mental health, social participation, and child development. This systematic review synthesizes evidence on school bullying interventions to identify strategies that are relevant to occupational therapy practice. A systematic search was conducted across nine databases and identified 187 studies on occupation-based school bullying interventions. The review included studies employing a wide range of interventions, categorized into three tiers. Universal interventions (Tier 1) were the most effective, often following Social and Emotional Learning frameworks to foster positive school climates and address systemic bullying dynamics. Targeted interventions (Tier 2), such as peer mentoring and social skills training, demonstrated moderate effectiveness for at-risk populations. Intensive interventions (Tier 3) were less effective as standalone approaches but provided essential individualized support. This review highlights the potential for occupational therapy practitioners to play a pivotal role in addressing school bullying through evidence-based, occupation-focused interventions.

Adolescence is a critical period for growth and development, yet research on dietary quality and its influencing factors among Senegalese adolescent girls is limited. This study aims to assess dietary quality, with a focus on dietary diversity (DD), and identify its determinants in a nationally representative sample of adolescent girls in Senegal. A cross-sectional study was conducted in 2023 among 600 girls aged 10–19 years. Food intake was assessed over a seven-day period to evaluate DD. Household food security and sociodemographic data were gathered through face-to-face interviews. Half the sample had adequate DD. As for consumption, 80% had breakfast daily, while the same proportion consumed one snack per day. Fruits and vegetables, meat/poultry/fish, and dairy were consumed daily by less than 25% of the sample. Sweet foods, sweet beverages, and salty and fried food were consumed by less than 10% every day. Not having been sick in the past two weeks (Odds ratio (OR): 1.53, Confidence Interval (CI): 1.05–2.22), taking breakfast daily (OR: 1.89, CI: 1.23–2.93) and micronutrients (OR: 2.75, CI: 1.54–4.92), listening to the radio at least once a week (OR: 1.66, CI: 1.05–2.63), and living in a household with access to an improved source of water (OR: 4.13, CI: 2.28–7.49) were positively associated with adequate DD. Overall, the diet of adolescent girls is of poor quality. Potential determinants of their dietary quality should be considered in future nutrition programs and policies to ensure their optimal growth and development.

(1) Background: Adolescents living with HIV (ALHIVs) experience significant challenges in adhering to treatment and remaining engaged in care as they transition from pediatric to adult HIV care programs. The aim of this qualitative evidence synthesis (QES) was to review qualitative studies that describe how ALHIVs experience transition practices in low- and middle-income countries. (2) Methods: The following databases were searched: PubMed, Wiley Library Online, EbscoHost (PsychARTICLES, MEDLINE, Scopus, CINAHL), the WHO database, Google Scholar, and reference mining of the included studies. The inclusion criteria were as follows: ALHIV 10–19 years old, interventions on the transition period or studies describing transition practices, published between 2012 and 2023, conducted in low- and middle-income countries, English language, and qualitative and mixed-method studies. This review adheres to the PRISMA guidelines. CASP and MMAT were used for methodological quality assessment, and GRADE CERQual was used for the confidence in review findings. (3) Results: Seven articles were included in the final review. The five overarching themes described: (1) transition readiness during the pre-transition phase; (2) structural (health systems) barriers and treatment literacy as challenges during the transition period; and (3) provided accounts of successful post-transition experiences and recommendations for improving the transition process (when these were not experienced as positive), while also describing the individual and collective contexts in which transition took place, as they outlined (4) individual (psychological) barriers and the facilitative role that (5) a supportive environment played in the outcome of the transition process. There was a high level of confidence in transition readiness, while the other themes were assessed as having moderate confidence due to methodological limitations and minor concerns about adequacy or relevance. (4) Conclusions: There is a dearth of qualitative studies on the transition experiences of ALHIVs and on how the transition process impacts adherence, retention in care, and mental well-being. We recommend the development of interventions in the form of a guided transition protocol to improve the transition experiences of ALHIVs.