ABSTRACT We examined whether DSM-5-TR ADHD presentations (inattentive, hyperactive/impulsive, combined) exhibit meaningful neurocognitive differences under examiner-supervised digital assessment. Children with ADHD (N = 193; 7–12 years) completed the CNS Vital Signs battery following diagnostic reconfirmation and stimulant washout; presentation specifiers were derived from parent SNAP-IV ratings. Ten age-normed domains were analyzed using Kruskal-Wallis tests with false discovery rate control (q = .05), Bayesian ANOVA, and equivalence testing (TOST; d = ±0.30). No domain differed by presentation after correction (all FDR-adjusted p values = .980; ε 2 ≤ 0.015). Bayesian factors favored models excluding the presentation factor (BF_inclusion = 0.005–0.011). Observed differences were small (max d = 0.25) and fell within prespecified equivalence bounds, although TOST did not reach p < .05 for strict equivalence confirmation. Multivariately, presentation labels explained negligible variance. In contrast, unsupervised clustering identified two “Average” and “Low” performance profiles that were independent of DSM-5-TR labels. Results support substantial neurocognitive overlap across presentations under standardized testing conditions. Data-driven profiles provided a complementary, descriptive framework for characterizing heterogeneity to inform educational planning alongside symptom reports. Findings should be interpreted in light of mono-informant presentation assignment and potential underdetection of comorbidities.

The decentralization of educational planning and management has been one of the most significant governance reforms in Nepal following the adoption of the 2015 Constitution and the federal system of government. This research explores the challenges and opportunities that have emerged from the implementation of decentralized educational planning at the local level. It examines the degree to which local governments have been able to assume their constitutionally mandated responsibilities for education management, planning, and service delivery. Using a qualitative descriptive research design supported by document review and semi-structured interviews with education officials, headteachers, and municipal representatives, the study reveals that decentralization has created both opportunities for local empowerment and barriers related to capacity, coordination, and resource constraints. Major challenges include limited human and technical capacity in educational planning, overlapping responsibilities among government levels, inadequate fiscal autonomy, and political interference in decision-making. However, decentralization has also fostered significant opportunities: increased community participation, local-level innovation, and context-sensitive planning approaches. The findings suggest that Nepal’s education system stands at a crossroads either to consolidate decentralization as a transformative process or risk it becoming symbolic without meaningful empowerment. The study concludes by recommending structured capacity building, strengthened intergovernmental coordination, and policy clarity to enable local governments to exercise genuine autonomy in educational planning and management.

The aim of the review is to assess the major educational policies and reform initiatives of the country, and the provisions from the perspective of the shift from the modernist to the postmodernist approach, and their implications for the country’s current educational system. For the review, researchers purposively selected 52 sources from the pool of national policy documents, the country’s constitutional legal provisions, government education policies and plans, and journal articles published between 1956 and 2025, based on thematic relevance. The research concludes that the shift from the modernist to the postmodernist approach of the education system of the country has taken place in three phases of the introduction of Western-style formal education by the Rana regime, the expansion and privatization of education from the year 1950, and the establishment of a monolingual, nationalist, and centralized education system as embodied by the National Education System Plan of the country in the year 1971. The shift from the modernist to the postmodernist approach to the education system of the country has become possible from the year 1990, and the major developments of the period include the promotion of linguistic diversity and the decentralized system of governance of the country’s education system, the provision of inclusive education, the decentralization of the curriculum of the country’s education system with the help of information and communication technology. The review concludes that the country’s education system has shifted from a modernist to a postmodernist approach and continues to evolve within that framework.

Food waste remains a critical sustainability challenge for the European Union (EU), with significant negative impacts on environmental resources, economic efficiency, and social equity. This paper presents a comprehensive analysis of food waste across EU member states during the 2020–2023 period, examining waste generation across five key sectors: households, food service (restaurants and catering), retail, food manufacturing, and primary agriculture. The study uses Eurostat statistical data, standardising measurements to kilograms per capita and absolute tonnage to enable cross-country comparisons. Particular attention is devoted to the impacts of the COVID-19 pandemic, which disproportionately affected the service and retail sectors. Beyond descriptive analysis, the research investigates potential relationships between major economic indicators (Gross Domestic Product [GDP], median income, and material deprivation) and food waste rates, employing Kruskal–Wallis statistical tests to examine sectoral and cross-national patterns. Contrary to conventional assumptions, analyses reveal no statistically significant direct correlation between economic prosperity and waste generation, suggesting that institutional design, infrastructure availability, consumer awareness, and education exert greater determinative influence than aggregate wealth. Results demonstrate that households are the largest source of food waste across the EU, accounting for approximately 50% of food waste. At the same time, sectoral variations reflect country-specific structural and regulatory factors rather than levels of economic development. The research concludes with actionable policy recommendations targeting three intervention levels: individual behaviour change (consumer education, digital tools, and purchase planning), community infrastructure (food redistribution networks and collective composting), and institutional reform (regulatory harmonisation, circular economy incentives, and extended producer responsibility). These recommendations align with EU strategic priorities, including the European Green Deal, Farm to Fork Strategy, and 2030 Circular Economy Action Plan, with the specific objective of halving food waste by 2030 to enhance both environmental sustainability and food security.

Against the backdrop of the nationwide implementation of "holistic education for all students in all aspects and at all stages" and the "integration of physical education and academic education", university sports clubs, as an important part of school physical education and a key carrier of campus culture construction, their educational function is closely related to the quality of talent cultivation. At present, university student clubs are faced with such problems as spontaneous establishment, entertainment-oriented activities, extensive management, divergent student participation motivations, and a superficial educational effect. This study holds that there is a disconnection between "management" and "education" in clubs in various universities. To this end, this paper first clarifies the educational function and the role in moral education of student clubs, sorts out the elements of integrating student cultivation education into club management, and systematically analyzes the empowerment of clubs in students' academic literacy, moral literacy and behavioral literacy. By formulating the *Student Cultivation Education Plan*, this paper demonstrates that this path can improve the internal governance level of clubs, enhance the identity of club members, deepen the educational effect of club activities, enrich the promotion of student cultivation education, promote the stable and sustainable development of student clubs, and provide a new research path for club management.

The implementation of inclusive education in Special Needs Schools (SNS) in Indonesia continues to face enduring challenges, particularly in the contextualization of school-based curricula and developmental strategies. This study investigates the impact of instructional leadership and innovativeness among school principals on their ability to formulate responsive School-Based Curriculum (SBC) and School Development Plans (SDP) within SNS environments. A mixed-methods approach with a contemporaneous triangulation design was employed to collect data via questionnaires from five principals and 77 teachers, in-depth interviews with four principals and four teachers, and document analysis of SBC and SDP materials. Quantitative findings indicated a substantial association between instructional leadership and curricular planning competence (r = 0.377, p &lt; 0.001), as well as between innovativeness and planning competence (r= 0.253, p=0.022). Qualitative findings indicated that although school leaders shown dedication to instructional leadership and pursued several innovations, these initiatives were frequently disjointed and devoid of institutional backing. Document analysis revealed a discrepancy between policy aims and actual planning practices. The study indicates that successful curriculum development in SNS necessitates robust individual leadership, methodical innovation, and organizational commitment. These findings provide guidance for policy reform, leadership development, and the creation of inclusive educational planning frameworks.

This study investigates the effectiveness of STEM-integrated project-based learning (PBL) in enhancing prospective physics teachers' TPACK mastery within an online multimedia physics course. Employing a mixed-methods embedded design, 18 prospective physics teachers at Universitas Islam Negeri Antasari Banjarmasin engaged in a five-stage STEM-PBL framework reflection, research, discovery, application, and communication via a learning management system, culminating in educational video projects and lesson plans assessed using a validated TPACK rubric. Descriptive analysis revealed that the majority of students (67.1%) attained moderate TPACK proficiency, with 16.7% achieving high and 22.2% low categories. Although female students demonstrated marginally higher mean scores (M = 82.1) compared to males (M = 81.8), Mann-Whitney tests confirmed no statistically significant gender differences across any TPACK dimension (p &gt; 0.05). These findings contribute empirical evidence that STEM-integrated PBL delivered through online platforms effectively fosters technological, pedagogical, and content competencies among prospective teachers, addressing the growing demand for digitally competent educators. The study underscores the pedagogical value of structured, project-based approaches in teacher preparation programs and offers practical implications for designing online learning environments that integrate STEM principles to develop 21st-century teaching competencies.

ABSTRACT This study investigates the predictive value of subject-specific attainment in GCSE maths, science, and English/Welsh language on AS-level outcomes across six universally popular subjects. Logistic regression models estimate the independent effects of prior attainment and school-factors on AS-level success based on administrative data from 8010 pupils in state-maintained schools in Wales. GCSE science attainment was a consistently strong predictor of success across both STEM and humanities subjects, suggesting broader academic utility than typically acknowledged. These findings challenge prevailing policy- and school-level emphasis on maths and English as the priorities for post-16 readiness, subsequently calling for a reconsideration of how ‘core’ subjects are conceptualised and prioritised within educational policy, performance metrics, and school-level guidance. Additionally, the analysis revealed nuanced effects of school language medium and geography, with urban and English-medium schools generally associated with higher AS-level pass rates. Given the attrition between AS- and A-levels, the AS-level attainment focus provides critical insights into early post-16 educational progression not captured by an A-level focus. By focusing on Wales, a bilingual and rural context underrepresented in UK education research, the study contributes novel insights into subject progression, highlighting the need for more subject-specific approaches to educational planning and intervention.

This study analyzed the role of functional assessment as a structuring axis of the Individualized Education Plan (IEP) in special education, emphasizing the importance of data-driven teaching for the promotion of effective and inclusive pedagogical practices. The investigation was based on the theoretical and documentary analysis of scientific productions on functional assessment, individualized teaching, adaptive, academic and social skills, as well as the use of data for the continuous monitoring of the progress of students with disabilities. The results indicate that the IEP, when guided by objective information about student performance, ceases to be a bureaucratic instrument and begins to function as a dynamic guide for pedagogical decision-making. It was observed that defining measurable goals, systematically monitoring student responses to interventions, and continuously adjusting teaching strategies promote more consistent progress in learning and autonomy. In contrast, practices based solely on intuition or generic curricular expectations tend to produce ineffective interventions and perpetuate pedagogical failure. It is concluded that the articulation between functional assessment, data use, and individualized instruction strengthens the quality of special education and expands the possibilities for school inclusion by aligning educational planning with the real needs and potential of students.

This article analyzes the implementation of Brazil’s New Upper Secondary Education reform (Novo Ensino Médio – NEM) in light of the goals and guidelines of the National Education Plan (PNE 2014–2024), focusing on equity and integral education. Through bibliographic research based on official documents, legislation, and academic literature, the study discusses the extent to which the reform contributes to reducing educational inequalities and promoting students’ holistic development. Although the NEM offers potential for curricular flexibility and personalized learning pathways, its uneven implementation across regions and school systems has undermined social justice and equity. The findings indicate that achieving integral education requires consistent investment in funding, teacher training, and infrastructure, aligned with the PNE’s targets. The article concludes that effective alignment between the NEM and the PNE depends on coordinated public policies capable of ensuring equal educational opportunities.

Objective: The research examines differences in the perception, awareness, and utilization of AI tools among health sciences students in the Kingdom of Saudi Arabia (KSA). These differences are examined by gender, academic level, and field of study. Methods: A cross-sectional quantitative survey study was conducted among Health sciences students. The study used a close-ended questionnaire at the University of Hail (UOH), KSA. The results examined general perceptions of AI and its association with learning and performance. The study also addressed ethics and academic integrity related to AI, and AI usage concepts. Data were collected from a total sample of 392 students. Descriptive statistics summarized participant characteristics and construct scores. Mann Whitney U tests were used to compare gender differences, while Kruskal Wallis H tests were adopted to assess differences across academic levels and programs. Results: The analysis found significant differences in AI perception, ethical awareness, and use based on gender and academic level (p-value &lt; 0.01). Additionally, ethical awareness and AI use differed across academic programs. However, general perceptions of AI showed weak but statistically significant differences among academic fields. Overall, demographic and academic factors were associated with how students perceive, evaluate ethically, and use AI technologies. Conclusion: The study suggests the importance of incorporating of structured AI education with ethics training in health sciences curricula. The results may inform curriculum development and educational planning in KSA.

The study x-rayed the extent of availability and utilization of financial resources in the administration of internal examinations in public secondary schools in Ebonyi State, Nigeria. The design of the study was a descriptive survey research design. The population of the study comprised 1,519 secondary school principals and teachers in 215 public secondary schools in both urban and rural areas of the state. Simple random sampling technique was used to select 100 principals and 500 teachers making a total of 600 respondents for the study. The instrument for data collection was a 20-item structured questionnaire developed by the researchers on a four-point scale of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) response pattern weighted 4, 3, 2 and 1 respectively. The questionnaire was duly validated by three experts, two from Educational Administration and Planning and one from Educational Measurement and Evaluation, all from Ebonyi State University, Abakaliki. Using the test re-test procedure and applying the Pearson Product Moment Co-relation Co-efficient analysis, the reliability of the instrument was established at 0.76 using 10 secondary schools in Enugu State. Data collected were analyzed using mean and standard deviations. t-test statistic was used to test the hypotheses at 0.05 level of significance. Very high extent and high extent were used when the mean scores are above 2.50 and low extent when the mean scores are below 2.50. Findings of the study indicates that financial resources for the administration of internal examinations in Ebonyi State public secondary schools were available to a low extent, and that the utilization of financial resources for the procurement of examination materials for administration of internal examinations in Ebonyi State public secondary schools were to a very low extent. Based on the findings, the researchers made the following recommendations; government should involve Non-governmental Organization (NGOs), Philanthropists, Parent Teachers’ Association (PTA) and other concerned stakeholders in making financial resources available in public secondary schools in Ebonyi State.

This study aims to investigate the relationship between the utilization of the quarterly learning plan and teachers’ proficiency under the MATATAG Curriculum. Guided by goal-setting theory, which emphasizes structured planning, the research highlights how a quarterly learning plan enables educators to establish clear objectives for their professional development. Conducted at Maranatha Christian Academy of Cabuyao and Sta. Rosa, the study involved 38 teachers from various levels of the MATATAG Curriculum, specifically kindergarten, Grade 4, and Grade 7. Findings indicate a significant correlation between the functionality of utilization of the quarterly learning plan and teachers' proficiency levels. Notably, the results show that the quarterly learning plan's effectiveness is not influenced by diverse teacher profile variables, including age, educational attainment, and years of teaching experience. This suggests it serves as a universal framework that supports all educators. Additionally, the study reveals that teachers exhibit high competency in managing their workload while aligning with curriculum and assessment standards. Consistent utilization of the quarterly learning plan enhances teachers' proficiency in achieving their objectives, boosting motivation, and facilitating constructive feedback. This process fosters ongoing professional growth and promotes accountability and commitment to their roles. Ultimately, this research highlights the importance of structured planning in education, underscoring its vital role in enhancing teacher effectiveness and improving student learning outcomes within the MATATAG Curriculum framework.

ABSTRACT Hunger is defined as periods when people experience severe food insecurity due to a lack of money, access to food, or other resources, while resilience refers to a household’s ability to maintain food security despite exogenous shocks. This study uses the case of districts participating in the second phase of the Scaling Up Nutrition (SUN)/First 1000 Most Critical Days Programme (MCDP) II in Zambia to understand the key drivers of household hunger and resilience. Nearly half of these households experienced severe hunger, while approximately 40% of the households demonstrated resilience to shocks. To address this issue, it is critical to contextualise and understand the underlying drivers of household hunger and resilience. Using ordered probit and probit models, drivers of household hunger and resilience were examined. Results indicate that households engaged in farming, salaried employment, or business activities, households with smaller household sizes, and households with higher education attainment experience less hunger. Access to support programmes like the Farmer Input Support Programme (FISP), participation in savings groups, crop and livestock production, and food preservation contribute to hunger mitigation. Resilience is more common among households headed by salaried individuals, those with higher levels of education, and those with smaller household sizes. To reduce hunger and strengthen resilience, policies should enhance economic opportunities, promote education and family planning to support smaller household sizes, and expand access to food production and preservation initiatives.

The study aimed to investigate the hypothesis that the Education, Health and Care Plan (EHCP) obtainment for pupils with intellectual developmental disabilities (IDD) of genetic aetiology was influenced by genetic factors and their family's socioeconomic status. We recruited 2738 participants with IDD of genetic aetiology aged between 6-28years old (mean age 14years, 56% male). The data used included genetic inheritance information, primary special educational needs type, the age when the EHCP was granted, parental education level, free school meal eligibility and a family index of multiple deprivation score. Only 78% of participants were eventually granted EHCPs. Those with an inherited variant waited significantly longer and were less likely to receive an EHCP than those with a de novo variant. They were significantly more likely to be living in more deprived areas, and their parents had attained lower levels of education compared with those whose IDD was caused by an equivalent de novo genetic anomaly. This unique cohort study demonstrated that the obtainment of an EHCP in families seeking additional educational support for children with IDD of genetic origin is inequitable and is influenced by social and genetic factors.

IntroductionSchool feeding programs aim to reduce children’s immediate hunger and improve health and education outcomes. The study will apply trend analysis to investigate the changes in dropout rate before and after implementing the school feeding program. However, there is limited data on the effect of school feeding programs on dropout rates in Addis Ababa, especially in the study area.ObjectiveThe objective of the study was to assess the effect of the school feeding program on the dropout rate in Kolfe Keranio subcity, Addis Ababa, Ethiopia, 2024.MethodsQuantitative research approaches were employed to investigate the problem. Twenty‐three primary schools, from grade one to grade 8, were included in the research. A school roster document was a source of quantitative data. A statistical test, a one‐group pretest–post‐test design, was used to measure the differences in dropout rate before and after the program’s implementation.ResultThe results of the retrospective study revealed that each year’s female students had a higher dropout rate than male students before as well as after the implementation of the school feeding program. Concerning the trend from 2009 to 2015, the dropout rate decreased from 3.18% to 0.91% from 2009 to 2012 (before school feeding implementation), and an up‐and‐down trend was observed from 2012 to 2015 (after school feeding program implementation). However, the magnitude of the dropout rate was lower from 2012 to 2015, which indicates that the after‐school feeding program had started. The paired sample T‐test also identifies that the decreased trend in dropout was really due to the school feeding program implementation.ConclusionBased on the findings, the following recommendations were forwarded for Kolfe Keranio subcity for each woreda educational office and each public primary school needed to make a proactive effort to decrease the dropout rate by bringing out‐of‐school children into schools by advocating the benefits of the SFSIS program, and SFSIS implementers, with the help of educational planners, should set up more effective monitoring and evaluation mechanisms to provide all the SFSIS program components.

Planning in Islam emphasizes the systematic, orderly, efficient, and responsible implementation of every activity as part of the mandate of human stewardship on earth. In the context of education, planning has a strategic role in shaping students who are faithful, knowledgeable, and noble in character, as well as capable of contributing constructively to social life. This study aims to examine and formulate the concepts and principles of Islamic educational planning based on the perspectives of the Qur'an and Hadith. The study uses a library research approach by examining verses from the Qur'an, the Prophet's hadith, and academic literature relevant to Islamic educational planning. The results of the study show that Islamic education planning is holistic, integrative, and future-oriented, combining spiritual, moral, intellectual, and social dimensions in a balanced manner. The main principles found include holistic balance, gradual planning (tadarruj) and priority setting, visionary orientation, moral responsibility (amanah), benefit, as well as deliberation and collectivity. In addition, Islamic education planning emphasizes the importance of adapting to the dynamics of the times, optimal utilization of resources, and wise management of time and potential. This study concludes that Islamic education planning must integrate human efforts with faith in Allah SWT so that the goals of education that balance worldly and hereafter life can be achieved and produce a superior generation that is ready to face contemporary challenges.

Abstract Background Due to factors such as academic pressure, interpersonal relationships, and uncertainty in future planning, anxiety disorder has become one of the main psychological barriers for college students. The intervention methods for anxiety disorders mainly include Cognitive Behavior Therapy (CBT) and medication treatment, but CBT requires professional resources and a long time, and medication treatment may have side effects. Therefore, the study aims to alleviate the negative emotions of college students with anxiety disorders through the safe physical exercise method of fitness qigong. The research aims to provide a feasible non pharmacological intervention plan for mental health education in universities. Methods The study adopted a randomized controlled trial design, in which 200 college students diagnosed with anxiety disorders who met the trial criteria were randomly divided into a control group (100) and an intervention group (100). The control group maintained their original living conditions during the 8-week trial period and did not receive any intervention. The intervention group underwent a 45 minute fitness qigong Baduanjin training course three times a week during the 8-week trial period. The course teacher is a national level fitness qigong coach with over 10 years of teaching experience. The study used SPSS 25.0 for statistical analysis of data results. The indicators are Hamilton Anxiety Scale (HAMA), Cognitive Bias Questionnaire (CBQ), Interpretation Questionnaire (IQ). The measurement time is before intervention (T0), 8 weeks after intervention (T1), and 1 month after the end of intervention follow-up (T2). Results The repeated measures ANOVA results showed a significant interaction between HAMA score time and group (F(2,150) = 15.32, p&amp;lt;.001, ηp2 = 0.17). Simple effects analysis showed that the HAMA scores of the intervention group were significantly lower than those of T0 in both T1 and T2 (p&amp;lt;.001), and the T1 and T2 scores were significantly lower than those of the control group in the same period (p&amp;lt;.001). The control group showed no significant changes at the three time points (p&amp;gt;.05). The interaction effect of CBQ total score was significant (F(2,150) = 12.45, p&amp;lt;.001, ηp2 = 0.14). The total score of CBQ in the intervention group significantly decreased after the intervention (p&amp;lt;.001), indicating a reduction in overall cognitive bias, and the effect persisted until the follow-up period. The interaction effect of IQ positive explanation percentage is significant (F(2,150) = 18.23, p&amp;lt;.001, ηp2 = 0.20). The intervention group showed a significantly higher percentage of positive explanations for ambiguous situations at T1 and T2 compared to T0 (p&amp;lt;.001), and also significantly higher than the control group during the same period (p&amp;lt;.001). Discussion The intervention of fitness qigong can significantly reduce the anxiety level of college students participating in the experiment, and at the same time improve core cognitive biases such as negative attention bias and explanatory bias in college students with anxiety disorders. This study provides an effective tool for mental health work in universities. Future research can combine techniques such as electroencephalography and functional magnetic resonance imaging to directly explore the effects of qigong practice on brain network connectivity.

Abstract Background At present, the detection rate of anxiety among college students is on the rise and has become an important factor affecting their physical and mental health. Existing studies have confirmed that music intervention can effectively regulate emotions, but there are relatively few targeted intervention studies focusing on piano performance practice for the anxiety of college students. Based on this, the research takes the emotional regulation mechanism of music practice as the theoretical support and uses the experimental method to explore the intervention effect of piano performance practice on the anxiety of college students, providing a new practical path for colleges and universities to carry out mental health education for college students. Methods The study adopted a randomized controlled experimental design. A total of 120 college students with positive anxiety screening were recruited from a certain university as the research subjects. They were divided into the experimental group (60 people) and the control group (60 people) through the random number table method. The experimental group received piano performance practice intervention for 8 weeks, twice a week, for 45 minutes each time. The content included basic performance skills training, classic soothing music practice and group performance demonstration. The control group received no intervention and only maintained a normal study and life. The study takes the Self-Rating Anxiety Scale (SAS) as the core assessment tool, and at the same time uses the Heart Rate Variability (HRV) index to assist in quantifying emotional physiological responses. Results After 4 weeks of intervention, the standard score of SAS in the experimental group decreased to 45.67 ± 3.89, significantly lower than 51.23 ± 4.01 in the control group (t = 7.215, p&amp;lt;.001), and the high-frequency component of HRV rose to 41.56 ± 5.89, significantly higher than 34.12 ± 5.23 in the control group (t = 6.892, p&amp;lt;.001). After 8 weeks of intervention, the standard score of SAS in the experimental group further decreased to 38.21 ± 3.56, while that in the control group was 50.98 ± 3.78 (t = 16.324, p&amp;lt;.001). The high-frequency component of HRV in the experimental group reached 48.34 ± 6.21, and that in the control group was 33.98 ± 5.09 (t = 13.567, p&amp;lt;.001). The one-month follow-up after the intervention showed that the standard SAS score of the experimental group remained at 39.56 ± 3.72, significantly lower than that of the control group (51.12 ± 3.89) (t = 14.893, p&amp;lt;.001), and the total effective rate of anxiety relief in the experimental group within 8 weeks reached 83.33%. Discussion The research results confirm that piano performance practice has a significant and sustained intervention effect on the anxiety of college students. The mechanism may be related to the shift of attention, emotional expression and release, and physiological relaxation response during the performance process. This research achievement provides an operational practical plan for mental health education in colleges and universities. Colleges and universities can incorporate piano performance practice into the mental health service system by offering basic piano courses, forming piano interest groups and other forms. Future research can further explore the differentiated effects of different performance contents and intervention durations on college students with different anxiety types. Funding No. BTTCKYQD2024-BS10.

This article aims to reflect on the integration of the family into curriculum planning in Early Childhood Education, understanding how this partnership can contribute to the development of children. The research adopted a qualitative approach, of a bibliographic and documentary nature, using dissertations, theses, scientific articles, and official documents published between 2001 and 2025 as sources. The results indicate that, despite the recognition of the importance of family participation in legal documents, such as the National Common Curriculum Base and the National Curriculum Guidelines for Early Childhood Education, this participation still occurs in a sporadic and limited way in most institutions. Studies point out that the family-school relationship is traversed by tensions, such as divergent expectations, unequal conditions of participation, and a hierarchical vision that places the school as the holder of knowledge. On the other hand, successful experiences demonstrate that, when there is genuine listening, flexibility of school times and spaces, and valuing of family knowledge, the partnership is strengthened and directly benefits children.