Family Socioeconomic Status and Attention Deficit/Hyperactivity Disorder in Preschool Children: The Mediating Role of Executive Function

Mediating Effects of Executive Function on the Relationship between Sleep Problems and Emotional and Behavioral Problems among Preschoolers: Physical Activity as a Protective Factor

This study investigated three waves of data from the Anhui Preschool Children Cohort study, with a total of 1,987 mother-child dyads participating. The questionnaires on sleep problems (Wave 1), executive function (EF) (Wave 2), physical activity (PA) (Wave 2), and emotional and behavioral problems (EBPs) (Wave 1 & Wave 3) were assessed by the mothers of the children. Results showed that sleep problems, GEC (total executive dysfunction scores), and PA are all positively related to EBPs. After controlling for covariates, GEC partially mediated the association between sleep problems and EBPs (β = 0.015, 95%CI: 0.002-0.028). PA moderated the relationship between sleep problems and preschoolers' GEC (β = -0.06, P<0.05). These findings reveal the mediating role of executive dysfunction in the association between sleep problems and EBPs. It also highlights that targeted interventions to reduce sleep problems and increase PA could help reduce the risk of EBPs in preschoolers.

The influence of socioeconomic status on intelligence in school-age children in Xuyong County: a mediation analysis of nutrition literacy and dietary diversity

PURPOSE

While children's nutrition in rural areas has garnered attention, the most studies focus on underweight, obesity and anemia, neglecting the importance of intelligence in children's current academic performance and future success. This study aimed to examine how food and nutrition literacy (FNLIT) and dietary diversity score (DDS) mediate the impact of socioeconomic status (SES) on the intelligence development, offering insights for improving childhood nutrition.

METHODS

This cross-sectional study employed a stratified cluster random sampling method and included 1704 children aged between 8 and 16 years. Questionnaires was used to collect demographic data, FNLIT, DDS and Raven's Standard Progressive Matrices (SPM) scores. SES was constructed using principal component analysis. Linear regression analysis was used to explore the interrelationship between the variables.

RESULTS

The mean scores for FNLIT, DDS, and SPM were 58.06 ± 7.00, 6.25 ± 1.64, and 37.60 ± 8.91, respectively. SES is positively correlated with SPM (B = 0.434, p < 0.01); FNLIT mediates the relationship between SES and SPM (B = 0.065, 95% CI: 0.035, 0.098). Among participants with DDS ≤ 6, DDS mediates the relationship between SES and SPM (B = 0.017, 95% CI: 0.0002, 0.044). For students with DDS ≤ 6, FNLIT + DDS has a positive mediated (B = 0.003, 95% CI: 0.0004, 0.007), while for primary students, it show a negative effect (B = - 0.003, 95% CI: - 0.008, - 0.001).

CONCLUSION

Both FNLIT and DDS have impacts on children intelligence. Nutrition education and dietary interventions should prioritize children with low SES and inadequate DDS to enhance intellectual development.

Associations of lamplight exposure during sleep and sleep duration with attention-deficit/hyperactivity disorder among preschool children in China

INTRODUCTION

This study aimed to examine the associations of exposure to light while sleeping at night and different sleep durations with attention-deficit/hyperactivity disorder (ADHD) among preschool children in China.

METHODS

A cross-sectional study including 4197 preschool children (2190 boys and 2007 girls) was conducted in 2021. Lamplight exposure during sleep and sleep duration were collected via a validated questionnaire. ADHD was assessed using the Conners Parental Symptom Questionnaire (PSQ). Associations of exposure to light while sleeping and sleep duration with ADHD were examined by multivariable logistic regression models.

RESULTS

The overall prevalence of ADHD was 3.7%. Compared to the children who slept with the lamplight off at night, those who slept with the lamplight on ≥3 nights/week were more likely to have ADHD after multivariable adjustment (OR=3.37; 95% CI: 1.95, 5.82; P-trend <0.001). The risk associations of lamplight exposure during sleep with ADHD were similar in subgroups stratified by sex, picky eating, gestational hyperglycemia, and gestational anemia. Moreover, compared to the children with sleep duration of 10-12 hours/day, adjusted OR for ADHD was 1.64 (95% CI: 1.14, 2.35) for those with sleep duration <10 hours/day and 2.69 (95% CI: 1.12, 6.44) for those who slept>12 hours/day.

DISCUSSION

Lamplight exposure during sleep at night was positively associated with ADHD among preschool children. Also, both sleep duration of <10 hours/day and >12 hours/day increased the likelihood of ADHD. Our novel findings suggest the importance of sleeping habit on the prevention of ADHD. Prospective and interventional studies are warranted to elucidate the observed associations.

Is exposure to Bisphenol A associated with Attention-deficit hyperactivity disorder (ADHD) and associated executive or behavioral problems in children? A comprehensive systematic review

Numerous studies have investigated environmental risk factors in ADHD, and Bisphenol A (BPA), an endocrine disruptor, is suspected by several reviews. However, the quality of the studies has never been carefully assessed, leading us to rigorously examine associations between BPA exposure and ADHD and associated symptoms in children. Using PRISMA criteria, we conducted a systematic review on the MEDLINE/PubMed, Web of Science, EBSCOhost, PsycINFO, PsycARTICLES and Cochrane databases. We used the ROBINS-E tool to assess the quality, and the GRADE Approach. This study was registered with PROSPERO, CRD42023377150. Out of 10446 screened articles, 46 were included. Unlike pre-existing reviews, most studies failed to find clear links with ADHD or associated symptoms, with a high risk of bias and a very low level of certainty. Our systematic review reveals insufficient evidence regarding the impact of BPA on ADHD, despite some behavioral results that cannot be generalized. Future studies will require improved consideration of confounding factors and more precise sampling methods. This study did not receive specific funding.

Improving the Scope of Child Mental Health Interventions in Our Modern World

Twenty years ago, an important systematic review showed that the empirical research evidence for interventions available for children and young people with mental health problems were rarely developed with their specific developmental needs in mind [...].

The Impact of Working Memory on the Development of Social Play in Japanese Preschool Children: Emotion Knowledge as a Mediator

Through enriched play, children learn social-emotional skills necessary for academic achievement and interpersonal relationships with others. Further research is needed on how specific factors associated with social play, such as working memory and emotion knowledge, interact to promote it. Previous studies have examined the association of working memory and emotion knowledge with social play. However, there are no consistent results as to which abilities influence which skills first. Thus, the present study examines the impact of working memory on the development of social play and the role of emotion knowledge in the relationship between working memory and social play. Forty-seven Japanese preschoolers were tested on working memory, social play, and emotion knowledge. Regression analysis indicated that working memory was significantly related to social play. Furthermore, mediation analysis indicated that emotion recognition mediates the effects of working memory on social play. Working memory was found to contribute to social play by improving emotion recognition in children. These results indicate that the pathway from working memory to social play is mediated by emotion recognition and expands previous perspectives on the developmental mechanisms of emotion knowledge in children.