Attention-deficit/hyperactivity disorder (ADHD) is the most prevalent neurodevelopmental disorder among children and adolescents.Executive function deficits represent one of its core pathological features, mainly manifested as broad impairments in inhibitory control, working memory, cognitive flexibility, and planning and organizational abilities.These deficits often persist from childhood into adulthood and may lead to a range of functional impairments, including academic underachievement, social difficulties, occupational maladjustment, and emotional dysregulation, thereby creating a vicious cycle of deficit-impairment-secondary harm.Based on the latest research findings, this review elucidates the neural mechanisms and clinical manifestations associated with executive function deficits in ADHD.It systematically elucidates the theoretical basis, core methodologies, and advancements in clinical applications of executive function training.Furthermore, it emphasizes the analysis of individualized training strategies for patients across various age groups and subtypes.The review also identifies the challenges currently faced in clinical application of executive function training, including insufficient standardization of assessment tools, difficulties in maintaining and transferring training effects, and shortages of specialized personnel and resources.Finally, future directions are proposed to provide valuable insights for the precise diagnosis, treatment and life-course rehabilitation interventions for individuals with ADHD.

Objective To analyze the correlation between academic impairment and clinical features in children with attention-deficit/hyperactivity disorder (ADHD), and to analyze the mediating effects of intelligence. Methods A total of 305 medication-naive children with ADHD aged 6 - 16 years were enrolled from Shanghai Mental Health Center between June 2020 to November 2021.Intelligence, clinical symptoms, and academic function were assessed using the Wechsler Intelligence Scale for Children-Ⅳ (WISC-Ⅳ), the SNAP-Ⅳ Rating Scale, and the Conners Parent Symptom Questionnaire (PSQ), respectively. Results Both attention deficit and hyperactivity/impulsivity symptoms were positively correlated with learning problems (P<0.01), while full-scale intelligence quotient (IQ) and various IQ indices were negatively correlated with learning problems (P<0.01).Multivariate linear regression analysis showed that attention deficit (β=0.717, P<0.001) and age (β=0.097, P=0.010) positively predicted learning problems, whereas working memory negatively predicted learning problems (β=-0.115, P=0.002).Mediation analysis indicated that working memory partially mediated the effect of attention deficit on learning problems (β=0.012, P<0.01), and perceptual reasoning partially mediated the effect of hyperactivity/impulsivity on learning problems (β=-0.013, P<0.01). Conclusions Clinical symptoms and intellectual characteristics are important factors influencing academic function impairment in children with ADHD.Clinical symptoms play a dominant role in affecting learning behavior, with working memory and perceptual reasoning serving as partial mediators.

Objective To evaluate whether a digital therapy based on non-invasive brain-computer interface is non-inferior to pharmacological treatment in children with attention-deficit/hyperactivity disorder (ADHD), so as to provide a new non-pharmacological intervention option for ADHD. Methods A non-inferiority randomized controlled trial was conducted.Children diagnosed with ADHD at the pediatric outpatient clinic of Shanghai Changhai Hospital and Shanghai Changzheng Hospital between February 2023 and February 2025 were enrolled and randomly assigned to either a digital therapeutics group or a medication group.The digital therapeutics group completed 30 home-based training sessions over 8 weeks, while the medication group received sustained-release methylphenidate hydrochloride for 8 weeks.The primary outcome was the change in SNAP-Ⅳ total score from baseline to the eighth week (non-inferiority margin Δ=4).Secondary outcomes included changes in the Behavior Rating Inventory of Executive Function (BRIEF), Digital Cancellation Test (DCT), and Questionnaire-Children with Difficulties (QCD). Results A total of 122 participants were enrolled, with 99 completing follow-up (50 in the digital therapeutics group, 49 in the medication group).Analysis of covariance showed that in the full analysis set, the between-group difference in the change of SNAP-Ⅳ total score was 0.26 (95%CI: -1.58 to 2.10), and the lower bound of the 95% confidence interval (-1.58) was above the non-inferiority margin (-4), indicating that digital therapeutics was non-inferior to pharmacological treatment in improving core symptoms of ADHD.Results were consistent in the per-protocol set, with a between-group difference of -0.59 (95%CI: -2.93 to 1.76).No statistically significant differences were observed in secondary outcomes(P＞0.05). Conclusion The digital therapeutics is non-inferior to conventional pharmacological treatment in improving core symptoms of ADHD, with a good compliance and safety profile, and may serve as a potential non-pharmacological intervention or complementary treatment option for ADHD.

Objective To explore the effects of group-based executive function training for adolescents with attention-deficit/hyperactivity disorder (ADHD) (EFT-A) combined with medication on executive function deficits and related symptoms in adolescents with ADHD, so as to provide evidence for optimizing comprehensive intervention strategies. Methods Using convenience sampling, 60 adolescents aged 12 - 16 years with ADHD who attended the Department of Clinical Psychology, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine between March 2023 and October 2025, were enrolled. Participants were assigned to a combined treatment group or a medication-only group. Both groups received osmotic-release oral system methylphenidate, and the combined treatment group additionally received 12 weekly sessions of group-based executive function training. Assessments at baseline and after 12 weeks included the Behavior Rating Inventory of Executive Function (BRIEF), SNAP-Ⅳ, Simplified Coping Style Questionnaire, and Middle School Students Motivation Test.A 2×2 repeated-measures analysis of variance was used to compare changes between groups. Results A total of 51 adolescents and their parents completed the post-intervention assessment. A significant group × time interaction was found for the total executive function score (F=4.22, P=0.045). Specifically, the combined treatment group showed statistically significant improvements in the response inhibition(F=5.19,P=0.027) and cognitive flexibility dimensions (F=8.09, P=0.006). Additionally, the combined treatment group exhibited significant reductions in post-intervention inattention scores (F=6.05, P=0.013) and oppositional defiant scores(F=4.67, P=0.036), with statistically significant interaction effects. However, no significant group × time interactions were observed for hyperactivity-impulsivity symptoms, coping styles, or learning motivation. Conclusions EFT-A combined with medication specifically enhance response inhibition and cognitive flexibility in adolescents with ADHD, improves attention, and reduces oppositional defiant behavior. These findings suggest that EFT-A may serve as a potential adjunctive intervention for adolescents with ADHD to improve executive functioning.

Objective To investigate the eye-tracking characteristics of emotional face processing in children with attention-deficit/hyperactivity disorder (ADHD), in order to provide insights for improving clinical intervention effects in ADHD children. Methods From February to August 2025, 83 children with ADHD and 74 age-matched typically developed (TD) children were recruited from the Child Early Development Clinic of Guangzhou Women and Children′s Medical Center Affliated to Guangzhou Medical University. Eye-tracking technology was used to present emotional facial stimuli, and four core eye-tracking metrics (including total fixation duration and number of fixations) were collected. Independent samples t-tests, chi-square test, and mixed-design analysis of variance were applied to compare differences in eye-tracking data between the two groups. Results Compared with TD children, children with ADHD showed shorter total fixation duration and fewer fixations on the eye region, as well as longer time to first fixation on the eye region (P＜0.05). During the processing of different emotional faces, children with ADHD showed shorter total fixation duration for angry and sad faces (t＝-3.051,-2.101, P <0.05), fewer fixations for angry and fearful faces(t＝-2.022,-3.105, P<0.05), and longer time to first fixation for angry, sad, and fearful faces (t=3.283, 2.183, 2.227, P<0.05). In addition, their recognition accuracy for angry and sad expressions was significantly lower than that of TD children (χ²＝ 3.451, 3.530, P <0.001). Significant group × emotion interaction effects existed on total fixation duration (F＝4.10, P＝0.003, η_p²＝0.026), number of fixations (F＝3.58, P＝0.007, η_p²＝0.023), and time to first fixation (F＝3.01, P＝0.018, η_p²＝0.019). Conclusions Compared with TD children, children with ADHD exhibit different attentional patterns during the recognition and processing of emotional faces, particularly for negative emotional faces, as reflected by reduced attentional engagement, and abnormal recognition/processing of faces with specific emotions. This suggests that ADHD children may have specific attentional biases or processing delays in emotional face processing, which may provide neurocognitive evidence for understanding their emotional and social difficulties.

Objective To clarify the causal relationship and neuroanatomical mechanisms between attention-deficit/hyperactivity disorder (ADHD) and various emotional states, and to evaluate the mediating role of prefrontal cortex volume, so as to provide a theoretical basis for early intervention in ADHD. Methods Based on publicly available Genome-Wide Association Study (GWAS) data from 2018 to 2023, two-sample bidirectional Mendelian Randomization (MR) and mediation MR analysis were adopted.The study incorporated genetic data for 12 emotional traits (n=380 506), ADHD (n=225 534), and prefrontal cortex volume (n=32 418).Effects were quantified using the Inverse Variance Weighted (IVW) method and multivariate MR+Delta method, combined with multiple robustness tests and stratified analysis by age (children: 6 - 12 years old, adolescents: 13 - 19 years old, adults: ≥20 years old). Results Guilt (OR=2.64, 95% CI: 1.42 - 4.91, P=0.002) and boredom (OR=2.18, 95% CI: 1.48 - 3.20, P<0.001) exhibited significant positive causal associations with ADHD, with no evidence of reverse causality.Prefrontal cortex volume played a major mediating role in these associations, accounting for 74.4% and 68.3% of the total effect, respectively (P<0.001).Age-stratified analysis indicated that this mediating effect was strongest during adolescence (13 - 19 years), with mediation proportions reaching 83.7% and 77.8% (P<0.001). Conclusions Guilt and boredom are potential upstream risk factors for ADHD, and prefrontal cortex volume mediates the association between these two emotions and ADHD.Although this study is based on genetic data from European populations and its generalizability to diverse genetic backgrounds requires further verification, it identifies potential new targets for early intervention in ADHD.

Objective To investigate the effects of the Positive Parenting Program (Triple P) on core symptoms and family functioning in children with attention-deficit/hyperactivity disorder (ADHD), in order to provide scientific evidence for the selection and optimization of clinical intervention strategies for children with ADHD. Methods A randomized controlled trial was conducted in 92 ADHD children aged 6 - 12 years, who were recruited from the outpatient clinic of Child Mental Health, Zhuhai Maternal and Child Health Hospital, between July 2023 and June 2024.The participants were randomly assigned to either the Triple P group (n=46) or the control group (n=46).The control group received routine treatment, while the intervention group received a 15-week Triple P parent training program additionally.SNAP-Ⅳ was used to assess core ADHD symptoms, and the Weiss Functional Impairment Rating Scale-Parent Form (WFIRS-P) was used to evaluate family functioning.Changes in core ADHD symptoms and family functioning before and after the intervention were compared between the two groups. Results There were no significant differences on the subscale scores and total score of WFIRS-P and SNAP-Ⅳ between the intervention group and control group before the intervention(P＞0.05).After the intervention, scores in the intervention group were significantly lower than those in the control group across several measures: the SNAP-Ⅳ total score(Z=-3.000, P=0.003), as well as the SNAP-Ⅳ subscale scores for inattention (Z=-2.435, P=0.015),hyperactivity/impulsivity (Z=-2.521, P=0.012) and oppositional defiance (Z=-2.084, P=0.037).Furthermore, the family domain score on the WFIRS-P scale was also significantly reduced in the intervention group (Z=-2.493, P=0.013). Conclusion When integrated with routine care, the Positive Parenting Program demonstrates superior efficacy in alleviating the core symptoms of ADHD, including inattention, hyperactivity/impulsivity, and oppositional defiance.Furthermore, the intervention is found to exert a significant protective effect on the children′s family functioning.

Objective To identify latent subtypes of hyperactivity-related behaviors among preschool children from father-absent families, and to analyze the differences in the chain mediation pathway of "father companionship time → family atmosphere → anxiety → hyperactivity index" across behavioral subtypes, so as to provide evidence for developing targeted intervention strategies. Methods A cross-sectional survey was conducted from January to September 2025, involving 1 514 children aged 3 - 6 years from father-absent families. Hyperactivity-related behaviors were assessed using the Chinese version of the Conners Parent Symptom Questionnaire, and a hyperactivity index >1.5 was used to define screening positivity. Latent profile analysis (LPA) was performed among hyperactivity-positive children based on Conners factor scores to identify behavioral subtypes, and multi-group structural equation modeling was applied to examine the profile-specific chain mediation effects. Results The positivity rate of the hyperactivity index was 14.5%. Five behavioral subtypes were identified among hyperactivity-positive children: high impulsivity-hyperactivity dominant (14.6%), conduct problems-learning difficulties (14.6%), widespread problems-psychosomatic symptoms (32.4%), Anxiety-learning problems (13.3%), and typical hyperactivity-low anxiety (25.1%). The overall chain-mediated effect was not significant (β=0.004, P=0.193). However, multi-group analysis suggested subtype-specific differences: anxiety significantly predicted the hyperactivity index in the widespread problems-psychosomatic symptoms subtype (β=0.280, P<0.001), whereas family atmosphere significantly predicted the hyperactivity index in the anxiety-learning problems subtype (β=0.084, P=0.013). The model demonstrated good stability. Conclusions The vast majority of preschool children from father-absent families develop well behaviorally.Among those screening positive, hyperactive behaviors exhibit significant heterogeneity. Although the chain-mediated pathway of father involvement-family climate-anxiety-hyperactivity index is not significant in the overall sample, the specific pathways varies across behavioral subtypes, highlighting the need for subtype-specific interventions.

Objective To investigate differences in multidimensional executive functions among children with attention-deficit/hyperactivity disorder (ADHD) at high or low anxiety levels compared to typically developing (TD) children, so as to provide evidence for targeted interventions in ADHD. Methods A cross-sectional study was conducted on 394 children (aged 7 - 14 years) diagnosed with ADHD between 2017 and 2024.Participants were categorized into a high-anxiety group (ADHD+ANX, n=100) and a low-anxiety group (ADHD-ANX, n=294) based on the anxiety factor scores from the Conners′ Parent Rating Scale.Additionally, 90 TD children were recruited as healthy controls.All participants were assessed using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-Ⅳ), Trail Making Test (TMT), Stroop Color-Word Test, and the Cambridge Neuropsychological Test Automated Battery (CANTAB).Group comparisons were conducted using analysis of covariance (ANCOVA) or the Kruskal-Wallis test, with age and sex controlled as covariates, and the Bonferroni correction was applied for multiple comparisons. Results There were significant group differences across multiple measures, including total scores on the WISC-Ⅳ (F=27.981, P<0.001), Trail Making Test switching time (H=23.536, P<0.001), Stroop color-word interference time (H=8.461, P=0.001), Rapid Visual Information Processing A-prime task of CANTAB (RVPA, F=7.473, P=0.001), number of errors in go-signal trials (SSTDEG, F=9.458, P<0.001), and five-choice reaction time measures (e.g., RTIFMDRT, F=14.843, P<0.001). Both ADHD groups performed worse than the healthy control group across these indices (all P<0.05). Additionally, for mean latency in the Rapid Visual Information Processing task (RVPMDL, P<0.001), Spatial Working Memory Between Errors (SWMBE, P=0.003), and stop-signal reaction time (SSTSSRT, P=0.011), statistically significant differences were observed only between the ADHD-ANX group and the control group (all P<0.05). In contrast, for errors in stop-signal trials (SSTDES), only the ADHD+ANX group showed significantly poorer performance compared with the control group (P=0.001). Conclusion Children with ADHD exhibit multidimensional executive function impairments compared with TD children, and a high anxiety level was not associated with more extensive executive dysfunction.

Objective To analyze factors associated with discontinuation of methylphenidate (MPH) among children with attention-deficit/hyperactivity disorder (ADHD) receiving methylphenidate hydrochloride prolonged-release tablets (MPH), so as to provide a scientific reference for improving clinical adherence. Methods A retrospective study was conducted in 174 children with ADHD who initiated oral MPH treatment for the first time and completed follow-up at the ADHD clinic of the Child Healthcare Center, Capital Center for Children′s Health, Capital Medical University, from August 2022 to March 2024.According to whether treatment was maintained for at least 6 months after initiation, participants were divided into a medication retention group and a medication discontinuation group.The Swanson, Nolan, and Pelham Rating Scale-Parent Version (SNAP-Ⅳ-P) and Integrated Visual and Auditory Continuous Performance Test (IVA-CPT) were adopted to assess attention. Independent-samples t-tests were performed to compare total SNAP-Ⅳ scores, comprehensive response control quotient, and comprehensive attention quotient between the two groups.Multivariate logistic regression analysis and Chi-square test were performed to explore factors associated with MPH treatment discontinuation in orally treated children. Results A total of 174 children with ADHD who received MPH treatment were included in the study.Among them, 71 cases were in the medication discontinuation group, consisting of 48 males and 23 females, with an average age of (9.96±1.56) years.The remaining 103 cases were in the medication retention group, comprising 85 males and 18 females, with an average age of (9.87±1.65) years.No significant differences were found between the two groups in total score of SNAP-Ⅳ-P, comprehensive response control quotient, or comprehensive attention quotient of the IVA-CPT (P>0.05).Multivariate logistic regression showed that girls (OR=2.777, 95%CI: 1.276 - 6.046), residence in suburban areas (OR=2.588, 95%CI: 1.313 - 5.099), and adverse drug reactions (OR=4.671, 95%CI: 2.293 - 9.297) were associated with an increased risk of treatment discontinuation (P＜0.05).A primary caregiver education level of bachelor′s degree (OR=0.118) or postgraduate and above (OR=0.095) was associated with a reduced risk of discontinuation (P＜0.05). Conclusions The rate of MPH discontinuation among children with ADHD is notably high and is significantly associated with factors such as gender, residence place, the educational level of the primary caregiver, and adverse drug reactions.To enhance treatment adherence, it is essential to strengthen follow-up management, provide comprehensive medication counseling, and improve the clinical handling of adverse effects.

Objective To systematically evaluate the intervention effects and current application status of serious games as digital therapeutics for children with attention-deficit/hyperactivity disorder (ADHD), in order to provide evidence-based support for clinical practice and future research. Methods Chinese and English databases, including PubMed, Web of Science, Scopus, Embase, IEEE Xplore, PsycINFO, the Cochrane Library, and CNKI, were searched for systematic reviews and meta-analyses published between 2015 and 2025 on serious game interventions for children with ADHD. The PICO framework was employed to define the research elements. Two reviewers independently conducted study selection, data extraction, and methodological quality assessment. The quality of the included reviews was appraised using AMSTAR 2. Results A total of 8 systematic reviews/meta-analyses were included. The interventions mainly involved cognitive training, neurofeedback, somatosensory interaction, and virtual/augmented reality. Current evidence suggests that serious games may provide potential benefits in improving executive function and core symptoms in children with ADHD, and may also show positive trends in certain aspects of social functioning and academic performance. In addition, serious games were generally associated with high participation and acceptability. However, limitations remain in the maintenance of long-term effects, individualized adaptation, and methodological quality. Conclusions Serious games may serve as a promising digital intervention for children with ADHD, particularly in improving selected cognitive-behavioral outcomes and treatment adherence. Future efforts should focus on optimizing game design, enhancing technology integration, standardizing research methodologies, and exploring integrated application with other non-pharmacological intervention models to advance the scientific and personalized use of serious games in ADHD rehabilitation.

Objective To explore the mediating role of prenatal depression symptoms in the association of adverse childhood experiences (ACEs) with emotional and behavioral development trajectories in young children, so as to provide reference for the prevention and intervention of children′s mental problems. Methods A maternal-infant health cohort was established from April to July 2020.Basic information was collected from pregnant women in their third trimester using questionnaires.The Edinburgh Postnatal Depression Scale and the Adverse Childhood Experiences Questionnaire were used to assess relevant factors.Offspring emotional and behavioral problems were evaluated at 12, 18, 24, and 36 months of age.Mediating analysis was conducted to examine the relationships among variables. Results A total of 125 mother-child pairs were included.Among them, 27.20% (34/125) of the pregnant women had ACEs, and the rate of prenatal depression symptoms was 28.80% (36/125).ACEs may influence the developmental trajectory of dysregulation in offspring through maternal prenatal depressive symptoms.The indirect effect of prenatal depressive symptoms was 0.12 (95% CI: 0.02 - 0.27), accounting for 48.17% of the total effect. Conclusions Maternal prenatal depressive symptoms may mediate the association between ACEs and emotional-behavioral development trajectories in offspring.Preconception counseling and prenatal care should focus on women′s early-life environments and emotional status during pregnancy.

Objective To investigate the current status of screen exposure among preschool children in Guangzhou and to examine the interaction between screen exposure duration and content type in relation to children′s emotional and behavioral problems, so as to provide evidence for targeted interventions. Methods Using a random cluster sampling method, a self-designed health survey questionnaire for preschool children was used to collect data on screen exposure among preschool children in Guangzhou from July to September 2024.Emotional and behavioral problems were assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ).A total of 878 valid questionnaires were included in the analysis.Multivariable logistic regression models were used to examine the associations of screen exposure with emotional and behavioral problems, as well as the interaction between screen exposure duration and content type on SDQ subscales. Results After adjustment for potential confounders, compared with children whose daily screen exposure was＜1h, those with daily screen exposure≥2h had an increased risk of abnormalities in the total difficulties(OR=2.443), emotional symptoms(OR=2.090), conduct problems(OR=2.172), and hyperactivity/inattention subscales(OR=2.011) (P＜0.05).Compared with children who used electronic devices mainly for learning purposes, those who primarily watched videos (e.g., cartoons or short videos) had an increased risk of abnormalities in the emotional symptoms(OR=2.433), peer problems(OR=1.534), and prosocial behavior subscales (OR=2.341) (P＜0.05).There was a positive interactive effect between watching videos (e.g., cartoons or short videos) and exposure time≥1h/d on the emotional symptoms and peer problems subscales. Conclusions Excessive screen exposure is prevalent among preschool children in Guangzhou.Daily screen exposure of more than 2 hours is associated with increased risks of abnormalities in multiple emotional and behavioral domains, whereas the use of electronic devices for learning is associated with lower risks.In particular, prolonged exposure (≥1 h/d) to entertainment-oriented video content, such as cartoons and short videos, may have a synergistically amplified adverse impact on children′s emotional stability and peer interaction.

Objective To examine the relationship between family functioning and positive coping strategies in adolescents with emotional disorders and their caregivers using the actor-partner interdependence model (APIM),in order to provide a reference for the construction of family intervention programs for adolescent patients with emotional disorders. Methods From December 2023 to September 2024, a convenience sample of 303 adolescent-caregiver dyads was recruited from a tertiary psychiatric hospital in Shanghai.Participants completed the Family Adaption,Partnership,Growth,Affection,Resolve Index Questionnaire(APGAR), Simplified Coping Style Questionnaire(SCSQ), and a demographic survey.APIM and Pearson correlation analysis were employed to analyze the dyadic relationships between family functioning and positive coping strategies. Results The mean family APGAR scores were 5.32±3.25 for adolescents and 5.87±2.61 for caregivers; positive coping strategy scores were 1.56±0.65 and 2.20±0.49, respectively.The APIM revealed significant actor effects, with both adolescents′ and caregivers′ family functioning positively predicting their own positive coping strategies (β₁=0.338, β₂=0.338, P<0.001).A significant partner effect was observed, showing that adolescents′ family APGAR positively predicted caregivers′ positive coping strategies (β=0.142, P<0.01). Conclusions Family APGAR is closely associated with coping strategies in both adolescents with emotional disorders and their caregivers.Healthcare professionals should adopt a family-centered approach when implementing interventions.

Objective To examine the associations among physical exercise, perceived social support, psychological resilience, and meaning in life in adolescents, so as to provide theoretical basis for improving adolescents′ life meaning. Methods A convenience sample of junior middle school students in Shaanxi Province was surveyed between September and November 2024.Among 718 questionnaires distributed, 671 were valid.Physical exercise, perceived social support, psychological resilience, and meaning in life were assessed using the Physical Activity Rating Scale-3 (PARS-3), Perceived Social Support Scale (PSSS), 10-item Connor-Davidson Resilience Scale (CD-RISC-10), and the Chinese revised version of the Meaning in Life Questionnaire (MLQ-C), respectively.Pearson correlation analysis were conducted.A serial mediation model was tested using the PROCESS macro (Model 6) with 5 000 bootstrap resamples to estimate 95% confidence intervals for indirect effects. Results Significant positive correlations were observed among physical exercise, perceived social support, resilience, and meaning in life (r=0.442 - 0.801, P<0.001).Physical exercise had a significant direct effect on meaning in life (effect=0.024; 17.65%).Perceived social support showed a significant indirect effect (effect=0.072; 52.94%), and psychological resilience also showed a significant indirect effect (effect=0.009; 6.62%).The chain mediating effect involving perceived social support and psychological resilience was significant (effect=0.031; 22.79%). Conclusion Physical exercise enhances adolescents′ meaning in life both directly and indirectly by increasing perceived social support and psychological resilience.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children,significantly impacting academic performance, social functioning, and behavioral development.Family and community environments play important roles in the onset and progression of ADHD.This review summarizes recent research on the associations of family-and community-related factors with core ADHD symptoms, academic performance, and social functioning, aiming to provide a more comprehensive perspective and inform future intervention strategies for ADHD.

Since the advent of assisted reproductive technology (ART) in 1978, a new era has been opened for infertility management. Currently, ART is widely implemented across the globe, with over 10 million children born to date. The health status and quality of life of ART offspring have evolved into a critical public health concern, drawing extensive attention from the global medical community and society. This paper reviews recent domestic and international research on the health outcomes of ART-conceived children, with a specific focus on three core domains: perinatal outcomes, metabolic status, and potential risks associated with behavioral and cognitive development. Synthesis of the evidence indicates that the overall health status of ART-conceived children is favorable. It is recommended that single embryo transfer be prioritized to reduce multiple pregnancies, thereby mitigating the risks of perinatal complications and neurodevelopmental abnormalities at the source. Meanwhile, sustained surveillance of long-term health trajectories is warranted to facilitate the optimization of healthcare services for this population.

Children with autism spectrum disorder (ASD) commonly show motor deficits that impair daily functioning and constrain social and cognitive development.This review summarizes the effects of exercise interventions—physical activity, comprehensive fitness training, aquatic exercise, yoga, Tai Chi, exergaming, and equestrian activities—on motor ability in children with ASD.Results indicate that various forms of exercise interventions can effectively enhance motor skills in children with ASD, including both gross and fine motor skills, as well as physical fitness components such as strength, balance, and endurance.Integrated physical fitness training and aquatic exercises show particularly significant improvements in gross motor skills, while yoga, Tai Chi, and equestrian therapy are more effective in enhancing fine motor skills.Furthermore, regardless of the type, all exercise interventions contribute positively to improving physical fitness levels and promoting overall physical development in children with ASD.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder primarily characterized by social deficits and restricted, repetitive behaviors.In recent years, functional near-infrared spectroscopy (fNIRS), a non-invasive neuroimaging technique, has shown considerable potential in studying the neural mechanisms of ASD and evaluating clinical interventions because of its motion tolerance and portability.This review aims to systematically summarize the application of fNIRS in resting-state, task-state, and intervention assessments in children with ASD.Particular emphasis is placed on characteristic abnormalities in ASD, such as reduced functional connectivity and impaired interpersonal neural synchrony.Furthermore, the current methodological challenges and pathways for future clinical translation are discussed, aiming to provide a scientific reference for the promotion of fNIRS as a tool for investigating neural mechanisms and advancing precision medicine in ASD.