This review analyzes the relationship between childhood food insecurity, linear growth retardation (stunting), and developmental/academic outcomes from a biopsychosocial perspective, and discusses school-based social work intervention models. Longitudinal studies, systematic reviews, and meta-analyses examining the effects of food insecurity on physical growth, cognitive development, mental health, and school attendance were synthesized. In addition, an intervention typology was developed through analyzing the implementation literature on school-based social determinants of health screening and social work models. Evidence indicates that food insecurity is associated with small but consistent increases in stunting risk (OR: 1.17) and negative patterns such as anxiety, hyperactivity, absenteeism, and low academic performance in children. These effects are mediated through impaired dietary quality, infection load leading to “energy partitioning,” and diminished parenting capacity within the “Family Stress Model.” School-based interventions limited to food distribution alone are not enough to address structural household deprivations and psychosocial stressors. Schools are strategic platforms for addressing food insecurity, given their universal access and low stigma risk. However, to increase effectiveness, nutritional support must be integrated with social work functions such as risk screening, benefits navigation, case management, and “warm handoffs.” Adopting the principle of “proportionate universalism” at the policy level and monitoring success through process indicators (reach, engagement, sustainability) rather than only outcomes is recommended.
This qualitative study explored the resource needs identified by practitioners working in campus support programs (CSPs) serving students who have experienced foster care (SEFC). Semi-structured interviews were conducted with supplementary demographic surveys (N = 16). Resource needs were identified at the practitioner, CSP, and SEFC levels. Practitioners emphasized the need for onboarding to university processes and the CSP, training about child welfare and higher education to fill knowledge gaps, clear guidance about program development and role expectations, supportive supervision, and connections with other CSPs and practitioners. Essential resources for CSPs included access to student information, programming space, increased staffing, connections with internal and external partners, and sustainable funding. Lastly, SEFC needed funding and scholarships beyond a tuition waiver/ETV, housing, and professional/personal development opportunities. Findings highlight the importance of strengthening campus infrastructures, institutional resources, and support. Implications are provided for higher education professionals, program developers, and practitioners seeking to strengthen CSPs for SEFC.
In this study we explored the intersectional challenges and experiences of exclusion among marginalized young women pursuing post-secondary education (PSE) in Israel. While existing literature often focuses on access to PSE, less attention has been paid to the ongoing structural exclusions that persist after enrollment, particularly among understudied populations such as young women utilizing welfare services from the periphery. To address this gap, this study examines (1) What are the experiences and challenges of marginalized, service-using young women during their integration into PSE? (2) What meaning do the young women ascribe to their social locations during their PSE integration? and (3) What perceived barriers shape their integration process into PSE? Using a qualitative phenomenological design, we conducted in-depth semi-structured interviews with 12 Jewish young women from the southern periphery who utilized welfare services and were enrolled in undergraduate and vocational college programs. The study demonstrates that the educational pathways of marginalized young women who use social services remain shaped by structural and environmental exclusions, fostering ongoing non-belonging experiences within academic institutions. Addressing these barriers requires holistic, multi-systemic approaches that integrate educational, welfare, and mental health services.
Amid ongoing concerns about the effectiveness and enduring outcomes of youth care, this study investigated the perceived impact of family-focused youth care from the perspectives of parents and youth. The research aimed to explore perceived effects, to identify effective elements of care, and to examine tipping points that marked significant changes during the care trajectory. Quantitative data from the BESTE questionnaire (N = 75; n = 60 parents; n = 15 youth) and qualitative data from interviews (N=14 families) were combined. Quantitative findings indicated that most parents (70.0
The Differential Susceptibility to Media Effects Model (DSMM) proposes that the effect of media violence exposure on aggressive behavior may vary as a function of dispositional susceptibility factors, including gender and personality traits. The present study recruited Chinese adolescents (N = 60, including 32 boys) and experimentally manipulated media violence exposure by assigning participants to watch either a violent or a nonviolent video clip. Aggressive behavior was assessed using the hot sauce paradigm, whereas trait aggression and trait empathy were measured using the Buss–Perry Aggression Questionnaire (BPAQ) and Mehrabian’s Trait Empathy Scale (MES), respectively. A 2 (media exposure: violent vs. nonviolent) × 2 (gender: boys vs. girls) between-subjects factorial analysis of variance was conducted to examine the moderating role of gender. Model 2 of the SPSS PROCESS macro was used to test the moderating effects of trait aggression and trait empathy. The results showed that: (1) media violence exposure increased adolescents’ aggressive behavior; (2) the interaction between media violence exposure and gender was significant. Following exposure to media violence, boys showed a significantly greater increase in aggressive behavior than girls; and (3) the effect of media violence exposure on aggressive behavior was moderated by both trait aggression and trait empathy. Adolescents with higher trait aggression and lower trait empathy exhibited more pronounced aggressive behavior following exposure to media violence. These findings provide empirical support for the DSMM in a sample of Chinese adolescents and highlight the need for families and schools to pay particular attention to, and provide timely support for, boys and adolescents characterized by high trait aggression and low trait empathy.
This study examined the association between adolescent internalizing problems (e.g., anxiety, depression) and attachment, exploring differences with and without childhood trauma (CT). Network analysis identified key symptoms and structural variations to inform prevention and treatment. This study employed a cluster sampling method to invite adolescents from 25 secondary schools in Jiangxi Province, China, to participate in the survey. The instruments used included the Childhood Trauma Questionnaire-Short Form (CTQ-SF), the Children’s Depression Inventory (CDI), the Multidimensional Anxiety Scale for Children (MASC), and the Inventory of Parent and Peer Attachment (IPPA). To minimize the potential influence of confounding variables related to demographic characteristics, family background, and personality tendency on between-group comparisons, 1:1 propensity score matching (PSM) was performed. After forming two matched groups, network analyses were conducted in R, including visualization, centrality, stability, and group differences via the Network Comparison Test. Among the 19,249 valid cases, adolescents with a history of CT accounted for 39.94
This study investigates socioeconomic disparities in political awareness among Egyptian youth, with particular attention to youth beyond exclusively university-centered samples and to underrepresented socioeconomic groups in Beni-Suef Governorate. The study situates political awareness within youth civic engagement, contextual political knowledge, cognitive mobilization, and political social work scholarship. A stratified random sample of 150 youth aged 18–29 completed a researcher-developed Political Awareness Scale measuring political attention, political knowledge, and political understanding. The scale demonstrated strong internal consistency for the total score and acceptable-to-excellent reliability across the three dimensions. Descriptive findings indicated a low-to-moderate level of political awareness. Gender differences were not statistically significant. Age showed a smaller and less theoretically central effect than socioeconomic stratum; in bivariate age-group comparisons, age was mainly associated with political knowledge. Hierarchical regression analyses showed that socioeconomic stratum explained substantial additional variance in political awareness beyond age and gender, with the High-SES group showing the strongest advantage over the Low-SES reference group. The study contributes to youth civic engagement and social work scholarship by showing how classed access to education, information, and civic opportunity structures political awareness in a semi-rural Egyptian setting.
In Spain, young people in care must leave protection centres at 18, putting them at risk of social exclusion due to challenges and lack of support. Support from transition programs help reduce difficulties and increase chances of success. This concurrent mixed-methods study explores the perceptions of care leavers regarding the Andalusian Administration’s “Age of Majority + 18” housing program for the transition to adulthood. A questionnaire was administered to 190 young people, and seven also participated in semi-structured interviews. Results show high satisfaction with the program and their counsellors, though differences emerged based on housing and employment status. Participants suggested improvements related to program and follow-up support. Despite identifying areas for improvement, young people positively value the program and the counsellors supporting them. This study highlights practical implications for intervention, such as mentoring programs and implementing participants’ suggestions. Future research could collect the perceptions of young people who have not successfully completed the program or have dropped out.
This study explores the caregiving experiences of young carers supporting parents or grandparents living with disabilities in Korea, examining how their roles are shaped by cultural expectations rooted in familism. Through in-depth interviews with 10 young carers aged 19–35 and thematic analysis of their narratives, the study identifies four overarching themes: motivations for providing care, contrasting perceptions of caregiving realities, contributing factors to their hardships, and sources of strength in the face of hardship. These overarching themes were further organized into sixteen sub-themes to illustrate the complex dynamic between individual experience and sociocultural norms. Based on these insights, this study proposes key policy directions: (1) reducing the dominant tendency to regard families as the principal—if not exclusive—providers of care; (2) recognizing young carers as individuals in need of formal support, not solely as caregivers; (3) expanding access to formal caregiving and mental health services; and (4) promoting peer support and social connection opportunities to enhance emotional resilience and well-being. These recommendations aim to inform policies that more equitably distribute caregiving responsibilities and protect the rights and futures of young carers.
Historically, children were considered passive subjects in research. Still, modern perspectives emphasize their role as active participants, supported by child rights discourses such as the UN Convention on the Rights of the Child. However, numerous ethical and practical challenges arise when it comes to giving consent. This article explores the complexities of obtaining informed consent from children in social science research, focusing on Serbia as an example of a country without clear guidelines in this area. The absence of national protocols leaves researchers with the freedom and the responsibility to secure consent for research involving children. The article considers the role of researchers in this process and examines available resources, including alternative ways of obtaining consent. Particularly demanding is the ethical question of whether fixed age limits should determine when children can decide independently about their participation. The paper also addresses the psychological aspects of informed consent, as well as cultural and contextual differences in how it is obtained. The lack of clear provisions on children’s consent, combined with varying socio-cultural contexts and literacy levels, underscores the need for further exploration of these issues not only in developing countries but also in settings where education, legal systems, and health care could be more child-friendly. The authors discuss that age alone should not determine a child’s ability to consent. Based on the arguments developed throughout the paper, they argue that a more individualised and development-sensitive approach is required, one that is based on the child’s evolving capacities and the specific demands of the decision.
This study examines the relationship between Internet addiction (IA) and well-being among early adolescents in Taiwan, and tests whether this relationship operates within persons or between persons. We used a three-wave longitudinal dataset from 39 elementary schools in Keelung City, collected between 2020 and 2022. A total of 2,198 students provided data, and all models were estimated with full information maximum likelihood. IA was measured with a short form of the Chinese Internet Addiction Scale, and well-being with the Flourishing Scale. We compared a cross-lagged panel model (CLPM) with a random-intercept cross-lagged panel model (RI-CLPM), controlling for gender. In the CLPM, IA and well-being were negatively related over time, and the path from IA to later well-being was stronger than the reverse. In the RI-CLPM, which separates within-person change from stable between-person differences, none of the within-person cross-lagged paths were significant, while the random intercepts were negatively correlated (r = − .37). The results showed that the negative relationship between IA and well-being mainly reflects stable differences between adolescents; we found no evidence of a within-person process during early adolescence. These findings suggest that prevention should focus on identifying the adolescents who show both problems, and that future research should examine within-person processes with shorter intervals.
There is a mounting call for integrated approaches at school and system levels that recognise the bioecological context of school attendance problems. This study conceptually validates the Attendance Focused Therapeutic Case Management model (TCM), a bioecologically framed Tier 3 case management framework delivered within a large non-government schooling system in Australia. Using a pragmatic service evaluation design, we examined ecological coherence, construct alignment, and outcome behaviour of the model under real world conditions. Data was drawn from 708 referrals collected between May 2020 and December 2024. Paired data analysis was undertaken across 484 students who were supported through the TCM framework. Findings reveal that students typically presented with, multidimensional barriers that extended from emotionally based school avoidance to include patterns such as parent withdrawal, medical absence and exclusion. Across the treatment cohort, attendance change was small. Students with complex attendance patterns showed statistically significant improvement with a small effect size. Most students remained connected to education at case closure. Results suggest that by coupling therapeutic casework with coordinated system supports, TCM provides a promising framework for schools seeking to embed attendance supports within Multi- Tiered System of Supports.Key words: Absenteeism, school attendance problems, integrated supports, disability, student engagement
Across Europe, states have committed to preventing and combating child sexual exploitation (CSE), with Child Protection and Welfare Services (CPWS) playing a central role. Drawing on intersectional risk theory, this scoping review critically examines how the risk of CSE is constructed and responded to within European CPWS. Constructions of risk was identified through analysis of how studies described vulnerability, agency, exploitation, and professional responses to CSE within CPWS. A thematic synthesis of 23 studies reveals that risk constructions foregrounded young people’s choices and agency, alongside stereotypical and normative assumptions, while structural contexts were backgrounded and exploiters largely rendered invisible. These constructions were reflected in CPWS responses focused on education and awareness-raising for young people and caregivers, alongside increased control, surveillance, and care to reduce risk. However, systemic and organizational barriers were also identified, together with a persistent lack of action towards exploiters. In practice, this produces hierarchies of vulnerability among young people, while CPWS mobilize extensive institutional responses to regulate young people’s behavior, whereas exploiters remain comparatively unregulated, unidentified, or unpunished. There is a need for CPWS to move beyond individualized risk approaches by incorporating structural vulnerability, contextual safeguarding, and greater attention to exploiters and power relations.
While much research exists on alignment between parent–child reporting on adolescent mental health symptoms, little exists on parent–child agreement in perceptions of general functioning, or the day-to-day ability to engage in adaptive activities, which may be a better measure for treatment progression and outcomes. Understanding these agreements or disagreements also has implications for assessment and treatment planning, especially in intensive settings like psychiatric residential care. We sought to explore parent–child agreement across six functional domains – family engagement, familial trust, school engagement, prosocial friendships, emotional regulation and future goals – using the Newport Functional Assessment in a sample of youth (N = 321) admitted to psychiatric residential care. Both mothers and fathers consistently perceived lower adolescent functioning in every domain. There were some differences in disagreement based on adolescent age and gender. Interestingly, for some domains, higher parent–child disagreement was present for adolescents with lower insecure attachment to the target parent. Patients who felt they did not need to be in treatment disagreed more with mothers, but not fathers. Limitations and clinical implications are discussed. These findings underscore the importance of including both adolescent and parent perspectives of general functioning and how attachment dynamics and readiness for treatment may influence how adolescents assess their own functioning relative to their caregivers’ views.
Despite being considered a “last resort,” residential care constitutes an essential component of the child welfare system, providing support to children with life trajectories marked by significant adversity. In this context, the implementation of trauma‑informed and evidence‑based models is crucial to ensuring quality care. The Children and Residential Experiences (CARE) model is situated within this approach, guiding staff interventions. This study aims to conduct a comparative analysis of staff profile and their caregiving attitudes in residential care homes in Australia, Canada, Spain and the United States, using the CARE model as a reference framework. The sample consisted of 4,548 professionals from 47 agencies that have expressed the intention to implement CARE across the four countries. Data were collected at different time points between 2017 and 2025, prior to the model’s implementation. The Staff Survey was used to assess baseline beliefs and knowledge about caregiving practices aligned with the CARE principles. Sociodemographic and occupational variables were also included. A common pattern emerged across countries, with the same domains consistently rated as strengths (Family Involvement and Promote Competence) and challenges (Flexibility). High staff turnover also emerged as a cross‑cutting weakness. Australia and Canada showed higher levels of alignment with CARE, even with a lower proportion of staff holding university degrees, underscoring the importance of practice‑oriented internal training. Overall, the findings highlight the importance of implementing trauma‑informed and evidence‑based models, as well as strengthening ongoing training, supervision, working conditions and organizational support to improve the quality of residential care.
Nearly one in six children in the United States experiences at least one form of housing insecurity in 2022, and evidence suggests that point-in-time housing insecurity is associated with negative adolescent developmental outcomes. However, much less is known about cumulative housing insecurity or its impacts on positive adolescent development. This study examines depressive symptoms as a mediator of a pathway between housing insecurity and positive adolescent development and considers the possible moderating role of neighborhood collective efficacy. Using data from the Future of Families and Child Well-Being Study (n = 3,319), we constructed an index of cumulative housing insecurity when focal children were ages 1, 3, 5, 9, and 15. Using structural equation modeling, we analyzed the direct and indirect effects of cumulative housing insecurity on adolescents’ positive functioning, measured using a standard scale capturing engagement, perseverance, optimism, connectedness, and happiness. We then assessed mediation by adolescent depression symptoms and examined the moderating effect of neighborhood collective efficacy. Results indicate that cumulative housing insecurity was associated with increased adolescent depressive symptoms (b = 0.477, p<.001), which in turn predicted decreased positive functioning (b=-0.026, p<.01). In addition, cumulative housing insecurity was indirectly and negatively associated with positive functioning through depressive symptoms in both collective efficacy groups (Low/Moderate group: b=-0.020, p<.01; High group: b=-0.021, p<.01), with no statistically significant difference between groups. These results identify individual and contextual factors shaping the development of adolescent positive functioning, accounting for the cumulative nature of housing insecurity and identifying actionable direct and indirect pathways through which housing insecurity disrupts adolescents’ crucial development of positive functioning.
Given the growing prevalence of cyber victimization among children, exploring protective factors to alleviate its negative psychological impacts has become critical. In our study, we aimed to examine the mediating and moderating roles of digital resilience in the relationship between cyber victimization and psychological problems (i.e., depression and anxiety) among children in China, as well as the moderating effect of left-behind status. Our sample included 1,972 students in Grades 7–9 in China’s Henan province. Correlation analysis, structural equation modeling, and group comparison analysis were conducted using SPSS 26.0, Amos 26.0, and the PROCESS macro v4.0 respectively. The results showed, first, that digital resilience played a significant mediating role in the relationship between cyber victimization and psychological problems. Second, left-behind status moderated digital resilience’s mediating effect in its specific paths to depression and anxiety, such that its negative effect on depression and anxiety was stronger in left-behind than in non-left-behind children. Third, digital resilience significantly moderated the relationship between cyber victimization and psychological problems in the left-behind group but not in the non-left-behind group. Last, digital resilience not only failed to buffer cyber victimization’s impact on psychological problems in the left-behind group but also exacerbated that adverse association. Altogether, in illuminating the complex mechanisms between cyber victimization, digital resilience, psychological problems, and left-behind status, our findings provide empirical evidence for formulating targeted cyber protection and mental health intervention strategies for children with different left-behind statuses in China.
The mental health of children is a growing public health concern, and the prevalence and severity of mental health symptoms are significantly higher for children whose families are involved with child protective services (CPS). Among families in the general population, a strong family safety net can help guard against risks and promote child mental health; however, research on the safety nets of families involved with CPS is limited. Using the family stress model as a theoretical foundation, we conducted growth curve analyses to determine the extent to which different categories of family safety net support were associated with child mental health outcomes over time among a U.S. nationally representative sample of families involved with CPS (N = 5,489). Results indicate that different categories of public, private, and CPS supports were associated with both the initial levels and slopes of child mental health outcomes. Findings point to the dual importance of interventions to improve parents’ private support networks and reaching eligible parents underserved by U.S. public assistance programs.
Even five years into the COVID-19 pandemic, its effects continue to linger across rural India, where education, especially in government-sponsored schools, has taken a significant back seat. Many children have yet to regain the rhythm of structured learning, as infrastructural gaps, teacher shortages, and limited digital access persist. Unfortunately, the voices of rural children in India have long been absent from policy and research, particularly in discussions concerning their digital lives and emotional well-being. Owing to the broadening digital divide, this study, with the help of focus group discussions, aims to amplify the voices of children from diverse rural areas in West Bengal, India, exploring how they adapted to disrupted education, limited connectivity, and emotional isolation through their engagement with digital platforms during the COVID-19 pandemic. The preliminary findings of the study assert that the COVID-19 pandemic catalysed the adoption of new technology in the lives of rural adolescents in West Bengal, India. However, the larger problem looms in the uneven nature of this adoption. This study firmly advocates for a policy paradigm that goes beyond simplistic protectionism to recognise the intricate role of technology in preserving mental health.
This study evaluates an eight-week gallery-based art programme designed to reduce anxiety in children aged 9–12 years. Using a convergent parallel mixed-methods design, we evaluated Culture Dose for Kids, a structured community-based art programme delivered in public galleries. Fifty-one parent-child dyads participated across three sites in New South Wales, Australia, during 2023. Child anxiety was assessed with the Revised Child Anxiety and Depression Scale, parent version, and caregiver well-being with the Warwick–Edinburgh Mental Well-being Scale. Qualitative data comprised semi-structured interviews with 30 parents and 43 anonymous written evaluations. Quantitative analyses indicated a statistically significant reduction in anxiety among children in the intervention group compared with a waitlist control group at programme completion (β = −3.1, SE = 1.3, p = .016). Qualitative findings revealed that shared artmaking and art-viewing supported emotional expression, strengthened parent–child relationships, and promoted emotional regulation in safe, non-judgemental environments. These processes can be understood through psychodynamic, cognitive behavioural and developmental perspectives that commonly inform social work with children and families. Findings suggest that arts-based, community-located programmes may offer an accessible and developmentally appropriate early intervention for childhood anxiety, particularly for families who face barriers to traditional clinical services. The study contributes practice-relevant evidence supporting preventive, relational and strengths-based approaches within child and adolescent social work.
