Blader et al.'s (2025) recent annual review article makes an important contribution to the literature on emotion dysregulation in child and adolescent mental health. In addition to synthesizing the current evidence base, the authors put forth a cogent formalized view of emotion regulatory processes and how they go awry. Much has been written on emotion (dys)regulation and psychopathology (for overviews, see Lincoln et al., 2022; Paulus et al., 2021; Sheppes et al., 2015). It would therefore be reasonable to ask what novel contribution could be made by a new review article at this time. But for all that has been written, there is much work still to be done. Blader et al. (2025) admirably rise to meet this challenge. We hope this commentary amplifies and adds to their effort. Below, we reflect on a few aspects of their contribution and offer some further thoughts that may inform future work in this area.

The spectrum of psychosis is highly relevant to child and adolescent mental health. Psychotic symptoms are common in children and adolescents. The onset of psychotic disorders is often preceded by neurodevelopmental problems in early childhood, and some 13% of adolescents attending specialist mental health services will later be diagnosed with a psychotic disorder or bipolar disorder. Although 12% of psychotic disorders and 8% of schizophrenia cases have onset prior to age 18, there is little evidence available to guide the clinical care of young people with early onset psychosis. This commentary summarises the key findings of the annual research review on Psychosis in Children and Adolescents. It highlights the urgent need for clinicians and researchers in child and adolescent mental health to contribute to finding solutions to prevent the onset of psychosis and improve the lives of young people with early onset psychosis and their families.

ABSTRACT

Autism spectrum disorder (ASD) is a complex neuro developmental condition characterized by significant genetic and phenotypic variability, making diagnosis and treatment challenging. The heterogeneity of ASD-associated genetic variants and the absence of clear causal factors in many cases complicate personalized care. Traditional models, such as postmortem brain tissue and animal studies, have provided valuable insights but are limited in capturing the dynamic processes and human-specific aspects of ASD pathology. Recent advances in human induced pluripotent stem cell (iPSC) technology have transformed ASD research by enabling the generation of patient-derived neural cells in both two-dimensional cultures and three-dimensional brain organoid models. These models retain the donor's genetic background, allowing researchers to investigate disease-specific cellular and molecular mechanisms while identifying potential therapeutic targets tailored to individual patients. This commentary highlights how stem cell-based approaches are advancing our understanding of ASD and paving the way for more personalized diagnostic and therapeutic strategies.

It was early 2020, a week or two into Hilary Term, what everyone else calls Spring Term, but we at Oxford love our arcane traditions. I recall one of my graduate students, from China, coming to me ashen-faced at the end one of my lectures on the effects of bilingualism on the linguistic and cognitive development of young learners. “Please be careful,” she said. “Have you heard about the disease. It's really scary. Please look after your family.” Over the preceding Christmas break, news had started to filter through about a new form of flu that had spread rapidly from Wuhan in Eastern China to other parts of the country and was now starting to emerge in other parts of the world. We were starting to see desperate images of enforced quarantine, coerced separation of infected individuals from their loved ones, the rapid construction of temporary hospitals to house the unwell, and of course, school closures. It didn't look good. But I had seen similar outbreaks in the past. I had been working in Southeast Asia during the avian flu epidemic of 2003–04, and I was still there when swine flu broke out in 2009. Both were worrying, but neither had come to anything that could be classified as universally threatening. The school where I worked sent colleagues and children to be tested at the first sign of a tickly throat or stuffy nose, and a strict and regular cleaning and hand sanitising regime was implemented.

Jaffee and colleagues present a masterful review of the evidence for the impacts of cash transfer programmes on child and adolescent mental health in the United States. While global meta-analyses find evidence of effectiveness, Jaffee and colleagues highlight the limited number of studies in Northern America, but find overall results indicating small but meaningful effect sizes on improving emotional and behavioural health, and greatest impacts for the poorest families.

Research on Adverse Childhood Experiences (ACEs) has progresses at a rapid pace over the last 30 years and publications now span many fields and disciplines. With a literature this vast, it is important to stake stock of what is known and where gaps in knowledge remain by reviewing and synthesizing published findings. In this commentary, I center remarks on a well-designed umbrella review conducted by Kim et al. on the impact of ACEs. Their review adds depth and precision to earlier reviews on this topic and draws attention to areas where further research is needed, including mechanisms underlying the transmission of risk and the onset of health-related outcomes associated with ACE exposure. I conclude the commentary by echoing a call by Kim and colleagues for more investment in public health prevention to reduce ACE exposure, lessen trauma symptoms, and reduce costs to society.

Journal of Family Theory &Review, EarlyView.

Maheux et al.s' annual review (2024) summarizes a rapidly evolving literature on the specific components (including content, features and functions) of social media that can help or hinder healthy adolescent development, highlighting how proposed effects of social media components appear to matter more for some adolescents than others. This commentary explores how conclusions of Maheux et al. (2024) can help shape future translational research on what components of social media may facilitate or undermine healthy adolescent development and who is most susceptible to these social media component effects. Future research must also address when and where social media components matter most, situating our understanding within temporal and physical context. Finally, the promise of future research is highlighted on why youth engage with social media components (motivations) and how specific components of social media exert their effects (mechanisms).

Abstract

This article examines the multifaceted impact of the pandemic on students' education and mental health, drawing on both an analysis of existing literature and firsthand testimonials from adolescents during the lockdown. It highlights significant challenges, including technological barriers, mental health struggles, and the exacerbation of educational inequalities. Through personal accounts, the article illustrates varied experiences: while some students faced obstacles such as a lack of devices and motivation, others demonstrated resilience and adaptability by finding innovative solutions to continue their education. Positive outcomes, such as increased digital literacy and community support, are acknowledged but often overshadowed by the focus on negative effects. The article emphasizes the long-term implications of learning losses and the psychological impact on young people, urging for a more balanced view that includes success stories. Furthermore, it calls for immediate actions to address disparities in educational resources, including mental health support, skill development programs, and financial assistance. By advocating for youth-centric policies, the article aims to empower students to overcome the challenges presented by the pandemic and build a brighter future.

Abstract

The article by Dyer (2024) tells the origin story of human development and family science (HDFS). Dyer suggested that HDFS inherited its discipline and department from home economics, but the phasing out of home economics from academia has led to disciplinary fragmentation. This commentary is rooted in my experiences as an HDFS scholar, faculty at two different historically Black universities, and mentor to underrepresented scholars. I have found an academic home in the departments of Family and Consumer Sciences, Psychology, and HDFS. Each department has served my scholarship of discovery thereby demonstrating the disciplinary fragmentation stressed by Dyer. Commonalities and points of distinction across these departments and institutions are discussed following a brief primer on Historically Black Colleges or Universities (HBCUs). Considering the origin story and focus of HDFS at HBCUs would further strengthen our position in the academy.

A recent publication in the Journal of Child Psychology and Psychiatry examined the role of executive functioning in treatment outcomes and engagement for adolescents receiving cognitive behavioral therapy (CBT) for binge eating. While some executive functioning facets, such as impulsive decision making and cognitive flexibility, predicted eating and weight outcomes in this sample, others including inhibition, sustained attention, and parent-reported global executive functioning scores did not. Interestingly, none of the executive functioning measures related to attrition in this study. This commentary highlights the importance of conducting research in youth with binge eating and why investigating potential moderators to enhance treatment outcomes matters. The role of parents as well as mHealth adaptations are noted. Practical clinical considerations and avenues for further research are discussed. Additional randomized clinical trials and high-quality replicable studies are needed to determine if enhancing executive functioning prior to initiating psychotherapy can improve outcomes for this population.

ABSTRACT

Although autism is a childhood-onset neurodevelopmental disorder, its features change across the life course due to a combination of individual and contextual influences. However, the influence of contextual factors on development during childhood and beyond is less frequently studied than individual factors such as genetic variants that increase autism risk, IQ, language, and autistic features. Potentially important contexts include the family environment and socioeconomic status, social networks, school, work, services, neighborhood characteristics, environmental events, and sociocultural factors. Here, we articulate the benefit of studying contextual factors, and we offer selected examples of published longitudinal autism studies that have focused on how individuals develop within context. Expanding the autism research agenda to include the broader context in which autism emerges and changes across the life course can enhance understanding of how contexts influence the heterogeneity of autism, support strengths and resilience, or amplify disabilities. We describe challenges and opportunities for future research on contextual influences and provide a list of digital resources that can be integrated into autism data sets. It is important to conceptualize contextual influences on autism development as main exposures, not only as descriptive variables or factors needing statistical control.

ABSTRACT

Despite substantial evidence linking insomnia with increased suicidality in non-autistic populations, its role in autism remains under-explored. Poor sleep, most commonly insomnia symptoms (hereafter insomnia), is a significant issue in autism, affecting up to 80% of autistic children and adults, compared with 30%–50% of children and about 45% of adults in the general population. Sleep, along with quality of life, anxiety, depression, and social well-being, is a top mental health research priority for autistic adults. These factors are all significantly associated with insomnia in both autistic and non-autistic individuals. Current findings highlight the association between depression, psychosocial factors, and suicidality in autistic individuals. Key factors in suicidality for autistic people include increased autistic traits, loneliness, lack of social support, and experiences such as camouflaging and burnout. What is under-explored is the role of sleep in suicidality and mental health in autism. Effective psychological interventions for insomnia in autistic individuals are lacking, and there is limited understanding of whether treating insomnia can reduce suicidality. Only two pilot studies have investigated insomnia treatments for autistic adults. In this commentary, we argue that, given the high rate of suicidality in autism and the potential role of insomnia, it is crucial to investigate whether insomnia contributes to suicidality in autistic people and if addressing sleep through prevention strategies, supports, and interventions improves outcomes. Collaboration with the autistic community is essential for addressing this knowledge gap and developing effective interventions.

Kaniusonyte and Laursen (2024) make an important contribution to our understanding of parental prohibitions of peer relationships and their relationship to other aspects of adolescent social functioning. This commentary develops several possible extensions to this interesting line of research with a goal of more specifically identifying the mechanisms that account for the relationships between prohibitions and adolescents' peer adjustment. Future investigations can build on this research by considering the role of conflict between parents and adolescents as a potential mediator or moderator in the process of prohibiting and considering the meaning of restrictive peer access to adolescents' peers across the developmental period. Further, investigations could consider daily diary and observational approaches to expand the field to better understand prohibitions at a microlevel. The commentary also encourages investigators to more fully examine bidirectionality, specifically child effects, which have received relatively little attention in this area.

Language Learning, Volume 75, Issue 1, Page 330-336, March 2025.

Abstract

During the COVID-19 pandemic, youth across the globe took outstanding initiatives to support their communities. From distributing food and oxygen to raising funds via digital platforms, young people demonstrated their potential in times of crisis. This commentary explores how youth civic engagement surged during the pandemic, driven by digital activism, community-led initiatives, and institutional collaboration. The scoping review highlighted the importance of Positive Youth Development (PYD) in fostering leadership skills and social responsibility among youth, while also exposing challenges like the digital divide and the risk of armchair activism. Drawing from examples in India, where youth-led initiatives and government recognition played a crucial role, this commentary discusses how civic participation can be a force for positive change, provided it is adequately supported and inclusive of diverse backgrounds.

Journal of Family Theory &Review, EarlyView.

ABSTRACT

This response to a Commentary by Delgado-Ron, Jeyabalan, Watt, and Salway (2024) on Cimpian, Timmer, and Kim's (2023) paper discusses and clarifies some key issues in applying the new data-validity sensitivity analysis proposed by Cimpian et al. (2023). The differences in the applications of the method by Delgado-Ron et al. (2024) and Cimpian et al. (2023) present an opportunity to recognize the possibilities of this method, while also noting some challenges and limitations. This response-commentary focuses on five key areas: (1) surmising a set of likely motivations of the survey respondents, (2) selecting the screener items, (3) considering the outcomes examined, (4) reflecting on null results in a sensitivity analysis, and (5) recognizing the advantages and disadvantages of the ease of this new method.

ABSTRACT

Numerous scientific advances and discoveries have arisen from research on the hippocampal formation. This special issue provides first-person historical descriptions of these advances and discoveries in hippocampal research, written by those directly involved in the research. This is the first section of a special issue that will also include future articles on this topic. Here, we discuss some of the factors that motivated this special issue, and the major themes of hippocampal research that are addressed.

ABSTRACT

Generative artificial intelligence (AI) has become a major research trend in the fields of education and psychology. However, several risks posed by this technology concerning the cognitive and socio-emotional development of children and adolescents have been identified. While it would be highly useful to have a clear understanding of these potential negative effects, empirical results cannot be obtained without putting the participants of these studies in a situation that potentially endangers their development. Research fields such as the biomedical sciences utilize several measures to minimize risks, such as dose escalation and stopping rules. In addition, dynamic and flexible forms of informed consent could be adopted by our field to maximize transparency. By including methodological advancements and ethical developments in the psychological and educational research process, risks could be averted, and the ethical soundness of AI research involving children and adolescents could be maintained.