The educational inclusion of students with Down syndrome requires support systems capable of addressing diversity without replacing the student's own participation or shifting the pedagogical responsibility away from the classroom teacher. This study aimed to interpret the experiences of shadow teachers in providing inclusive educational support to students with Down syndrome in General Basic Education, within the framework of the university outreach project "El nuevo desafío de la inclusión universitaria: estrategias de refuerzo académico para jóvenes con diversidad funcional (discapacidad)". The research employed a qualitative approach, grounded in an interpretive paradigm and a hermeneutic-phenomenological design. Three shadow teachers (MSA1, MSW2, and MSB3) participated, selected through purposive, criterion-based non-probability sampling. Data were collected through individual, asynchronous semi-structured interviews via WhatsApp and analyzed using initial and analytical coding, alongside interpretive memos. Thematic sufficiency was assessed across the entire dataset. The participants' experiences were then compared and triangulated with the theoretical framework. The analysis yielded eight thematic axes: the value of the experience; the reality of educational inclusion; methodology and strategies; the role of the shadow teacher; challenges in providing support; support and collaboration networks; vocation and motivation; and proposals for improvement. The experiences analyzed suggest that this support functions as a mediating pedagogical practice that fosters student autonomy, the adaptation of strategies, and collaboration between families and teachers, though challenges persist regarding resources, teacher training, school pacing, and time constraints.
Generation Alpha (born 2010-2024) and Generation Beta (born 2025-2039) represent an unprecedented developmental archetype defined by total digital integration and ubiquitous artificial intelligence (AI). This empirical study evaluated specialized psychological adaptation mechanisms, parenting models, and mental health intervention frameworks across these cohorts. Utilizing a mixed-methods design, quantitative data were gathered from $N = 300$ parents (Gen Alpha parents and expectant/early Gen Beta parents) using the Modified Parental Stress Scale (PSS) and Child Behavior Checklist (CBCL), supplemented by qualitative interviews with $N = 20$ pediatric mental health experts. Independent samples $t$-tests confirmed that Gen Alpha/Beta display significantly higher digital dependency anxiety ($M = 38.60, p < .001$) alongside superior visual-spatial intelligence ($M = 44.10, p < .001$) relative to normative baselines. Crucially, a proactive "Digital Integration" co-navigation parenting framework yielded significantly lower parental stress ($M = 29.50$) compared to rigid "Digital Detox" restriction models ($M = 42.80, p < .001$). A preventive clinical framework focusing on Social-Emotional Learning (SEL) and cognitive impulse management is proposed.
Toilet training is an essential developmental process that fosters discipline and independence in early childhood. The acquisition of toileting skills is significantly influenced by parenting approaches. Authoritative (democratic) parenting, characterized by warmth, two-way communication, and clear boundaries, offers supportive guidance during this developmental transition. This study aimed to investigate the effect of an authoritative parenting style on toilet training ability among children aged 3–4 years. A quantitative research design with a correlational approach was employed, involving 206 parents of children aged 3–4 years selected via questionnaire distribution. Data were collected using the adapted Parenting Styles and Dimensions Questionnaire-Short Version (PSDQ-SV) and the Toilet Training Readiness Scale (TTRS), and analyzed using binary logistic regression. The results revealed a statistically significant association between authoritative parenting and toilet training outcome (p = .018, p .05), though accounting for a modest proportion of the overall variance. These findings suggest that while authoritative parenting contributes positively to early toilet training progression, consistent parental guidance and child-centered readiness factors remain vital.
Future orientation is an important developmental aspect for twelfth-grade senior high school students, who must decide on further study or careers after graduation. A preliminary study through interviews with the guidance and counseling teacher and an open-ended questionnaire administered to 50 twelfth-grade students of Sekolah Menengah Islam (SMI) Hidayatullah, Banjar Regency, showed that none of the respondents had clear future goals. This community service activity aimed to provide understanding and initial skills in setting future goals through the “Aku Bisa” (I Can) program, a psychoeducation-based activity consisting of an interactive lecture on goal setting, creating a “my aspirations” mind map, and a short film discussion. The one-day program was attended by 105 twelfth-grade students. Outcomes were evaluated through a pre-test and post-test based on a future orientation scale, observation during the activities, and a participant evaluation sheet. A paired sample t-test showed no significant difference between scores before and after the program (t(95) = 0.245; p = 0.807). Nevertheless, participants were able to write down their aspirations and plan how to achieve them in a mind map, and most participants rated their understanding of the material (78.10% good and very good) and the benefits of the activity (87.62% good and very good) favorably. This program can serve as an initial step in introducing future planning to students; however, longer implementation and follow-up evaluation are needed to detect meaningful changes in future orientation
Background: Father involvement is an important aspect of the caregiving environment that is associated with children’s social-emotional development. Such involvement includes interaction, support, attention, and participation in children’s activities. This study aimed to analyze the association between nine dimensions of father involvement and emotional and behavioral difficulties among children aged 5-9 years. Methods: This study used a quantitative research method with a cross-sectional design. Participants were 130 mothers who had children aged 5-9 years in Jonggol Village. Father involvement was measured using the Inventory of Father Involvement (IFI), consisting of nine dimensions, while children’s emotional and behavioral difficulties were assessed using the Strengths and Difficulties Questionnaire (SDQ) through the Total Difficulties score. Associations were analyzed using the Spearman Rank correlation test with a significance level of 5%. Results: Three of the nine IFI dimensions showed significant negative associations with SDQ Total Difficulties: Time and Talking (rs = −0.181; p = 0.040), Reading and Homework (rs = −0.227; p = 0.009), and Attention (rs = −0.178; p = 0.043). The other six dimensions were not significantly associated with SDQ Total Difficulties (p > 0.05). Findings are exploratory (p-values unadjusted). Conclusion: Specific aspects of father involvement, particularly time and communication, participation in reading and homework, and attention, were associated with lower emotional and behavioral difficulties among children. These findings highlight the importance of examining father involvement not only as an overall construct but also according to its specific dimensions
Since the large-scale displacement of Ukrainian families following the escalation of the war in 2022, community- and school-based initiatives have become increasingly important in supporting refugee children's adaptation in host countries. Although play, resilience, and belonging have each been widely recognised as important for children's well-being and development, they have largely been examined within separate strands of scholarship. This theoretical article develops an integrated three-tier framework that brings together Bronfenbrenner's ecological systems theory, social-ecological resilience theory, and research on play and belonging to explain how displaced children adapt within host-country contexts. The proposed framework conceptualises children's adaptation as a recursive process operating across three interconnected tiers. Tier one situates children within their ecological environments; tier two identifies resilience as a multisystemic process emerging through interactions between children and the protective resources available within those environments; and tier three positions play as the primary mechanism through which resilience processes are enacted, while belonging functions as both an outcome and a reinforcing relational process. The framework is illustrated through the context of Ukrainian refugee children in Estonia and generates empirically testable propositions to guide future research. By integrating ecological context, resilience processes, and play-based relational mechanisms into a single explanatory framework, the article offers a conceptual foundation for understanding children's adaptation following forced displacement and provides implications for the design and evaluation of community- and school-based initiatives supporting displaced children.
Abstract Less effective emotion regulation abilities during childhood represent a significant factor of risk for healthy child development. However, despite much research into less skilled emotion regulation abilities, findings about the outcomes of emotion regulation ability trajectories in adolescence are inconsistent. This may reflect methodological challenges in undertaking prospective longitudinal research, or a lack of clarity about factors that influence developmental outcomes. Therefore, we conducted a systematic review and meta-analysis to examine the prospective relation between early childhood (ages 3–6) emotion regulation abilities and adolescent outcomes (ages 13–16). Peer reviewed prospective longitudinal research studies published in English since 2015 were included in the review if they examined emotion regulation abilities in early childhood; assessed subsequent outcomes in adolescence; and examined risk, protective, or promotive factors associated with emotion trajectories. Statistical analyses utilized random effects models and reported pooled effect sizes within groups. Of 27,490 records identified, 16 studies were included in the systematic review, and 10 in the meta-analysis. Early emotion regulation abilities that were less adaptive predicted subsequent less adaptive regulation, psychiatric difficulties, academic concerns, and social challenges in adolescence. Risk and promotive factors for early childhood emotion regulation abilities included pregnancy-related factors, parental mental health, socioeconomic status, child characteristics, cognitive and behavioral traits, and family dynamics. This highlighted the complex interplay of biological, psychological, and social factors. There was conflicting evidence about sex, suicidality, and externalizing behaviors, and quantitative analyses revealed high heterogeneity among the studies. The findings offer insights about the identification of youth at risk, and the development of targeted clinical interventions to enhance adolescent developmental outcomes.
Context and relevance. The study investigates the contributions of Lev Vygotsky's cultural-historical theory to Brazilian special/inclusive education, particularly regarding the constitution of the subject with autism in school contexts. The theoretical framework is grounded in the concepts of drama, freedom and singularity, understanding the schooling process as a privileged pathway of human (trans)formation. Objective. To analyse how pedagogical knowledge impacts the constitution of the child with autism, based on the notion of constitutive singularity. Hypothesis. The schooling process anchored in critical-emancipatory pedagogical knowledge operates as a promoter of the subject's humanisation, in opposition to traditional clinical approaches that reduce the subject to diagnosis and to ableist perspectives that position them in a state of devaluation. Methods and materials. The research, adopting a cultural-historical approach, was configured as intervention-research with an eight-year-old student with autism, enrolled in the second year of primary education. Video recordings, audio recordings, photographs, field diaries and interviews with the teacher, the child and his mother were utilised. Data were analysed through the microgenetic approach. Results. The analysis of two paradigmatic episodes of story retelling through illustration and physical education class evidences that the child, upon inserting personal elements into school tasks, manifests his will and singularises himself, expressing the drama of the social personality as a struggle for existence. Conclusions. Understanding singularity as a dialectical, historical, cultural and dramatic process allows us to overcome pathologising views and to recognise that disability is not a destiny, but a condition that, in relations with others and with culture, can be transformed into potentiality.
Free play is one of the few contexts in which children independently organise their social lives, providing a particularly relevant setting for examining how peer culture is produced and negotiated in everyday interaction. This study explored how preschool children shape peer culture through rules, social relationships, inclusion and exclusion, and shared meaning-making. A focused ethnography was conducted with 21 children aged 3 years 9 months to 7 years 2 months in an established mixed-age preschool group in Croatia. The observational period lasted one month and included 17 observation days. Data collected through observation, field notes, and four focus groups were analysed using reflexive thematic analysis. The findings indicate that children independently initiate and sustain play, jointly negotiate rules and roles, and create shared symbolic meanings. Group belonging is continually reaffirmed through participation, while temporary forms of exclusion were observed in different interactional contexts, including responses to disruption and restrictions on participation. Educator mediation occurred in some situations in which children did not resolve disagreements independently. The findings position children as competent social actors whose peer culture constitutes a meaningful form of social life and provide contextual insight into how these processes unfold within an established mixed-age preschool group.
Cognitive flexibility enables individuals to navigate unpredictable situations and rapid changes. Because the prefrontal cortex governs both cognitive flexibility and emotional input, lifetime traumatic experiences may influence its development. Despite this, research examining the impact of childhood trauma on cognitive flexibility in early adulthood remains limited. This study investigates the relationship using a sequential explanatory approach. A total of 275 undergraduate and diploma students (ages 18–25) from Gadjah Mada University completed the Adverse Childhood Experiences-International Questionnaire (ACE-IQ) and the Cognitive Flexibility Scale (CFS). Simple linear regression and thematic analysis indicated that childhood trauma predicts cognitive flexibility in early adulthood. These findings highlight the importance of understanding the long-term impact of childhood trauma on cognitive adaptability, which may inform interventions to enhance resilience in early adulthood. Future research should consider developmental timing, sociocultural environment, education, socioeconomic status, and spirituality, as well as experimental performance measures.
Executive function (EF) is foundational for school readiness, mental health, and social adaptation. Although cross-national studies document cultural variation in EF, less is known about whether EF differs across ethnic groups within the same national and educational context. In China, Yi, Bai, and Naxi children may differ in home language, childrearing practices, and educational beliefs, making them informative for examining universal and context-specific patterns of EF development. This study examined Executive Function (EF) development in a sample of 190 Chinese ethnic children (Yi, Bai, Naxi; 115 boys, 75 girls) aged 4–6 years. These findings revealed that, (1) Overall EF scores were highest for Bai children, followed by Naxi children, and than Yi children. (2) For inhibition control (IC), at ages 4 and 5, Bai and Naxi children performed significantly better than Yi children, whereas no significant differences were observed among the three ethnic groups at age 6. (3) For cognitive flexibility (CF), Bai and Naxi children are significantly better than Yi children. On the size, color, and shape sub-dimensions, pass rates were highest for Bai children, followed by Naxi and then Yi children; on the quantity sub-dimension, pass rates were highest for Naxi children, followed by Bai and then Yi children. (4) For working memory (WM), at ages 4 and 6, the ranking of scores across the three ethnic groups showed that Bai children obtained the highest scores, followed by Naxi children and than Yi children; at age 5, Bai children scored significantly higher than Naxi and Yi children. These findings contribute to theories of EF development by revealing both age-related convergence and cross-ethnic variation, and they inform culturally responsive early childhood education and intervention.
Introduction Adolescents’ subjective well-being has been widely studied across different family structures. However, little is known about the role of basic psychological needs in the subjective well-being of adolescents living in different family structures or in residential care. The present study addresses this gap. Methods The sample comprised 5,295 adolescents aged 10 -16 years ( M age =13.20, SD=1.50) living in intact families (65%), single-parent families (21%), stepparent families (12%), or residential care (2%). Participants completed self-report measures of basic psychological need satisfaction at home, subjective well-being (affective and cognitive components), and perceived family affluence. Results Structural equation modeling showed significant indirect associations between family structure and adolescents’ subjective well-being through basic psychological need satisfaction at home, including a sequential indirect association through perceived family affluence and basic psychological need satisfaction. Living in residential care was also indirectly associated with adolescents’ subjective well-being through basic psychological need satisfaction at home, whereas the direct association was not statistically significant. The results show that adolescents living in intact families reported the highest level of basic psychological need satisfaction at home, followed by those in single-parent and stepparent families, while adolescents in residential care reported the lowest level. Discussion The findings provide evidence that the association between family and care contexts and adolescents’ subjective well-being is statistically mediated by basic psychological need satisfaction at home. The results are discussed in light of the value of parental and caregiver support for adolescents’ basic psychological needs in different family types and care.
Background: Emerging adulthood is a vulnerable developmental period for suicidal ideation. Psychological pain is often associated to its occurrence, however, the factors related to the transition from psychological pain to suicidal ideation remain unclear. This study aimed to analyze the mediating capacity of entrapment and the moderating capacity of meaning in life in the relationship between psychological pain and suicidal ideation during emerging adulthood. Methods: Participants were Spanish emerging adults who completed a battery of questionnaires through LimeSurvey platform. A moderated mediation was conducted. Results: The model explained 63.8% of the variance in suicidal ideation. Entrapment mediated the relationship between psychological pain and suicidal ideation. Furthermore, at low levels of meaning in life, psychological pain was positively associated with suicidal ideation, while at high levels, the association was no longer significant. Conclusions: These findings highlight the importance of assessing psychological pain and entrapment as potential risk factors of suicidal ideation during emerging adulthood, and support the development of interventions aimed at fostering their meaning in life.
Abstract Educational innovation requires strategies that promote participation, social interaction, and the collective construction of learning. The objective was to analyze the perceptions of educational stakeholders regarding intergenerational play-based strategies as a pedagogical resource related to cognitive and socioemotional dimensions. The theoretical framework integrated play-based learning, intergenerational learning, and socioemotional development. A quantitative, non-experimental, descriptive-correlational, and cross-sectional study was conducted with 502 participants from the educational community. A structured survey was administered, and frequencies, percentages, and associations among categorical variables were analyzed. 96.0% considered intergenerational participation to be important or very important; 89.2% felt comfortable or very comfortable interacting with people of other ages; 93.2% rated their ability to work in teams favorably; and 88.0% rated their memory and concentration skills as good or excellent. A higher frequency of recreational activities was associated with greater cognitive stimulation (76.2% vs. 38.0%; χ²=74.63; p<0.001; V=0.386), and frequent stimulation was linked to a favorable perception of memory and concentration (94.0% vs. 79.4%; χ²=24.35; p<0.001; V=0.220). It is concluded that there is a favorable predisposition toward intergenerational activities, although the cross-sectional design does not allow for the establishment of causality.
Socially complex peer play may provide opportunities for children to coordinate perspectives, negotiate roles, and respond to others' needs, but its association with prosocial judgment may differ according to children's social-cognitive resources. This small-scale longitudinal study examined whether mental state knowledge assessed at age 4–5 conditioned the concurrent association between socially complex peer play and prosocial judgment assessed at age 5–6. Participants were 35 children from a private nursery school in Japan. Mental state knowledge was assessed using a false-belief task. At age 5–6, children completed helping and sharing judgment tasks, and their free play was observed naturalistically across repeated focal-child observations. Socially complex peer play was indexed by the combined proportion of associative and cooperative play. Hierarchical regression analyses showed that the interaction between earlier mental state knowledge and socially complex peer play significantly predicted sharing judgment. The corresponding interaction for helping was positive but did not reach the conventional significance threshold. Sensitivity analyses using heteroskedasticity-consistent standard errors supported the sharing result. Given the modest sample size, the findings should be interpreted as preliminary. They suggest that the association between socially complex peer play and prosocial judgment may differ according to children's earlier social-cognitive resources.
Background School-aged children that experience social anxiety and have difficulty with interactions among peers can create significant challenges to their development in terms of both psychology and behavior. A team sport such as volleyball provides a common setting that naturally includes all aspects of social interaction (communication, cooperation, role coordination, etc.) and shared goals which is essential to improve the child’s confidence in interacting socially and abilities to interact socially with peers. Objective This research is an examination of the effect that a 12-week collective volleyball cooperative tactical training program will have on social anxiety and peer interaction in children (8–12). Methods A sample of 80 healthy school-age children was obtained via two methods of campus based, voluntary and/or open recruitment. These children were then randomly assigned to either an experimental intervention group ( n = 40) or an active control group receiving standard physical education ( n = 40). For 12 consecutive weeks, participants in the experimental group engaged in a type of volleyball cooperative tactical team training that occurred on 3 days each week at 1 h per day. During this time the participants in the control group engaged in standard physical education classes of matched frequency and duration. Social anxiety was measured by use of the Social Anxiety Scale for Children (SASC); SASC measures include total social anxiety, fear of negative evaluation and social avoidance/distress. Participant peer interaction was evaluated using a study-specific 25-item peer-interaction questionnaire covering interaction initiative, peer acceptance, interaction coordination, interaction openness, and conflict resolution ability. Data collection occurred prior to, as well as subsequent to, the intervention. Statistical analyses were conducted utilizing SPSS version 26.0 software. A 2 × 2 mixed-design ANOVA was conducted to examine Group × Time interaction effects, with group (intervention vs. control) as the between-subjects factor and time (pre-intervention vs. post-intervention) as the within-subject factor. Effect sizes were reported using partial eta squared ( η 2 p ), and post hoc comparisons were performed when significant interactions were identified. Results Group × Time Interaction Effects from a mixed-design ANOVA were found to be statistically significant for both of the outcomes (social anxiety and peer interaction) of this study. Children participating in an intervention that included an instructional program using the Collective Volleyball Cooperative Tactical Training Model showed significantly greater improvement than did those in the Control Condition in reducing their level of social anxiety as well as improving their peer interaction abilities over the course of the 12-weeks. Although we found a statistically-significant improvement in both children’s social anxiety, and their peer interaction skills through a 12-week program, there is no data available for us to understand if those positive results will continue into the future because we did not assess children at later points in time. Thus, future researchers are encouraged to consider extended assessment periods as part of their study designs to determine how long such interventions have an impact. Secondly, as a feasibility study in a controlled environment showed promise for implementation of cooperative tactical volleyball programs, there may be barriers to successful implementation in regular school settings such as lack of facilities, class size and teacher workload. Future research is needed to examine how cooperative tactical volleyball programs can be adapted to encompass large groups of students and incorporated into routine physical education curriculum. Furthermore, although the intervention showed feasibility under controlled conditions, implementation in regular school settings may face practical challenges, including limited facilities, larger class sizes, and teacher workload. Future studies should examine how cooperative volleyball tactical training can be adapted for broader school-based implementation. Conclusion Collective Volleyball Cooperative Tactical Training is an effective method for reducing social anxiety and improving the ability of school aged children to interact with peers. The program offers a viable, school-based model for integrating sport skills acquisition (training) and psychosocial growth through physical activity.
Introduction Level-2 visual perspective taking (VPT-2) reflects children’s ability to understand others’ visual experiences. However, the effects of viewing angle and task materials on 4-year-olds’ performance remain unclear. Methods Using a picture-taking (“photographer”) task, this study examined the effects of test tool and rotation angle, as well as egocentric error patterns, among 163 four-year-old children from Hainan, China. A 2 (test tool: Lego figurines vs. geometric solids) × 3 (rotation angle: 0°, 90°, 180°) within-subjects design was used. The formal test comprised 18 four-alternative trials, with three trials in each Tool × Angle condition; each correct response scored 1 and each incorrect response scored 0. Performance was assessed using raw correct scores and the proportions of egocentric errors. Results Rotation angle significantly affected performance in a nonmonotonic pattern: raw correct scores were highest at 0°, followed by 180°, and lowest at 90°. The main effect of test tool was significant, with higher raw correct scores in the Lego figurine condition than in the geometric solids condition. The Tool × Angle interaction for raw correct scores was not significant. The proportions of egocentric errors showed significant main effects of test tool and rotation angle, as well as a significant Tool × Angle interaction. Egocentric errors were most pronounced in the geometric solids condition at 180°. Supplementary analyses revealed no significant sex main effect or sex-related interactions. Discussion These findings indicate that 4-year-olds’ VPT-2 performance varies across rotation angles and test materials. Performance differences between material conditions may be associated with differences in task structure, stimulus discriminability, social cues, and spatial-relational judgment demands, whose independent contributions could not be isolated in this study. Because the analyses relied on raw correct scores and error-type data, the findings should be interpreted as differences in behavioral performance rather than direct evidence about processing strategies or cognitive mechanisms.
The relationship between parenting behaviour and children's socio-emotional functioning is well documented in Western samples, yet evidence from primary-school-age children in Andhra Pradesh, India, is limited. This cross-sectional correlational study examined whether parent-reported authoritative, authoritarian, and permissive parenting were related to children's total difficulties and prosocial behaviour. Fifty parents of children aged 6-12 years completed an online 25-item researcher-developed questionnaire. Most parents (86%) reported predominantly authoritative behaviour. Authoritative parenting was unrelated to prosocial behaviour (r = .06) and difficulties (r = -.03), and authoritarian parenting was unrelated to difficulties (r = .13), so the main hypotheses were not supported. Authoritarian parenting was negatively correlated with prosocial behaviour (r = -.37, p = .009), and children from joint families scored higher on prosocial behaviour than children from nuclear families (d = 0.70). Scale reliability was low (α = -.21 to .28), so the findings are tentative. Validated tools and larger samples are needed.
Parenting practices may shape young children's opportunities to develop English-speaking skills in bilingual family environments. This study aimed to explore parenting styles and parental communication practices in relation to children's English-speaking ability in four bilingual families in Indonesia. Using a descriptive qualitative approach, data were collected through online semi-structured interviews with parents, naturalistic observations of parent-child interactions, and children's English-speaking activities, including storytelling and picture description. The findings indicated that three families demonstrated characteristics of authoritative parenting, including emotional warmth, regular language activities, and active parental involvement. These practices were accompanied by children's reported willingness and confidence to speak English. In contrast, one family demonstrated a more permissive approach, with less structured language exposure and less active parental involvement. The findings also highlighted the role of responsive communication, shared educational media activities, and consistent opportunities to use English in everyday interactions. Given the small sample and qualitative design, the findings provide contextual insights rather than evidence of causal effects. This study highlights the potential importance of supportive parenting practices in creating opportunities for young children to use English in bilingual family settings.
Pre-adolescence 9-12 years is a critical developmental period characterized by rapid biological, emotional, cognitive, and social changes that influence future mental health and well-being. Indian pre-adolescents increasingly encounter academic pressure, changing family dynamics, peer challenges, and extensive digital exposure, creating potential risks to emotional adjustment. Resilience, defined as the ability to adapt positively to adversity and recover from challenging experiences, is an important protective factor during this formative stage. This article aims to examine the determinants and dimensions of resilience among Indian pre-adolescents and to propose a culturally relevant, integrated framework for promoting resilience across biological, psychological, social, and digital domains. This article highlights key factors that strengthen resilience, including emotional regulation, self-esteem, self-compassion, problem-solving skills, supportive parenting, positive school environments, healthy peer relationships, and community connectedness. Digital resilience is also emphasized, encompassing safe technology use, digital literacy, responsible online behavior, and adaptive coping with cyberbullying, online risks, and excessive screen exposure. Based on existing evidence and contextual insights, the integrated pre-adolescent resilience model (IPARM) is proposed, integrating biological, psychological, social, and digital dimensions. Resilience promotion strategies are discussed at individual, family, school, community, and healthcare levels, with nurses and other health professionals playing an important role in early identification of vulnerable children, mental health promotion, and implementation of resilience-building interventions. Strengthening resilience during pre-adolescence represents a valuable preventive mental health strategy. A holistic and culturally responsive approach can foster emotional competence, psychological well-being, adaptability, and healthy development, enabling Indian children to navigate contemporary challenges and develop into confident and resilient individuals.
