The influence of one of a bilingual’s languages on the other is known as cross-linguistic influence (CLI). In grammatical gender acquisition, CLI can occur during gender discovery, assignment and agreement. The present study investigates CLI in Dutch as a heritage language, a language with a non-transparent gender system, in two groups of bilingual children. One (i.e., Dutch-German bilingual children) is acquiring languages with similar gender systems and the other (i.e., Dutch-French bilingual children) is acquiring languages with more distant gender systems. We found CLI in gender discovery, gender assignment and gender agreement for the Dutch-German group but not for the Dutch-French group. Moreover, CLI simultaneously facilitated and hindered gender acquisition within the children, depending on the gender congruency of the nouns. This suggests co-activation of grammatical gender values in bilingual children. The findings help us better understand when cross-linguistic influence takes place and how it affects acquisition in bilingual children.

Mental health literacy (MHL) strategies are crucial for mental health promotion and prevention. This study aimed to determine the acceptability, feasibility, appropriateness and initial efficacy of an adapted MHL program in a community sample of adults in Kenya. This was a quasi-experimental pre-post study conducted from July 2023 through July 2024. The MHL program contained nine modules delivered over 3 days. Participants were assessed at baseline and immediately after the program. The primary outcomes were mental health knowledge and participants’ attitudes on mental health/illness. Secondary outcomes included depressive symptoms, anxiety symptoms, self-perceived social support, self-perceived wellbeing, MHL program acceptability, feasibility and appropriateness. Relative to baseline, we observed statistically significant improvement in mental health knowledge and attitude on mental health/illness postintervention. We also observed significant improvements in all secondary outcomes. The MHL program also emerged as contextually appropriate, acceptable and feasible. The adapted MHL program is acceptable and appropriate and can feasibly be delivered by trained non-specialist facilitators. Also, the MHL program has the potential to increase participants’ MHL and attitudes and reduce symptoms of common mental disorders and promote self-perceived wellbeing. Future research should explore how improvements can be sustained over the long term.

In sign languages, aspects of event structure have been shown to be systematically reflected in the phonological structure of verb signs, as proposed by the Event Visibility Hypothesis (EVH). This study investigates the relationship between verb semantics and phonology in 119 verbs from Austrian Sign Language (ÖGS). Four Deaf signers evaluated the usability of these verbs in specific contexts to assess event structure, and then their responses were correlated with the phonological structure of the signs. For the majority of signs (N = 109), the semantics of event structure was reflected in their phonological form, mapping to end-state semantics as expected. For a few signs (with inchoativity), phonological forms correlated instead with event onset. Additionally, some signs allowed for argument structure alternations, which have been previously only rarely reported for sign languages. The findings support the claim that event structure is systematically mapped to verb sign phonology using physical properties of articulator motion, and further indicate the need to extend the taxonomy of event/argument structures inventory to encompass the variability across (sign) languages.

Encouraging children’s sympathy (i.e., concern for others) across an array of social contexts is important for strengthening their prosocial responses to conflict and reducing aggression. We examined Canadian children’s (6, 9, and 12 years; N = 186; 50% girls and 50% boys) situational sympathetic responding following harm to victims, and how sympathy across contexts was linked to their aggressive behaviors (beyond dispositional sympathy). Children’s situational sympathy (sadness supported by moral reasoning) was measured in response to (un)provoked harm to hypothetical peers in vignettes. Parents reported on children’s proactive and reactive aggression. We also measured children’s dispositional sympathy via child- and parent-reports. Results showed that children felt stronger situational sympathy for victims of unprovoked harm than provoked harm, and only sympathy following unprovoked harm showed age-related increases. Above and beyond dispositional sympathy, lower situational sympathy in response to provoked harm was associated with higher reactive aggression. These findings demonstrate that children’s sympathy is dampened by a victim’s prior negative behavior – an emotional blunting effect that may have implications for their own retaliatory behavior.

Social support is a key coping resource; its specific role for refugees from sub-Saharan Africa in high-income settings remains poorly understood. This systematic review synthesises existing evidence on the sources of social support and how these networks aid coping during resettlement. We applied an optimised search strategy to identify studies examining social support among sub-Saharan African refugees across six academic indexing databases. We then undertook a meta-synthesis of the identified studies. This involved the use of meta-thematic analysis of the interpretations and quotes presented in each study, combining thematic analysis through the reviewer’s reflexivity. The PRISMA framework guided the review process to ensure methodological rigour. A total of 22 articles were included in the qualitative meta-synthesis. The synthesis revealed four key sources of social support: 1) family, 2) friends, 3) ethnic and community groups, and 4) cultural and religious supports. These support sources played multiple roles, including enhancing community engagement and reciprocity, providing practical and emotional assistance, offering relief from distress and cultivating cultural continuity and adaptation. However, some individuals distanced themselves from their ethnic community and preferred self-driven coping. Access to social support systems remains a crucial coping resource for many sub-Saharan African refugees in high-income settings, alleviating distress and enhancing resilience. Programs that strengthen informal social support networks through community-driven initiatives can enhance the relevance of social support. Future research should investigate the role of social support across various phases of resettlement in relation to psychosocial well-being.

Adults who stutter (AWS) frequently engage in language monitoring to anticipate and manage stuttering. This linguistic monitoring may reallocate cognitive resources, with potential consequences for language production and memory. We investigated whether AWS’ increased monitoring during production imposes dual-task costs that limit encoding benefits, or whether it enhances memory through deeper conceptual engagement. Thirty-two AWS and sixty-four adults who do not stutter (AWNS) completed a referential communication task in which they described or identified pictures with an experimenter. To simulate AWS’ linguistic monitoring, half of the AWNS performed a simultaneous sound avoidance task (AWNS-SA), prohibiting certain word-initial phonemes. After the communication task, participants completed a recognition memory test for past referents. Results showed that AWS performed more similarly to AWNS than to AWNS-SA in both language production and memory, although AWS’ memory declined on a trial-by-trial basis when stuttering occurred. These findings suggest that linguistic monitoring in AWS does not impose substantial dual-task costs overall, but that stuttering moments can transiently disrupt memory encoding. Together, these results highlight the adaptive nature of linguistic monitoring in AWS and contribute to a broader understanding of how it supports language production and memory across AWS and AWNS.

Accurate self-assessment is notoriously difficult for many second language (L2) speakers as they struggle to align self-evaluations of their performance with external assessments by raters or examiners. We investigated whether a brief peer-assessment activity helps L2 speakers align their self-assessment of comprehensibility with the evaluations by external raters. We also explored how speakers’ metacognitive knowledge contributes to their self-assessments. We recorded 40 L2 English-speaking international students completing an academic oral summary task and self-assessing their speech for comprehensibility. Half of the students then performed a brief peer-assessment activity, whereas the other half engaged in a filler task before all students self-assessed their initial performance again. The speech of all students was subsequently evaluated for comprehensibility by 30 external listeners, allowing us to estimate the extent to which the students’ and the external raters’ assessments converged. Whereas engaging in peer-assessment was generally associated for L2 speakers with greater alignment between their self-ratings and external listeners’ evaluations, peer-assessment appeared to mainly benefit L2 speakers with initially good self-assessment skills. Metacognitive knowledge was not associated with greater alignment between self- and other-assessments. We discuss whether and how brief peer- and self-assessment awareness-raising activities can help L2 speakers calibrate self- and other-assessments.

The moral foreign language effect (MFLE) suggests that using a second language promotes utilitarian moral decisions, though its robustness and underlying mechanisms remain debated. This study investigated the MFLE and its potential moderators, including cognitive control, emotional distress and contextual variability (operationalized as victim vulnerability through narrative cues signaling physical fragility), among 255 Chinese-English bilinguals who judged moral dilemmas in either their native or second language. Contrary to prior findings, no significant MFLE emerged, nor did cognitive control or emotional distress alone moderate moral judgments. In contrast, victim vulnerability showed a robust main effect, with higher vulnerability increasing utilitarian responses. Moreover, this effect interacted with emotional distress: it was pronounced under low distress but diminished under high distress. These findings challenge the generalizability of the MFLE and highlight the pivotal influence of emotional and contextual factors, particularly emotional arousal and perceived victim vulnerability, on moral judgments across languages.

Schools play a crucial role in supporting adolescent mental health, especially in low- and middle-income countries (LMICs), where young people face structural and societal challenges. This study explores the feasibility and acceptability of the Health Action in Schools for a Thriving Adolescent Generation (HASHTAG), a multilevel intervention for at-risk adolescents aged 13–14 in South Africa. HASHTAG includes two components: thriving environment in schools (TES), a whole-school approach, and thriving together (TT), a classroom-based programme. Using a mixed-methods design, we assessed feasibility in two Khayelitsha schools through implementation measures (attendance, fidelity and acceptability), focus groups (n = 46), and pre-post surveys (n = 231). Despite COVID-19 disruptions, the intervention was implemented with high fidelity and met all progression criteria. Students and staff found HASHTAG relevant and engaging, particularly appreciating the TT sessions delivered by external facilitators. The TES teacher module also created space for reflection and self-care. Some teachers suggested improved sensitisation could strengthen the programme’s impact. Although no significant changes were observed in quantitative outcomes, no harms were reported. These findings support the feasibility and acceptability of HASHTAG and highlight the need for a full-scale trial to evaluate its potential impact on adolescent mental health in LMIC settings.

This study examined whether self-assessed multilingual proficiency and use of additional languages predict individual differences in inhibitory control (IC) and mind wandering (MW) among UK university students. Sixty-five participants completed a Go/No-Go task measuring response inhibition and the BMW-3 questionnaire, which assessed unintentional, intentional and meta-awareness dimensions of MW. Multilingualism was operationalised using a continuous composite index integrating self-rated proficiency and daily use of non-native languages. The index scores were not significantly associated with response inhibition or meta-awareness. However, higher multilingual proficiency index scores were significantly associated with lower levels of unintentional MW. These findings suggest that, moving beyond categorical comparisons, greater self-reported multilingual proficiency and use of additional languages may support the regulation of internally directed thought, rather than externally triggered IC. Implications for future research and potential applications in education and attention-related interventions are discussed.

Low socioeconomic status (SES) is linked to pubertal development, mental health issues, and academic performance. However, the role of early pubertal development in the link between low SES and mental health and academic outcomes is unclear. Using longitudinal data from the ABCD Study (9–10 years at baseline, N = 9,848, 52.2% males) across four time points, we examined associations between household and neighborhood disadvantage, pubertal development, and mental health and academic achievement. Greater household and neighborhood disadvantage were associated with more advanced pubertal status at baseline in both males and females. Among females, higher pubertal status at baseline mediated the association between lower household income and neighborhood disadvantage with greater mental health problems and poorer school performance. Additionally, slower pubertal tempo attenuated the relationship between neighborhood disadvantage and these outcomes in females. These findings underscore the importance of considering both household and neighborhood contexts in shaping adolescent development and highlight pubertal development as a potential pathway underlying socioeconomic disparities in mental health and academic achievement.

Maternal–infant bonding is essential for early development and long-term well-being. In low-resource settings like Pakistan, perinatal anxiety, though prevalent, remains under-recognized and can significantly disrupt bonding. While perinatal depression has garnered greater research attention, the cultural and relational dimensions linking anxiety to bonding remain underexplored. This qualitative study examined how maternal distress, sociocultural expectations and healthcare limitations influence bonding. Eighteen pregnant and postnatal women (aged 19–45 years) with clinically significant anxiety (Generalized Anxiety Disorder 7-item scale ≥ 10) were purposively recruited from public hospitals in Rawalpindi and Islamabad. In-depth interviews were conducted in Urdu and analyzed using Braun and Clarke’s thematic analysis. Five major themes emerged: (1) emotional vulnerability during the perinatal period, (2) interpersonal and family dynamics, (3) maternal health and role strain, (4) cultural scripts and structural barriers and (5) participant-driven recommendations. Anxiety often delays emotional connection. Judgment, limited autonomy and lack of support worsened distress, while faith, rituals and relational coping offered resilience. This study provides novel qualitative evidence that perinatal anxiety and maternal–infant bonding are co-constructed within the relational and sociocultural ecologies of low- and middle-income countries like Pakistan. Findings challenge purely symptom-focused approaches, underscoring that effective intervention must address not only the emotional invisibility of mothers but also the relational pathways of distress, such as hypervigilance, exhaustion and performance anxiety, which are intensified by a lack of respect, autonomy and validation. A shift toward contextually grounded, relationship-centered care is urgently needed.

This study addressed the prevalence of resilience within specific domains (domain-specific resilience) and across multiple domains (multidomain resilience), as well as the predictive value of resilience for long-term outcomes. Using data from 244 parentally bereaved youth ages 8 – 16 who completed multiple assessments over 15 years in a randomized preventive intervention trial, we examined resilience trajectories across 10 outcomes in five domains on which bereaved youth are at risk, assessed over 14 months. Resilience was defined as low, stable problems or high, stable competencies across assessments; and multidomain resilience as the number of outcomes on which there were resilient trajectories. Results showed that resilience was generally common within specific domains, though its prevalence varied across multiple domains. Multidomain resilience followed a near-normal distribution, with few people having no domain on which they are resilient or being resilient across all domains. Several domain-specific resilience trajectories and multidomain resilience predicted multiple outcomes 15 years after baseline.