Melissa Heather Black

Social behaviour is a heritable trait linked to well-being and mental health, yet it varies across social context, including social domains, informants and development, which may shape its underlying genomic architecture. Here, we conducted a genome-wide meta-regression meta-analysis of social behaviour from infancy to early adulthood, studying ~500,000 repeated measures in European-ancestry cohorts ( N = 73,321). We modelled heterogeneity in single-variant associations across social domains (low prosocial behaviour and peer/social difficulties), multiple informants (parents, teachers and self-reports) and ages (2–29 years), identifying 6 associated loci, including variation within CADM2 ( P = 2.51 × 10 ⁻⁹ ). Single nucleotide polymorphism-based heritability ranged from 2% to 7%, and the genetic architecture comprised 4 factors reflecting differences in either social domains or informants. Polygenic scores ( N = 16,305) accurately predicted contextual variation in independent cohorts, with some cross-ancestry transferability. Context-specific patterns of genetic correlations, particularly when estimating the developmental onset of associations, offer opportunities to disentangle shared trajectories linking social behaviour with later-life and mental health outcomes.

Children with disabilities and medical conditions are at an increased risk of injury or death during road vehicle transportation. In 2020, a national Australian survey of health professionals and organisations involved in the safe transport of children with disabilities and medical conditions identified a critical need for improved access to training, education, and resources. In response, Mobility and Accessibility for Children and Adults (MACA) Ltd developed targeted information and training resources. This study examined the impact of these resources on current road safety practices in Australia. A follow-up national survey was conducted with health professionals (n=126) and organisations (n=40) involved in supporting the safe transport of children with disabilities and medical conditions. Respondents included 74 participants (health professionals, n=56 health organisations, n=18) who also completed the 2020 survey, enabling direct comparison over time. Statistical and descriptive analyses of repeat participants reported greater confidence in their knowledge and more frequent assessment of transport needs for children with disabilities and medical conditions. The results reported a reduced frequency of barriers like lack of specialised knowledge, difficulty gaining funding for equipment, insufficient training and professional support, and unclear processes. However, many challenges persisted, with most respondents still reporting barriers. Health professionals and organisations that accessed the resources generally found them helpful, suggesting their potential benefits. Overall, the findings indicate promising improvements in the safe transport for children with disabilities and medical conditions, but additional efforts are required.

Allied health professionals are increasingly using videogames as an intervention modality for certain populations, such as autistic youth. Use of these games may enhance client motivation, while simultaneously providing a more strengths-based and naturalistic environment for skill development. On the other hand, professionals may be concerned about the use of screen-based technologies over real-world experiences. Despite the growing use of video games in support, little research has explored professional perspectives. These insights are crucial for understanding the benefits, challenges, and implementation of games in the support process. We conducted a qualitative exploration of professional perspectives on the use of videogames in services for autistic youth. Nineteen professionals from a service provider using videogames as part of their service provision participated in focus groups, with data analyzed thematically. Four themes describing professionals' experiences and perspectives were identified. Overall professionals expressed excitement about the potential of videogames in service provision for autistic youth. However, they also raised several limitations to their use and discussed their responsibilities as clinicians. We provide insights that can guide the use and implementation of videogames as part of service provision for autistic youth.

The WHO's International Classification of Functioning, Disability and Health (ICF) provides a biopsychosocial perspective on health-related functioning, highly relevant for conditions like autism and ADHD. Despite the ICF's many benefits, including providing a holistic assessment of individual challenges and resources, its widespread use has been prevented by its complexity, lack of operationalization, and limited specificity for certain diagnoses. To improve usability and implementation of the ICF, diagnosis-specific ICF Core Sets have been developed, revised, operationalized, and integrated on a digital platform. This psychometric study evaluates the self-and proxy-report versions of the Core Set operationalization. This is a cross-sectional study drawing on data collected from individuals diagnosed with autism (n = 54), ADHD (n = 41), autism and ADHD (n = 42), and general population samples (n = 174), as well as 71 paired assessments. Depending on ICF domain, inter-rater reliability and internal consistency was moderate to high. The Core Sets' ability to distinguish between neurodivergent and general population groups, and the functioning profiles within groups, indicate diagnostic and construct validity. Findings add psychometric evidence to previous results on feasibility and further endorse the adequacy of the Core Sets operationalization for use in basic and applied autism and ADHD science.

Individuals with childhood-onset divergent neurological development, such as autism or Attention-Deficit Hyperactivity Disorder (ADHD), may live a good life according to objectively or subjectively determined standards. Yet, most research has focused on deficits and risks for negative outcomes. This international study forms part of a larger project examining the factors contributing to well-being, mental health, and functioning outcomes in neurodivergent populations using the World Health Organization (WHO) International Classification of Functioning (ICF). Following ICF research branch methodology, 198 professionals were surveyed on the factors that they believe are important for risk and resilience in neurodivergent populations and linked responses to ICF nomenclature using a standardized linking process. A range of bio-psycho-social factors perceived to be important for risk and resilience in neurodivergent populations were identified, including temperament and personality, emotional functions, the structure of the brain, financial status, recreation and leisure, and the immediate family. Most factors identified were environmental or related to activity and participation. Findings add to the limited literature on resilience in neurodivergent populations. We identify risk- and resilience-inducing factors that operate in the context of neurodivergence across the lifespan. These serve as candidates for future investigation and provide targets for intervention and social participation support.

Resilience is a dynamic process involving the interaction of multi-systemic individual and environmental factors that operate to protect against adversity and promote positive personal outcomes. Resilience is a topic of interest among groups who commonly experience adversity. Yet, it has received limited attention in the context of neurodivergence (e.g., autism and Attention Deficit Hyperactivity Disorder). This study is part of a larger project investigating the bio-psycho-social factors contributing to resilience in neurodivergence using the World Health Organization’s International Classification of Functioning (ICF). Interviews and focus groups were conducted with 69 neurodivergent individuals and/or their loved ones to explore the factors they believe influence risk and resilience for positive life outcomes and well-being. A deductive qualitative content analysis was employed to extract meaningful concepts from the interviews, which we then quantified by linking concepts to the ICF. A range of bio-psycho-social factors contributing to risk and resilience were identified, particularly in the ICF’s activity, participation, and environmental domains. Key factors included the immediate family, friends, and community members, as well as recreation and leisure, higher-level cognitive functions, and empowerment. Findings, while preliminary, highlight the need to look beyond individual factors alone, emphasizing the variable and context-dependent nature of resilience in neurodivergence.

Loneliness is an unavoidable facet of human existence. When chronic and intense, adolescent loneliness is associated with maladjustment over time. A prospective multiple-cohort study examined the links between child-reported loneliness and coping skills and parent-rated child mental health in early adolescence (aged 11.9 years at Time 1; 12.9 years at Time 2), with a total of 266 students from 75 primary and 152 secondary schools. Results indicated that (i) boys and girls did not differ in their levels of loneliness; (ii) boys reported poorer coping, fewer emotional problems, and more externalizing problems than girls; (iii) loneliness in primary school predicted increases in emotional and externalizing problems over time; (iv) problem-solving and non-productive coping mediated the associations between loneliness and emotional problems and externalizing problems; and (v) reference to others’ coping moderated the association between loneliness and emotional problems. Findings suggest that loneliness may potentially erode positive coping mechanisms over time. This study emphasizes the importance of understanding and addressing the impact of loneliness on early-adolescent mental health.

Social behaviour is a heritable, context-dependent trait that changes across social settings and development, influencing wellbeing and mental health. We present the first genome-wide meta-regression study of social behaviour from infancy to early adulthood, leveraging 491,246 repeat measures of low prosocial behaviour and peer/social difficulties in European-ancestry cohorts (N _eff =121,777, N _ind =73,321). We modelled heterogeneity in genetic effects across social domains, informants, and ages (2–29 years), capturing social context through genomic influences. Six loci were identified, including variation within CADM2 ( p =2.51x10 ^-9 ). The SNP-based heritability was modest (2–7%), and the genetic architecture of social behaviour multidimensional. Polygenic scores demonstrated predictability and accuracy in independent European-ancestry cohorts and, partially, in African-ancestry cohorts (N _ind =16,305). Genetic correlations with later-life and mental health outcomes showed context-dependent patterns. Modelling predicted onsets of associations with social behaviour revealed distinct profiles, as observed for autism, ADHD, depression and schizophrenia, highlighting novel opportunities to genetically proxy developmental trajectories.

Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents’ voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students. Lay This study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students’ strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world.

Using games as part of the intervention and support process (sometimes referred to as ‘gaming therapy’) is an increasingly popular method of supporting autistic youth to develop social competencies and other skills because they are believed to be inherently motivating and fun for youth. Some emerging research has indicated that intervention programmes using games can be beneficial for autistic youth, but little is currently known about why, how and for whom they work. This study conducted a realist evaluation of a programme using the video game “Minecraft” for autistic youth, comprising interviews and observations with autistic youth ( n = 4), facilitators ( n = 2) and caregivers ( n = 6). Findings from interviews and observations suggest that leveraging strengths, sharing power by placing youth in the ‘expert role’ and learning in a naturalistic and motivating environment provided youth with the opportunities to develop social competencies in communicating their wants and needs and supported the development of social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future intervention and support programmes using video games. Lay Using games as part of the intervention and support process (sometimes called ‘gaming therapy’) is increasingly used with autistic youth. Gaming is believed to be fun, motivating, and helpful in supporting autistic youth to develop social connections and skills, but very little research has explored this. In this study, we looked at a gaming-based programme that uses Minecraft. We did interviews and observations with youth, facilitators and caregivers of youth to find out why, how and for whom it works. We found that the gaming-based programme could be particularly motivating for youth interested in video games. Facilitators shared the interests of the youth and shared power by placing youth in the ‘expert role’, while providing youth with opportunities to learn and develop in their own way. Feedback from youth, their caregivers and facilitators suggests that the gaming-based programme might help youth develop social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future gaming-based programmes.