1. Campomayor NB, Balataria S, Kim KH, Lee MY, Cheong JH, Kim M, Kim HJ. Biomarkers for predominantly inattentive ADHD: potential involvement of Wnt/β-catenin/integrin signaling in a spontaneously hypertensive rat. Genes Genomics. 2026.

BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder marked by heterogeneous symptoms and comorbidities, complicating diagnosis and obscuring its neurobiological basis. OBJECTIVE: To investigate molecular mechanisms underlying ADHD, particularly the inattentive subtype, by examining Ctnnβ1 (catenin beta 1) and Itgβ1 (integrin beta 1), key components of the Wnt/β-catenin signaling pathway implicated in neurodevelopmental disorders. METHODS: Spontaneously hypertensive rats (SHR/NCrl), a validated ADHD model, were assessed for attentional performance through behavioral testing. Hippocampal and peripheral blood expression of Ctnnβ1 and Itgβ1 were quantified. A subset received atomoxetine to evaluate pharmacological effects on behavioral and molecular outcomes. RESULTS: SHR/NCrl rats displayed attentional impairments compared with controls. These deficits were accompanied by elevated hippocampal and peripheral expression of Ctnnβ1 and Itgβ1. Atomoxetine treatment normalized gene expression and improved attentional performance, demonstrating amelioration at both molecular and behavioral levels. CONCLUSION: Dysregulation of Wnt/β-catenin/integrin signaling may contribute to the ADHD pathophysiology. Concordant upregulation of Ctnnβ1 and Itgβ1 in brain and peripheral blood may support their potential as peripheral biomarkers of ADHD. Responsiveness of these genetic markers to atomoxetine treatment indicates potential value for treatment monitoring and supports targeting this pathway in future therapeutic strategies.

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2. Kępińska A, Robakis T, Smout S, Bercovitch R, Cohen L, Gustavsson Mahjani IC, Skalkidou A, Bergink V, Mahjani B. Association of parental prenatal mental health with offspring neurodevelopmental disorders: a systematic review and meta-analysis. Psychol Med. 2026; 56: e26.

BACKGROUND: Parental prenatal mood and anxiety disorders (PMADs) are linked to child neurodevelopmental disorders (NDDs), but evaluations of the magnitude and mechanisms of this association are limited. This study estimates the strength of the association and whether it is impacted by genetic and environmental factors. METHODS: A systematic search of PubMed, CENTRAL, PsycINFO, OVID, and Google Scholar was performed for articles published from January 1988 to September 2025. Of 2,420 articles screened, 74 met the inclusion criteria. Meta-analyses were conducted on 21 studies, and 53 were included in the narrative synthesis. We conducted random-effects meta-analyses, along with tests for heterogeneity (I(2)) and publication bias (Egger’s test). The review followed PRISMA and MOOSE guidelines. RESULTS: Maternal PMADs were associated with a significantly increased risk of attention-deficit/hyperactivity disorder (ADHD; odds ratio [OR] 1.91, 95% confidence interval [CI] 1.45-2.52) and autism spectrum disorder (ASD; OR 1.75, 95% CI 1.43-2.14) in children. Paternal PMADs were also associated with the risk of NDDs, with combined odds for ASD and ADHD (OR = 1.23, 95% CI 1.14-1.33). Several studies suggested that the link between parental PMADs and offspring NDDs might be impacted by both genetic and environmental factors, including the impact of ongoing parental depression on child behavior. CONCLUSIONS: Parental PMADs are associated with increased risk of NDDs in children. These findings likely reflect a combination of inherited liability and environmental processes; clarifying mechanisms will require genetically informed designs. Regardless of mechanism, offering optional, family-centered developmental support may help promote child well-being in families where a parent is experiencing PMADs.

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3. Li S, Li X, Lin H, Tan J, Chen Y, He X, Yang C, Qu L, Cheng Q, Wei H, Bai Y, Wu C, Hou X, Fan Z, Tan L, Wang J, Tan J, Dai Y, Ding Y, Wang L, Chen L. Elemental Exposure and Attention-Deficit Hyperactivity Disorder Risk in Population Aged 6-16 Years: Associations and Potential Mediation by Oxylipins. Environ Sci Technol. 2026; 60(2): 1745-58.

The etiology of attention-deficit hyperactivity disorder (ADHD) is complex and multifactorial. Meanwhile, heavy metals have been associated with circulating oxylipins, which play crucial roles in regulating inflammatory response. Therefore, this case-control study was performed to evaluate the relationships among elemental exposure, oxylipin alterations, and ADHD risk. We also applied an integrated analytical approach to elucidate the mediating role of oxylipins in the association between elemental exposure and the risk of ADHD. All 40 elements were detected in over 75% of the 561 children, and a total of 125 oxylipins were detected in the cohort of 151 individuals. Logistic regression identified 14 elemental exposures significantly associated with ADHD risk. These were further refined to 11 key elements via elastic net regression for subsequent mixture analyses. The Bayesian kernel machine regression results indicated that the combined exposure levels of these elements were associated with increased odds of ADHD within the 25th-75th compared to the 50th percentile level. The quantile g-computation model also revealed a positive association between the elemental mixture level and ADHD risk, with an odds ratio (95% confidence intervals) of 1.72 (1.56, 1.90) for each quartile of the mixture concentration. Changes in four oxylipins were found to be correlated with three elemental levels. In the framework for mixed mediation analysis, the oxylipin risk score mediated 13.3% of the association between the element risk score and ADHD. This discovery not only broadens our understanding of the etiology of ADHD but also provides guidance for future research endeavors.

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4. Pagerols M, Autet A, Prat R, Pagespetit È, Andreu M, Español-Martín G, Martínez L, Puigbó J, Prat G, Casas M, Bosch R. The negative impact of neurodevelopmental disorders and multiple co-occurring conditions on academic performance of school-age children and adolescents. Sci Rep. 2026; 16(1): 2406.

Students with neurodevelopmental disorders (ND) are at risk for academic impairment. However, the pervasive co-occurrence among these conditions has rarely been considered when evaluating this association. This study examined whether intellectual disabilities (ID), communication disorders, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning disorder (SLD), and motor disorders were related to academic outcomes. Parents and teachers completed standardized screening instruments for mental health problems and learning difficulties. Children who screened positive were interviewed for diagnostic confirmation according to the Diagnostic and Statistical Manual of Mental Disorders, while students who screened negative served as controls. Academic performance across multiple subjects was obtained from school records. The final sample comprised 9018 participants aged 5-17. Mixed-effects ordinal logistic regression models determined the independent and combined effects of ND on academic performance, adjusting for background and coexisting conditions. When examined separately, each diagnostic category was significantly associated with lower marks in all educational outcomes, even after adjusting for sociodemographic and school-related factors. However, when the influence of neurodevelopmental co-occurrence was controlled for, ID emerged as the strongest predictor of poor academic performance, followed by ADHD, SLD, and communication disorders. ASD and motor disorders were only associated with lower marks in arts and physical education. Furthermore, youth with coexisting conditions were at higher risk for academic impairment across all subjects. These findings highlight the need for early diagnosis and targeted interventions to address the specific educational needs of students with ND. Likewise, co-occurring diagnoses should be actively sought to avoid disadvantaging children with multiple disorders.

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5. Wang X, Tang Y, Gao Y, Meng X, Chen Y, Jiang A. ADHD Classification with GCN via Joint Feature Learning among Nodes and Edges. IEEE Trans Med Imaging. 2026; Pp.

Brain functional connectivity networks (FCNs) derived from resting-state functional magnetic resonance imaging (rs-fMRI) data have been widely used to identify altered brain network patterns in attention-deficit/hyperactivity disorder (ADHD). Current graph neural network (GNN) approaches using FCNs predominantly emphasize node features while underutilizing edge information. Moreover, these GNN-based methods also inadequately represent dynamic interdependencies among evolving node features across network layers, limiting their diagnostic performance. We present a graph convolutional network via joint feature learning between nodes and edges (JNEL-GCN) that integrates neuroimaging features for ADHD classification and biomarker discovery. Our framework constructs dual graph representations: (1) a node graph using amplitude of low-frequency fluctuations (ALFF) measures across multiple frequency bands as nodal features, along with functional connectivity (FC) and node feature relationship matrices as edge attributes; (2) an edge graph derived through line graph theory, enabling the interchange of node and edge roles. By leveraging the dual-graph design, our model implements an alternating feature update mechanism with optimized graph convolution operations, facilitating feature hierarchical learning of node-edge relationships across network layers. Extensive experiments demonstrate remarkable performance, achieving 97.3% accuracy on ADHD200 and 97.1% on ABIDE-I datasets, significantly outperforming current benchmarks. Meanwhile, gradient-based biomarker analysis identifies significant regions in bilateral limbic and default mode networks associated with ADHD, aligning with the findings in existing literature. Therefore, this dual-graph approach advances neuroimaging-based diagnosis by comprehensively capturing dynamic network interactions, while providing interpretable biomarkers for clinical neuroscience applications.

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6. Wennberg B, Kjellberg A, Gustafsson PA, Almqvist L, Janeslätt G. Time-Processing, Daily Time Management, and Autonomy in School-Age Children with ADHD Compared to Typically Developing Children and Children with Intellectual Disabilities-Different Patterns. Children (Basel). 2026; 13(1).

BACKGROUND: Children with ADHD and children with intellectual disability (ID) often have problems with daily time management (DTM). It is, however, less well-known how the underlying time-processing ability (TPA) may impact children’s DTM and autonomy. The purpose of this study was to investigate DTM, TPA, and self-rated autonomy in the activities of everyday life among children aged 9-15 years with and without disabilities. METHODS: The participants were matched samples of children with ADHD (n = 47), with ID (n = 47), and typically developing (TD) children (n = 47). A descriptive, comparative, and cross-sectional design was used. Group comparisons with one-way analysis of variance (ANOVA), Tukey post-hoc tests, bootstrapping, and a cluster analysis were used to analyze the data. RESULTS: Children with ADHD and children with ID had significantly lower TPA and DTM than TD children. Children with ADHD had even lower DTM than those with ID. Children with ADHD and ID have the same overall pattern of TPA, but it may be delayed, affecting their DTM and autonomy. However, there was considerable heterogeneity among the children with ADHD and ID, ranging from skilled to having significant problems in TPA. For all children, the levels of self-rated autonomy seemed to follow the level of TPA. CONCLUSIONS: Children with ADHD and children with ID have an increased risk of delayed TPA, affecting their DTM and autonomy, which may also influence their participation in daily activities. The results indicate a need to measure TPA and DTM to tailor interventions for each child.

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