Background: Globally, an estimated 280 million people are affected by depression. In the United States, approximately 21 million adults are currently experiencing depression. Depression is 50% more prevalent among women than men. The recently published articles have indicated that body shape is associated with mental health, with younger populations appearing to be more vulnerable than other age groups. This study aimed to examine the association between body shape index and depression among young adults in the United States, and to examine the effect of gender on the association between Body Shape Index and depression.
Methods: This study was conducted in the United States and utilized data from the 2021–2023 National Health and Nutrition Examination Survey. It included young adults aged 18 to 30 years. Depression was assessed using the Patient Health Questionnaire-9, and the Body Shape Index (ABSI) was calculated. The data was analyzed using Stata version 17, with complete case analysis. Descriptive statistics, logistic regression, sensitivity, and subgroup analyses were performed.
Results: The weighted prevalence of depression among young adults was 19.63%. The multivariable logistic regression analysis revealed no significant association between ABSI and depression [AOR = 1.39, 95% CI: 0.75, 2.57]. The sensitivity analysis results were consistent with the main finding [AOR = 1.18, 95% CI 0.93-1.49]. The subgroup analysis results indicated that gender did not significantly modify the association between ABSI and depression.
Conclusion: This study found no statistically significant association between ABSI and depression among young adults in the United States. Future research, longitudinal designs with a larger sample size, is recommended to confirm these results.
Public Health Impact: Understanding the association between body shape and depression is vital for young adult mental health, especially as social media increasingly promotes unrealistic body ideals. This finding provides valuable insight for developing mental health interventions and serves as a baseline for future studies with more robust research designs.

Background
Neurodevelopmental disorders (NDDs), such as autism spectrum disorder, ADHD, and intellectual disability, typically manifest in early childhood and can significantly affect learning, behavior, and social interactions. Migration-related factors directly or indirectly contribute to the development of such conditions. The existing evidence is still limited and scattered. This systematic review aims to identify the risk of neurodevelopmental disorders in preschool children of migrants and refugees in high-income Western countries.
Methods
Five databases, including Medline, Embase, Scopus, CINAHL, and PsycINFO, were searched for eligible studies from inception until (specify month and year). Three reviewers independently screened and selected studies, extracted data, and assessed the methodological quality. A narrative synthesis of the results from the included studies has been conducted.
Results
Out of 12434 records, 12 met the eligibility criteria, with most conducted in Western Europe, North America, and Australia. The majority of the included research reported on autism, with only a few reporting on autism with intellectual disability, speech and language disorders, and coordination difficulties. Parental migration was a significant risk factor for autism and other neurodevelopmental conditions among children compared to native-born children. Other risk factors include older parental age, maternal stress, low socioeconomic status of the country of origin, African or Asian ethnicity, and prenatal and perinatal complications. Considerable heterogeneity in study design, migration-related factors, and diagnostic criteria was observed.
Conclusion
Our review highlighted a number of factors associated with neurodevelopmental disorders in preschool-aged children of migrants. Future research should include a longitudinal design with a range of migration-related factors to understand the underlying mechanism. Timely and culturally appropriate screening processes and interventions are essential to ensure equitable access and promote optimal developmental outcomes.

Background: Mental health (MH)-related Emergency Department presentations among children and adolescents (CYP) have doubled recently, necessitating a major service response. The innovative Safeguards Teams Program (STP) provides client-centred, outreach-timely specialist care for CYP experiencing MH crises and their families/caregivers. Aims: Using an explanatory sequential mixed-method design, this study aimed to apply Donabedian’s structure-process-outcome model to evaluate the Macarthur Safeguards Teams (STP) program. Methods: An explanatory sequential mixed-methods design was employed involving a quantitative analysis of clinician-rated Children’s Global Assessment Scale (CGAS), Factors Influencing Health Status (FIHS), and Health of Nations Assessment Scale for C&A (HoNOSCA) (pre and post interventions) data (n=201) and qualitative thematic analysis of interview data from C&A/parents/carers and clinicians (n=28) to evaluate the STP program. Using SPSS, the Wilcoxon signed-rank test was employed. Semi-structured interviews were conducted in-person/online, transcribed, and coded using NVivo. Results: A statistically significant difference was found between consumers’ pre-intervention and post-intervention scores on CGAS, FIHS, and HoNOSCA, demonstrating substantial improvements in C&A’s MH and functioning (outcomes). Qualitative analysis showed that most C&A received clinical communications and services (processes) at various locations (structures) (telephone, at home/school/MH centres), felt better/active, less aggressive, tired, and anxious, and reported an improvement in sports/school attendance/engagement (outcomes) and attributed this to STP interventions. Clinicians felt supported by structures/resources (facilities, collaboration and training). Conclusion: Our findings indicate STP’s effectiveness as a crisis response program, which improved C&A’s MH and addressed C&A’s and their family/carers’ concerns. This research applied Donabedian’s model to demonstrate improvements in C&A’s MH via the STP interventions.

Abstract
Background: Children and young people (CYP) in out-of-home care (OOHC) have a significantly higher rate of mental health difficulties compared to general population samples. Existing literature lacks a comprehensive synthesis of evidence on the effectiveness of pharmacological and psychosocial interventions in addressing mental health difficulties in this population. This systematic review aims to address this gap by identifying, collating, appraising, and synthesising peer-reviewed research on pharmacological and psychosocial interventions for mental health difficulties among CYP aged 2–17 years in OOHC.
Methods: This systematic review followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines (PROSPERO: CRD42025635898). A systematic literature search was conducted in six academic databases (CINAHL, EMBASE, ProQuest, PsycINFO, PubMed and Google Scholar) for studies published up to February 2025 with accessible full texts. A meta-ethnographic approach was employed to synthesise the evidence from the studies.
Results: Of the 384 articles identified, 23 studies were included. Trauma and other adverse life events were ubiquitous experiences of CYP in OOHC. High rates of pre-existing mental health diagnoses – PTSD, anxiety, conduct disorder and attachment-related difficulties were also common. Twenty studies examined psychosocial interventions alone (e.g., Motivational Enhancement Therapy, Social Behaviour and Network Therapy, Cognitive Behavioural Therapy [CBT]); two studies involved both psychosocial and pharmacological interventions, and one study examined pharmacological interventions. CBT was commonly used to address emotional regulation and behavioural issues in CYP in OOHC. Notable post-intervention changes included reductions in emotional and behavioural problems, as well as improvements in social safety, functioning, and well-being, alongside enhanced school performance and engagement.
Conclusions: Findings suggest that some psycho-social and pharmacological interventions may effectively address emotional regulation and behavioural issues in CYP in OOHC. They can also improve engagement, psychosocial functioning, well-being and academic performance.

Australia’s Commonwealth COVID-19 Response Inquiry (2024) has called for urgent action to prioritise children’s mental health in pandemic recovery. However, it remains unclear which communities were most affected and which aspects of child mental health are of greatest concern. This study aimed to describe and visualise changes in child mental health and wellbeing across Victoria from 2018-2024 to inform prioritisation and support place-based responses.

Secondary, local-level population data from the Australian Early Development Census and School Entrant Health Questionnaire (Strengths and Difficulties Questionnaire) were used to integrate teacher and parent-reported concerns at school entry. Changes in social competence, emotional maturity, and total behavioural difficulties were examined across two time periods (2018-2021, 2021-2022/2024) to identify Local Government Areas (LGAs) with increasing, decreasing, or stable patterns of vulnerability. Geospatial mapping visualised trends across Victoria’s 79 LGAs.

Emotional maturity showed the highest proportion of LGAs with an increasing trend of vulnerability (51%), while a declining vulnerability trend was most evident for social competence (12.5% of LGAs). Most LGAs (53%) showed no change in parent-reported behavioural difficulties (2018–2022).
39% of LGAs showed an increased vulnerability trend in two or more domains, while only 1.3% showed a decreased trend. Mixed trends were observed in 27% of LGAs, and 13% showed no significant change across domains over time.
Results have informed selection of LGAs with increased vulnerability trends for a second study phase aimed at codesigning a solution with ready, local communities to build local capacity to support child emotional and behavioural development.

Findings indicate that many Victorian communities continue to experience child mental health and wellbeing concerns post-COVID-19. These insights are critical for planning and directing efforts to support children’s mental health and wellbeing, and co-designing place-based solutions with community to improve vulnerable outcomes for children, such as emotion regulation.

Context and aim: Schools are increasingly recognised as critical settings for promoting student mental health and wellbeing, particularly through prevention and early intervention. In Australia, national initiatives such as the Be You framework provide guidance on best practice in school-based mental health promotion. However, limited evidence exists on how widely these programs are being implemented in Australian primary schools. This study aims to assess the prevalence and types of mental health and wellbeing programs and classroom resources currently implemented, classified against the five components of the Be You framework.

Methods and Analysis: A national cross-sectional survey of 700 Australian primary schools across government, Catholic, and independent sectors was conducted. A sub-sample of schools (n=263) provided detailed information about whole-of-school/class programs and classroom resources implemented in the past 12 months to promote student mental health and wellbeing. These were categorised according to the five Be You components: Mentally Healthy Communities, Family Partnerships, Learning Resilience, Early Support, and Responding Together. Preliminary analysis shows high levels of engagement, with 87% of schools reporting at least one whole-of-school or class-based program, and 88% using classroom resources to support student mental health.

Outcomes: This is the first national study to map the implementation of mental health and wellbeing programs in Australian primary schools using the Be You framework. Findings are already being used to inform discussions with education stakeholders and program developers to better align offerings with school practices and needs.

Future actions: Future work should explore the quality, evidence base, and effectiveness of implemented programs. Investment in accessible, evidence-informed initiatives and implementation support is essential to strengthen student mental health promotion in school settings.

Context:

International students are at heightened risk of experiencing poor mental health, yet are significantly less likely to seek professional help. Contributing factors include cultural stigma, academic pressure, social isolation, and fear of visa-related consequences associated with disclosing mental health concerns. Many face additional stressors such as discrimination, limited access to government-funded services, and vulnerability to exploitation in work and housing. These intersecting challenges increase the risk of poor mental health and suicide, highlighting the urgent need for targeted and appropriate support mechanisms.

Methods and Analysis:

International students often avoid formal mental health services due to fear of visa impacts, academic disruption, or their families finding out. Clinical settings can feel intimidating, overly formal, and not culturally appropriate. Many students worry that seeking help will be recorded or used against them. Instead, students turn to peers and informal networks where they feel understood, safe, and less judged. Support that is built around trust, social connection, and shared lived experience, such as peer programs, walking groups, or casual drop-in spaces, is more likely to be used and trusted.

Outcomes:

Community-based, non-clinical approaches can make it easier for students to talk about mental health without fear or stigma. Programs that focus on building relationships and support networks, using culturally sensitive language, and creating inclusive spaces help reduce stigma and isolation.

Future Actions:

Support for international students must centre community care and lived experience. Future work should focus on expanding programs that address stigma, promote mental health literacy, and build strong community networks. Informal, peer-led initiatives and trusted community spaces should be prioritised, helping international students feel safe, connected, and supported, before reaching crisis point.

Eating disorders are clinically diagnosed psychiatric conditions with severe physical and psychological consequences, whereas disordered eating refers to unhealthy eating attitudes and behaviours that may not meet diagnostic criteria but still pose significant risks. Both are serious and potentially life-threatening health concerns. Early identification and support are critical to improving outcomes.
headspace National Youth Mental Health Foundation, supported by Curtin University, conducted a rapid review of 1,821 articles from PubMed and PsycINFO. Findings show that 1 in 4 school-aged students worldwide report disordered eating behaviours (pooled prevalence: 25.7%; 95% CI: 21.1–30.2), while 1 in 20 is suffering from eating disorders (4.5%; 1.8–7.1). Disordered eating behaviours were 1.5 times more prevalent in female students than in males, while the prevalence of eating disorders was 7.7 times higher among females. The highest prevalence of disordered eating behaviours was observed among students aged 15–16 years, those attending public schools, and in Southeast Asia. By contrast, eating disorders were most common among students aged 8–18 years in the Americas and Eastern Mediterranean regions.
Key risk factors for both EDs and DE included female sex, overweight or obesity status, depression, anxiety, perfectionism, body dissatisfaction, and substance use. Beyond individual-level factors, family influences (e.g., weight-related teasing, maternal dieting or smoking), peer influences (e.g., bullying, peer weight teasing), and sociocultural pressures (e.g., media influence, thin-ideal messaging) also increased vulnerability.
Despite this complexity, protective factors such as self-esteem, family cohesion, and school safety can buffer risk. Schools therefore present a critical setting for early intervention, offering opportunities to integrate prevention into whole-school mental health strategies and deliver timely support. Food for Thought is a school-based early intervention model designed to build the confidence, skills, and knowledge of school staff to identify early signs, respond appropriately, and support students experiencing disordered eating and is strengthening headspace support to communities.

Context and Aim:
Digital mental health tools play an increasingly important role in preventive care, yet young people from culturally diverse or low-resource backgrounds often face barriers in accessing and trusting these platforms. This student-led conceptual study proposes a youth-focused “Community Tech Mediator” framework to address inequities in digital mental health access and promote early help-seeking among young Australians.

Methods and Analysis:
Drawing from national literature, policy documents, and WHO frameworks on digital inclusion, this study applies the Social Ecological Framework to explore how peer-led initiatives could enhance mental health literacy and digital equity. The model integrates theoretical perspectives on community engagement, participatory design, and peer education to conceptualise the role of trained youth mediators as connectors between technology and wellbeing.

Outcomes:
The proposed framework identifies trust, cultural relevance, and peer relatability as central to improving digital engagement. By equipping youth with basic mental health and digital communication skills, community tech mediation could support early identification of distress, increase digital confidence, and strengthen social connectedness. Collaboration between schools, Primary Health Networks, and digital health platforms could embed these initiatives within preventive care systems.

Future Actions:
Further exploration through student projects and local pilot studies could assess feasibility and scalability. Embedding youth-led tech mediation into preventive mental health strategies may contribute to a more inclusive, equitable, and collaborative approach to promoting wellbeing in Australia.

Depression, a multifactorial mental health condition, arises from the interaction of biological, nutritional, and socio-cultural determinants. One-carbon metabolism, involving folate, vitamin B12, and homocysteine, has been implicated in neuropsychiatric disorders through its role in methylation processes, neurotransmitter synthesis, and cognitive regulation. Despite its biomedical relevance, the intersection of nutrition, genetics, and cultural practices remains underexplored in anthropological research.
This study was undertaken among a Mendelian population in North India, characterized by genetic homogeneity, vegetarian dietary habits, and shared cultural practices—conditions that minimize variability and allow deeper exploration of bio-cultural links to mental health. A total of 808 adults aged 30–70 years were assessed for depression using standardized screening tools. Biochemical analyses of serum folate, vitamin B12, and plasma homocysteine were conducted, alongside genotyping for the MTHFR C677T polymorphism. Anthropometric and socio-demographic data were also collected to situate findings within a broader anthropological framework.
The prevalence of depression was 31.1%, with women more affected than men. Elevated homocysteine and low folate/vitamin B12 were associated with depressive symptoms, though statistical significance varied. Interestingly, folate appeared to mitigate the effects of B12 deficiency, suggesting adaptive nutritional buffering within this vegetarian community. No significant association was found between MTHFR C677T polymorphism and depression.
From an anthropological perspective, the study underscores how dietary traditions, kinship patterns, and genetic endogamy intersect with biological risk factors to shape mental health outcomes. The findings highlight the need for culturally contextualized interventions addressing both nutritional adequacy and mental well-being.
This anthropogenetic approach demonstrates that integrating biochemistry with socio-cultural analysis enriches our understanding of depression and offers pathways toward population-specific prevention strategies.