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Abstract: The purposes of this study were to explore the structure of coping with everyday stressors in a young nonclinical population and examine the relationship between coping and mental health. A total of 1324 children from 91 second-grade classes in 35 schools participated. Mental health was assessed using the parent and teacher forms of the Strengths and Difficulties Questionnaire (), and coping was assessed by the Kidcope () self-report checklist. Exploratory and confirmatory factor analyses suggested a three-factor structure of coping. Latent-variable regression analysis indicated that coping categories including both active and emotional strategies were associated with fewer mental health problems, whereas withdrawal and oppositional coping strategies were associated with greater mental health problems. With some important exceptions, the results replicated previous studies of adults and adolescents. The need for new, more comprehensive coping assessments is highlighted. [Copyright &y& Elsevier]

Identifying effective components can lead to interventions that are less resource-intensive and better suited for real-world needs. In this 2×2×2 cluster-randomized factorial trial (clinicaltrials.gov NCT04263558), we investigated the effects of three components of an indicated, transdiagnostic CBT intervention for children: 1) Intervention Delivery Format (child group format versus a blended format with group sessions and automated web-based sessions), 2) Parental Involvement in the intervention (group-based versus psychoeducational brochure), and 3) a Measurement Feedback System (MFS; on versus off). The intervention was delivered at schools in a group-based format. The participants (N = 701 children) were school children (age 8–12 years) with elevated symptoms of anxiety or depression, and their parents. The main outcomes were self-reported (N = 633) and parent-reported (N = 725) symptoms of child anxiety and depression post-intervention. The secondary outcome was children's user satisfaction with the intervention. We did not find significant main or interaction effects of Delivery Format, Parental Involvement, or MFS on children's symptom levels. There were no significant effects on children's user satisfaction. Results were compatible with retaining the least resource intensive combination (i.e., blended format, parental brochure, no MFS) in an optimized intervention. • Large factorial 23 trial for an indicated intervention addressing child anxiety and depression. • Examined Intervention Delivery Format, Parental Involvement, and a Measurement Feedback System. • No significant effects of Intervention Delivery Format (blended group/digital vs group format). • No evidence for effects of Parental Involvement (high parental involvement vs a brochure). • Using MFS did not significantly enhance child outcomes compared to not using MFS. [ABSTRACT FROM AUTHOR]

• Investigated primary school children with home-based CWS support. • Children had scores indicating risk for difficulties with math- and reading-skills. • Less than half of the children at risk received help, indicating a need for intervention. • Parental income, education, marital status predict academic achievement. • Children's externalizing difficulties predict academic achievement. Children in child welfare services have a higher risk of becoming marginalized as they grow up to be young adults. An important protective factor against later marginalization is academic achievement. Unfortunately, studies show that children who receive support from child welfare services have poorer academic achievement. Most research focuses on children in out-of-home care and on performance in secondary school or school completion rate, while few studies focus on children receiving home-based support from child welfare services and their performance in primary school. Recipients of home-based support is the largest group of children receiving help from the child welfare services, and knowledge on whether this group of children are struggling in the early stages of their education is necessary for knowing when to intervene. The sample included 104 families of children in primary school (ages 5–13) who received home-based support from child welfare services. Math and reading tests were administered to the children (n = 103). In addition, the children, one of the children's parents (n = 104), and the children's teacher (n = 61) completed a questionnaire, including a measure of the child's mental health (the Strength and Difficulties Questionnaire) and social skills (Social Skills Rating System). Descriptive analyses showed that on average, the children scored below the 30th percentile on the math test and below the 40th percentile on the reading test. Moreover, fewer than half of the children at risk of academic difficulties received help from the pedagogical psychological services. Multivariable linear regression analyses showed that parental income was associated with children's math achievements, while parental education was associated with children's reading abilities. Parents marital status was negatively associated with children's reading abilities. Children with higher parent- and teacher-reported externalizing difficulties had lower math and reading achievements, while we found no association with social skills. The primary school children who receive home-based support from child welfare services had average scores that indicates increased risk for academic difficulties. Moreover, an intervention is highly needed, as fewer than half of the children at risk of academic difficulties received help from the pedagogical psychological services. The results show some important predictors of academic achievement in this population: parental income, education, and marital status as well as the children's externalizing difficulties. [ABSTRACT FROM AUTHOR]