Background: The rapid integration of digital technologies into art therapy reflects both technological advances and the growing need for flexible, accessible mental health care. Objective: This scoping review aimed to systematically map and synthesize empirical research in English on technology-integrated art therapy published from 2016 to August 2026. Methods: A comprehensive search across 9 electronic sources yielded 697 records, of which 47 empirical studies met the inclusion criteria according to PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Results: The included studies were methodologically heterogeneous, comprising qualitative (n=19, 40.4%), quantitative (n=12, 25.5%), and mixed methods (n=16, 34%) designs, and were largely characterized by small samples and exploratory or feasibility-oriented approaches. Among the quantitative and mixed methods studies, 9 used randomized controlled or randomized experimental designs, while the remainder used nonrandomized or other designs. Reported quantitative outcomes included improvements in cognitive functioning, emotional regulation, mental health, behavioral symptoms, and functional outcomes; however, evidence for clinical effectiveness remained limited and heterogeneous. Qualitative and mixed methods studies reported potential benefits related to engagement, reduced performance-related anxiety, agency, emotional expression, and creative exploration. Digital affordances such as editing, layering, and multimodal creation were associated with iterative meaning-making and expanded expressive possibilities. In immersive contexts, particularly virtual reality, participants described altered sensory and embodied experiences. At the same time, technology raises concerns regarding privacy, data security, boundaries and setting, and the potential impact on the therapeutic relationship. Conclusions: Technology-integrated art therapy appears to offer promising possibilities for expanding access, engagement, expression, and therapeutic experience, but the current evidence remains too limited and heterogeneous to establish clinical effectiveness or mechanisms of change.
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The Best Kids’ Books About Mental Health of 2026
Children’s books about mental health can help young readers understand emotions, learn about their (or a friend’s) diagnosis, and build resilience. It seems like there’s a book for nearly any topic, from OCD, anxiety, or autism to body image, grief, or big feelings. That’s because the mental-health kids’ book category is burgeoning: For our third-annual best books list, we looked at nearly 200 titles published in 2026 — more contenders than we’ve ever had before — and narrowed them down to 70 semi-finalists. Then Child Mind Institute clinicians and editorial staff reviewed and rated the books, highlighting ones that accurately depict mental health challenges and how to help kids handle them, to settle on the 20 titles below as their top picks. From an adorable board book about mindfulness that features sensory stimulation to a young-adult novel about a 16-year-old with spiraling social anxiety, this list has something for every age, from toddler to teen.
For more kids’ books about mental health, see our list of past recommendations.
ADHD
ADHD! Understanding You, Your Brain, and How to Thrive in a Neurodiverse World
Written by Rachel Brian
An illustrated guidebook welcomes in all readers, whether they have ADHD or know someone who does. Each page utilizes graphics like comic panels, word balloons, and line drawings to help break down important topics including “What Is ADHD?” into bite-size pieces of information. It also gives ideas about how to handle challenges, like when big emotions show up or when you feel restless. Says a Child Mind Institute expert: “The visuals and language are child-friendly and will help kids understand an ADHD diagnosis.” Ages 7–10. Published by Little, Brown Books for Young Readers.
Get It Done & Have Fun!: ADHD Hacks for Awesome Kids
Written by Penn and Kim Holderness, illustrated by Vin Vogel
Narrated by a plucky, rhyming squirrel named Squeaky McGee, this book gives kids with ADHD advice on how to complete the mundane tasks that may trouble them. These tips are delivered in boisterous verse (“A hack is a way to take a dull chore — and make it a super-fun game you adore.”), with suggestions for brushing teeth, making the bed, and more. The authors bolster their catchy tale with an appendix that explains the importance of motivation and how parents can further guide their children in creating hacks. “I like how the book explains the components of what makes a good hack, which includes being interesting, challenging, and new,” says an expert from the Child Mind Institute. Ages 6–10. Published by Little, Brown Books for Young Readers.
Anxiety
The Caring Classroom: A Not So Perfect Start
Written by Trudy Ludwig, illustrated by Maribel Lechuga
Thea is just beginning school in this picture book, and she is desperately hoping that her first week will be flawless and her new teacher will like her. But no amount of preparation can ensure everything will go smoothly, and it doesn’t. Happily, Thea’s teacher emphasizes that everybody makes mistakes, and the important thing is being kind to yourself and others. “I really enjoy how the teacher normalizes feelings of anxiety by sharing with the kids that she gets nervous too,” says a Child Mind Institute expert. “The author also provides brief but helpful tips about how it’s okay to make mistakes, and what to do when you feel stuck.” Ages 3–7. Published by Alfred A. Knopf.
I Could Be Eaten by a Shark
Written by Marcela Ferreira, illustrated by Mark Chambers
With a mix of empathy and humor, this picture book helps kids face their fears. A boy is at the beach when he spots a small shark in the water, and he won’t go in. His grandfather takes him fishing on the lake instead, but it’s a no go. Every body of water, even a bubble bath, now makes the boy “jumpy” and “suspicious.” So grandpa decides to tell a story about his fear of bears when he was young and how he learned how to live with them. And it works! In a sweet ending, the boy, now an adult, passes on that wisdom to his grandchild. “I liked that the book discussed that fears are real and can always be present, but that it’s important not to let them get in the way of doing things you love,” says a Child Mind Institute expert. Ages 3–7. Published by Charlesbridge.
Sunday Scaries
Written by Debra Kempf Shumaker, illustrated by Lavanya Naidu
The dread that accompanies the end of the weekend grips Josie every Sunday, so she hatches humorous plans to avoid going back to school. However, when she actually gets to class, the week goes fine. So, why does the fear come back every Sunday, and why are her parents a bit grumpy that night also? The story has the family come up with clever ways to cope with the fear they share by focusing on the things that are worth looking forward to in the days to come. “I loved this book! It’s so realistic for children who experience anxiety about going to school. I enjoyed how her parents were able to acknowledge and empathize with her feelings,” says an expert from the Child Mind Institute. “At the end of the book, it provides simple, yet practical, tools for parents.” Ages 3–7. Published by Alfred A. Knopf.
How to Lose Yourself Completely
Written by Peter Bognanni
In this very engaging young-adult novel about wilderness “adventure therapy,” 16-year-old Case narrates the story, slowly revealing the details behind the loss of his older brother. When the kids’ counselor suddenly disappears, the group has to learn to work together to find their way home. “You’ll feel the crippling grip of social anxiety, the power of finding belonging and understanding with peers thrown together in a wilderness survival situation,” said a Child Mind Institute expert. “While there are some troubling scenes, including a wildfire, this book could and should inspire conversations.” Ages 14–18. Published by Harperteen.
Autism
Wilderness Hacks
Written by Joslin Brorsen
This middle-grade novel features two narrators: 12-year-old Sadie and Radley, who at 13 has become a famous YouTube influencer. Rad claims to be a survivalist, but Sadie has skills taught to her by her late father, whom she still misses. When she enters a contest to meet Rad, on behalf of her autistic brother Silas, the kids are swept into a dangerous adventure. They must contend with injuries, a mountain lion, their differences, and the emotional baggage they carry as they try to make it home alive. “This is a great book and hard to put down! It provides an inside view of what it is like losing a parent and how one copes by sister-smothering her autistic younger sibling,” says a Child Mind Institute expert. Ages 8–12. Published by Alfred A. Knopf.
Body Positivity
Some Body, Every Body
Written and illustrated by Roz Maclean
Utilizing pictures and a fun rhyme scheme to illustrate a myriad of body types, this book presents the scope of humanity, more so than in other books with a similar theme. “The author achieves the message of body positivity very well. The book shows so many body differences that aren’t shown often with well-done art and a diverse cast,” says a Child Mind Institute expert. “It’s an easy recommendation for a child with a disability or anything about their body they’re insecure about.” Ages 3–6. Published by Bloomsbury Children’s Books.
Depression
The Cloud That Stuck
Written by Karen Krossing, illustrated by Dorothy Leung
In this beautifully illustrated picture book, a persistent cloud hangs over Tansy’s head and grows so large that it begins to rain — but only on her. Tansy’s dad gives her a raincoat and umbrella, and her teacher sets up a fan to move the cloud, which help “a little.” Eventually, she begins to accept the cloud and discovers ways to make the best of a difficult situation with the support of friends and family. “The main character’s emotional reactions, including her sadness, frustration, and eventual resilience, are relatable and easy for young readers to connect with,” says a Child Mind Institute expert. “This story highlights perseverance through challenges that do not have an easy fix, while offering a hopeful message about acceptance, coping, and the importance of support from others.” Ages 4–8. Published by Charlesbridge.
Dyslexia
Professor Thomas Cat’s Guide to Understanding the Human Brain: The Dyslexia Files
Written by Rachel Allen, PhD, illustrated by Miguel Díaz Rivas
This graphic novel stars Professor Cat, a slightly arrogant feline scientist who takes Ava on a tour of a brain factory to explain how the mind of a kid with dyslexia works. The author, a neuroscientist, keeps things fun and light but doesn’t sugarcoat Ava’s situation. Ava has struggles, but her dyslexia also gives her strengths. The book includes experiments, such as a Dyslexia Simulator that allows people to see what reading for someone with dyslexia is like. An expert at the Child Mind Institute says that it “really dives into understanding dyslexia, including brain structures, characteristics, and support while being fun and easy to follow.” Ages 9–14. Published by Magination Press.
Emotions
I Need Space
Written by Molly Harris, illustrated by Jon Corby
A rocket ship named Rocco loves blasting around the solar system. For Rocco, the rings of Saturn are like slides and the tethers of space stations are swings. Unfortunately, this out-of-this-world playground also has satellites that hog rides and rovers that steal toys. Eventually the roughhousing of the meteors drives Rocco away from the galaxy, looking for relief. The peaceful calm of an empty region lets him regain his cool, and he is able to brave going back. “The story is a clever play on words with the character needing space and the action taking place in space,” said a Child Mind Institute expert. “It also shows ways you can handle needing space.” A list of great tips is found alongside a brief astronomy guide to some of the wonders Rocco encounters. Ages 4–8. Published by Simon & Schuster.
Waiting for Iced Tea
Written by Karen Gebbia, illustrated by Mette Engell
A cozy, gentle story about patience comes on a hot day when Nana sets out to make Charlotte her real iced tea. There are many steps to Nana’s recipe, so she tells Charlotte to find something useful to do while she waits. But the tea is still not ready! As the hours pass, something surprising happens: Charlotte stops wanting to speed up the tea-making process and starts noticing the beautiful moments inside the waiting. “I like the message of finding ways to tolerate waiting and even finding the fun in them,” says a Child Mind Institute expert. She also appreciates the back matter for parents on how to help kids wait more patiently and enjoy slower moments. Ages 5–9. Published by Lerner Books.
Set My Feelings Free
Written by Jon Fogel, illustrated by Jess Fogel
A brilliant rhyming picture book that can be sung to the tune of “Twinkle, Twinkle Little Star” covers many emotions, from frustration to disappointment. It pairs the feelings with mindfulness strategies to work through them. For example, when a child is frustrated, the book encourages kids to “Run in circles, twist and shout. Let the feelings all come out.” Says a Child Mind Institute expert: “This book would be good for both the grown-up and child reading it because it gives grown-ups a way to help kids express and manage feelings. The note to caregivers at the end is very digestible and helpful, as are the emotion regulation games.” Ages 3–5. Published by Beaming Books.
Grief
Everything New Again
Written by Renée Watson
This young-adult novel introduces readers to 17-year-old Bliss, who in the span of two weeks meets and falls in love with her co-narrator Solomon. Bliss’s family runs a funeral home, which gives her both a reputation as being a bit strange and an interesting perspective on grief. Both kids are confronted by death, even as their romance begins, but the story retains a sense of hope thanks to Bliss’s attitude. “The book was a very engaging read. Among the themes is learning to accept the realities of life and death,” said a Child Mind Institute expert. “Woven into the narrative is how to navigate these situations in a healthy way.” Ages 12–18. Published by Bloomsbury.
More Than a Tree
Written by Sarah Kurpiel
A young girl processes loss when her beloved backyard tree has to be removed. Although the parents knew the day will come, the girl isn’t prepared and struggles emotionally with the inevitable. The family presses some of its leaves as a remembrance. “Gentle and reassuring, this book can help foster conversations about sadness, loss, coping with change, the circle of life, and resilience,” says a Child Mind Institute expert. “The story ends on a hopeful note as she plants a new tree in its place and takes on the role of caregiver, illustrating how new life can emerge after loss and how love, memories, and growth can continue even as things change.” Ages 4–8. Published by Penguin Random House.
Mindfulness
Breathe a Rainbow
Written and illustrated by Julie Koon
In this board book, children can trace their fingers over eight die-cut, differently textured surfaces that take the shape of natural wonders like stars, waves, mountains, flowers, and, of course, rainbows. While they touch these colorful pictures, they’re instructed to breathe in and out to cope with any difficult feelings they may be experiencing. “I love how this simple book pairs feelings and the mindfulness technique of shape breathing,” said an expert from the Child Mind Institute. “The book is easy to read with cute visuals and applies the senses through using different textures.” Ages 2–4. Published by Abrams Books.
Neurodivergence
All the Ways We Learn
Written by Chloe Ito Ward, illustrated by Yaroslava Apollonova
Starting with the prompt “What does learning look like?” the book begins with an image of circle time, and the idea: “Sometimes learning looks like…crisscross applesauce, hands in your lap.” But one of the kids isn’t happy, and she supplies an alternative: “But I don’t learn like that. I tap my feet on the floor with arms bouncing on my knees or squeezing a ball. When my body moves, I can learn.” And so it goes, with different kids sharing a broad range of learning practices. “I liked that this book normalizes all the different accommodations and ways kids learn!” says a Child Mind Institute expert. “I also appreciated the glossary of terms and possible accommodations at the end. I think this book would be good for both children with learning differences and those without, to normalize the experience.” Ages 3–6. Penguin Random House.
OCD
Exposures
Written and illustrated by Lily Williams
Peyton is a young girl dealing with OCD (obsessive-compulsive disorder), which has caused her to stop doing many of the things she enjoys. She’s frightened that she might hurt herself or her sister, unless she avoids some things around her, such as the color red. The graphic novel’s art and lettering brilliantly depict her thoughts as intrusive and all-consuming. However, there is also a sweetness and warmth to the characters that makes readers want to root for Peyton as she bravely enters therapy. The author, who also has OCD, realistically depicts ERP (exposure and response prevention), in which “you are repeatedly exposed to your fears until they become less scary.” A Child Mind Institute expert believes that the story “describes OCD and ERP well through very adolescent-friendly language.” Ages 8–12. Published by First Second.
Postpartum Depression
Together for Mama: A Story of Hope and Healing
Written by Pooja Makhijani, illustrated by Nadia Alam
This gentle picture book follows Asha, who is so thrilled to welcome her newborn sister Maya home from the hospital that she is bubbling over with excitement. However, she’s surprised that her mother doesn’t seem to share her joy. As a matter of fact, Mama is distracted, anxious, and teary. Fortunately, her Papa doesn’t hesitate to call in Asha’s grandmothers as reinforcements. Together, the family eases Mama’s daily burdens and gives her the time and space she needs to recover. “This is a simple story that teaches kids about postpartum depression,” says an expert from the Child Mind Institute. “The book is helpful for mothers or other caregivers to read to youngsters, allowing them to acknowledge the sadness their child is likely already aware of, and not keeping that information hidden.” Ages 5–8. Published by Penguin Random House.
Self-Esteem
Hanna Asks for Help
Written and illustrated by Tom Percival
In this charming picture book, Hanna excels in sports, but math leaves her confused. Her initial plan to just pretend that she understands naturally doesn’t work out. She’s visited by a spritely, glowing ball of energy called Help, who encourages her to ask for assistance. Sure enough, this works for finding things and tying her laces, but can it help with arithmetic? When it does, Hanna realizes she can offer help herself to others who struggle with the things that she finds easy. “The book has a good description of learning challenges, the hesitancy around asking for help, and a really nice resource at the end about everyone having different strengths,” says a Child Mind Institute expert. Ages 3–6. Published by Bloomsbury Children’s Books.
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Psychometric evaluation of the Korean version of the social stigmatization scale with preliminary longitudinal evidence for psychological distress among young adults
BackgroundThe mental health of young adults in South Korea has become a significant social issue. In the context of South Korea’s competitive and hierarchical society, social stigma—defined as a devalued social identity shaped by cultural beliefs that label certain attributes as shameful or undesirable—may be relevant to understanding psychological distress among young adults. This study validated the Social Stigmatization Scale (SS) in Korean and examined longitudinal associations between social stigmatization and mental health problems among young adults in South Korea.MethodsFrom an online panel using quota sampling, we recruited 400 Korean young adults in their 20s-30s reporting perceived social stigmatization in at least one social domain. We conducted factor analyses and correlation analyses using the Korean version SS and examined a 7-week longitudinal relationship between social stigmatization, perceived stress, and psychological distress, using a cross-lagged panel model.ResultsKorean young adults most frequently reported their employment and income statuses as being non-mainstream. The original 18-item SS showed acceptable fit when additional shared variance among the five reverse-scored items was accounted for. The modified 13-item version also demonstrated an acceptable unidimensional structure and high internal consistency. Both versions showed positive correlations with the number of perceived stigmatization domains, social exclusion, thwarted basic psychological needs, and mental health variables. In contrast, negative correlations were identified with feelings of belonging and satisfaction of basic psychological needs. Data from 260 participants in a longitudinal model indicated that the 13-item SS score showed temporal stability (β = .59, p <.001) and was associated with perceived stress (β = .21, p = .002) and psychological distress (β = .11, p = .023), over a 7-week period. Similar associations were observed for the 18-item score.ConclusionThe Korean version of the SS demonstrated promising psychometric properties among Korean young adults who reported perceived social stigmatization. The findings suggest that the original 18-item and modified 13-item versions of the SS may be a useful instrument for measuring social stigmatization across diverse socio-cultural contexts shaped by different power dynamics. Preliminary longitudinal evidence suggests that perceived social stigmatization is prospectively associated with subsequent psychological distress.
Temporal and demographic trends in deaths with co-recorded depressive disorders and digestive system diseases among U.S. adults: a 26-year nationwide analysis (1999–2024)
BackgroundDepression and digestive diseases are common public health concerns and may coexist through shared clinical and behavioral pathways. However, national mortality trends involving both conditions remain insufficiently characterized. This study examined temporal and demographic trends in deaths with co-recorded depressive disorders and digestive diseases among U.S. adults from 1999 to 2024.MethodsThis population-based retrospective cross-sectional study used the Centers for Disease Control and Prevention Wide-ranging Online Data for Epidemiologic Research Multiple Cause of Death database. Deaths among adults aged ≥15 years were included when both depressive disorders (ICD-10 F32/F33) and digestive diseases (ICD-10 K00–K92) were recorded on death certificates. Crude mortality rates and age-adjusted mortality rates (AAMRs) were calculated per 100,000 population. Temporal trends were assessed using Joinpoint regression, and analyses were stratified by demographic and geographic characteristics. Disease-specific temporal trends were additionally evaluated for major digestive disease categories.ResultsFrom 1999 to 2024, 51,693 deaths with co-recorded depressive disorders and digestive diseases were identified. Annual deaths increased from 1,269 to 3,268, and the AAMR increased from 0.61 to 0.95 per 100,000 population. Joinpoint analysis identified significant increases during 1999–2003 (APC, 3.70%), 2010–2017 (APC, 2.51%), and 2017–2021 (APC, 10.94%), with declines during 2003–2010 (APC, −3.16%) and 2021–2024 (APC, −3.20%). Females had higher AAMRs than males, and older adults experienced the highest crude mortality rates. Mortality rates were higher among non-Hispanic White individuals and nonmetropolitan populations. The AAMR increased sharply during 2020–2021 and remained elevated in 2024 compared with the pre-pandemic level. Disease-specific analyses showed significant full-period increases for liver diseases (K70–K76; AAPC, 4.76%), gallbladder, biliary tract, and pancreatic diseases (K80–K86; AAPC, 3.04%), and esophageal, gastric, and duodenal diseases (K20–K31; AAPC, 2.48%).ConclusionsDeaths with co-recorded depressive disorders and digestive diseases increased among U.S. adults from 1999 to 2024, with substantial demographic, geographic, and disease-specific heterogeneity. These findings support integrated management of mental health and digestive diseases in high-risk populations. Because this study used aggregate death-certificate data and included only co-recorded cases, the findings describe mortality patterns rather than associations or causal relationships between depressive disorders and digestive diseases.
Supporting Families of School-Aged Children With ADHD: A Dual-Generation Therapy Approach Through the BRIDGE Program
Conditions: ADHD; Maternal Mental Health; Dialectical Behavior Therapy; Parenting Intervention; Children
Interventions: Behavioral: BRIDGE-ADHD
Sponsors: University of Manitoba
Not yet recruiting
Interventions: Behavioral: BRIDGE-ADHD
Sponsors: University of Manitoba
Not yet recruiting
Transcranial pulse stimulation in the treatment of cognitive disorders of aging: a systematic review
IntroductionNon-invasive brain stimulation techniques, specifically transcranial pulse stimulation (TPS) are of increasing interest due to their potential to fill in gaps left by current pharmacological treatments in cognitive disorders of aging. The current review’s aims were to systematically determine what cognitive disorders of aging have been studied with TPS as a treatment and to narratively summarize what is known about the effectiveness of TPS treatment in the aging subpopulation through neurocognitive performance metrics and neuroimaging metrics.MethodsThis review is PRISMA 2020 compliant. Searches were conducted in PubMed, PsycINFO (through PsycNET to include all APA Databases), Embase, and Scopus. Title/Abstract screening, full text screening, and extraction were completed by two independent reviewers with discrepancies worked out through discussion. Outcomes were systematically chosen for formal analysis where dual reviewers completed risk of bias and certainty of evidence assessments, and remaining outcomes were synthesized narratively.Results11 studies were included, consisting of 10 nonrandomized studies and 1 randomized controlled trial (RCT). Due to follow ups and suspected cohort overlap, the 11 studies are not representative of 11 independent patient cohorts. Included studies examined Alzheimer’s Disease and related dementias, mild neurocognitive disorder, mild cognitive impairment and Parkinson’s Disease through a variety of neurocognitive performance metrics and neuroimaging metrics. Formal synthesis showed a preliminary trend for positive change from before to after stimulation, particularly in neuropsychological batteries measuring global cognition, however number of contributing results and overall certainty of evidence were both very low. Neuroimaging results varied with trends of statistically significant functional changes, though also limited by limited literature and low certainty.DiscussionThough there is a continued need for high quality research and randomized controlled trials using TPS in the treatment of neurocognitive disorders of aging, the current evidence indicates potential for promising changes in neurocognitive performance metric outcomes and functional neuroimaging measures from before to after stimulation pending additional controlled trials. Though there is currently not enough high quality evidence to support clinical recommendations, what is known could support the use of TPS in the treatment of neurocognitive disorders of aging should RCTs continue to support positive improvements associated with this non-invasive intervention.Systematic review registrationhttps://www.crd.york.ac.uk/PROSPERO/, identifier CRD420251246424.
Dance-based exercise for healthy brain aging in older adults: integrating neuroplasticity, cognitive reserve, physical fitness, social engagement, and mental well-being
Population aging brings rising difficulties associated with cognitive deterioration, diminished physical capabilities, social isolation, and increased susceptibility to mental health problems. Finding accessible, multidomain approaches to promote healthy brain aging has become a major priority. Dance-based exercise is a distinctive form of physical activity that combines aerobic movement, motor coordination, cognitive involvement, social interaction, and emotional expression. Previous systematic reviews and meta-analyses have largely quantified isolated physical or cognitive outcomes following dance interventions. However, an accurate understanding of healthy brain aging requires synthesizing how these separate domains interact. This narrative review adds to the current literature by providing an integrated conceptual framework that connects the neurobiological, physical, and psychosocial dimensions of dance-based exercise. Rather than pooling isolated effect sizes, we examine theoretical mechanisms (e.g., task-specific neuroplasticity and cognitive reserve) that plausibly link multidomain elements of dance to brain aging; these mechanisms are primarily hypothesis-generating in the context of existing dance trials. This narrative review examines the potential mechanisms by which dance-based exercise may support healthy brain aging in older adults, emphasizing neuroplasticity, cognitive reserve, physical fitness, social participation, and psychological well-being. The evidence available indicates that dance-based interventions may be linked to gains in cognitive functioning, especially executive abilities and attention, along with improvements in balance, mobility, and functional performance. In addition, the social and enjoyable character of dance may help foster better psychological outcomes and emotional well-being, although current evidence specifically concerning loneliness remains mixed. However, differences across study designs, intervention protocols, participant characteristics, and outcome measures constrain the ability to draw definitive conclusions about causality and the most effective intervention parameters. New evidence suggests that dance-based exercise may offer a promising multidomain strategy for strengthening resilience and supporting brain health throughout aging. Further rigorously designed longitudinal studies and randomized controlled trials are required to elucidate the underlying mechanisms, determine which populations are most responsive, and develop evidence-based guidance for incorporating dance-based interventions into healthy aging and geriatric mental health approaches.
Risk and protective factors for suicidality in older adults: an umbrella review and framework for multidimensional suicide risk assessment
IntroductionSuicidality in older adults is a major public health concern influenced by psychiatric, psychological, physical, functional, social, and socioeconomic factors. However, the evidence remains fragmented, and protective factors have received substantially less attention than risk factors.MethodsThis umbrella review followed JBI methodology and was reported in accordance with the PRISMA 2020 statement. PubMed, Scopus, and Web of Science were searched from inception to 30 June 2026 for systematic reviews and/or meta-analyses examining risk or protective factors for suicidal ideation, suicidal behavior, suicide attempts, suicide death, or self-harm in adults aged 50 years or older. Methodological quality was assessed using the JBI Critical Appraisal Checklist. Overlap was evaluated using the corrected covered area.ResultsEighteen systematic reviews were included, comprising 551 eligible primary-study occurrences and 423 unique publications. Depression and other mental disorders showed the strongest and most consistent associations with suicidality. Other substantial and recurrent risk indicators included loneliness, chronic pain, disability, and psychiatric comorbidities. Associations varied across suicidal ideation, suicide attempts, suicide death, and self-harm. Evidence regarding protective factors was less extensive. Purpose or meaning in life, resilience, psychological well-being, social support, connectedness, and sense of belonging were the most consistently reported protective factors.ConclusionsLate-life suicidality is associated with interacting psychiatric, physical, functional, and social factors. Clinical practice may benefit from the use of brief, multifaceted screening tools in routine care to capture these co-occurring vulnerabilities. Ultimately, suicide risk assessment in older adults must move beyond a narrow disorder-based approach toward multidisciplinary models that seamlessly integrate mental health with physical and psychosocial indicators.Systematic Review Registrationhttps://www.crd.york.ac.uk/PROSPERO/view/CRD420261458149, identifier CRD420261458149.
A gait foundation model for prediction of multisystem health phenotypes from 3D skeletal motion
Nature Medicine, Published online: 06 November 2026; doi:10.1038/s41591-026-04724-9
A gait foundation model, developed using three-dimensional skeletal motion data from 3,328 adults, predicts a wide array of clinical characteristics and diagnoses, including cardiometabolic, mental health and frailty phenotypes.
Preventive and Personalized Digital Emotion Regulation Skills Intervention to Reduce Depression and Anxiety in Youths With Adverse Childhood Experiences
Conditions: Adverse Childhood Experience; Depression / Major Depressive Disorder; Anxiety Depression; Anxiety
Interventions: Behavioral: Lifestyle psychoeducation intervention; Behavioral: Personalized digital psychoeducation intervention on emotion regulation
Sponsors: Institute of Mental Health, Singapore
Not yet recruiting
Interventions: Behavioral: Lifestyle psychoeducation intervention; Behavioral: Personalized digital psychoeducation intervention on emotion regulation
Sponsors: Institute of Mental Health, Singapore
Not yet recruiting