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This study examined sex differences in externalizing and internalizing symptoms of children with ASD without intellectual disability (ID). The sample (n = 80) included 40 girls and 40 boys, ages 6–12 years, with ASD (without ID) matched on age and IQ. Externalizing and internalizing symptoms were significantly elevated for this sample (girls and boys) relative to normative estimates for all the scales (hyperactivity, aggression, anxiety, and depression) except conduct problems. No significant differences were found between girls and boys for either externalizing symptoms or internalizing symptoms (based on standard score and raw score analyses). Implications for clinical practice and future research are discussed.

Background The risk of developing Alzheimer’s disease (AD) is modulated by genetic and environmental factors. Early-life stress (ELS) exposure during critical periods of brain development can impact later brain function and health, including increasing the risk of developing AD. Microglial dysfunction and neuroinflammation have been implicated as playing a role in AD pathology and may be modulated by ELS. To complicate matters further, sex-specific effects have been noted in response to ELS and in the incidence and progression of AD. Methods Here, we subjected male and female mice with either a wild type or 5xFAD familial AD-model background to maternal separation (MS) from postnatal day 2 to 14 to induce ELS. Results We detected hippocampal neuroinflammatory alterations already at postnatal day 15. By 4 months of age, MS mice presented increased immobility time in the forced swim test and a lower discrimination index in the novel object recognition memory test compared to controls. We found altered Bdnf and Arc expression in the hippocampus and increased microglial activation in the prefrontal cortex due to MS in a sex-dependent manner. In 5xFAD mice specifically, MS exacerbated amyloid-beta deposition, particularly in females. In the periphery, the immune cell population was altered by MS exposure. Conclusion Overall, our results demonstrate that MS has both short- and long-term effects on brain regions related to memory and on the inflammatory system, both in the brain and periphery. These ELS-related effects that are detectable even in adulthood may exacerbate pathology and increase the risk of developing AD via sex-specific mechanisms. Supplementary Information The online version contains supplementary material available at 10.1186/s12974-022-02515-w.

Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alternative approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conventional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students’ gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes significantly to the relatively new field of adaptive gamification in science education and the improvement of students’ science learning, particularly in the context of gender differences.

Girls, Boys and Junior Sexualities takes an insightful and in-depth look at the hidden worlds of young children's sexualities. Based upon extensive group interviews and observation, the author illustrates how sexuality is embedded in children's school-based cultures and gender identities. From examining children's own views and experiences, the book explores a range of topical and sensitive issues, including how: the primary school is a key social arena for 'doing' sexuality sexuality shapes children's friendships and peer relations being a 'proper' girl or boy involves investing in a heterosexual identity children use gendered or sexual insults to maintain gender and sexual norms. Grounded in children's real-life experiences, this book traces their struggles, anxieties, desires and pleasures as they make sense of their emerging sexualities. It also includes frank and open discussions of the pressures of compulsory heterosexuality, the boyfriend/girlfriend culture, misogyny and sexual harassment. Girls, Boys and Junior Sexualities is a timely and powerful resource for researchers, educationalists and students in childhood studies, sociology and psychology and will be of great interest to professionals and policy makers working with young children. 'This publication will be a valuable resource for all with an interest in childhood studies.' - ChildRIGHT 'This is a fascinating study based on close work in real primary schools' - Gerald Haigh, TES Emma Renold is a lecturer in the School of Social Sciences, Cardiff University.

For many teachers, gender issues related to role models, image and expectations have an effect upon the behaviour and achievement of both boys and girls, often to their disadvantage. This innovative and practical resource, for teachers of students aged 14-19provides: o a programme to promote gender equality and inclusivity in schools and colleges o a rationale for the programme based on social justice o a practical set of classroom activities to implement the programme The book adopts an ′action inquiry′ methodology - engaging students and staff in the processes of investigating what is currently happening, and planning, implementing and reviewing improvements. This contributes to the development of the school or college as a self-evaluating organisation which listens to the voice of the young person. The programme also supports teachers and other school staff in developing as reflective practitioners, and children and young people in developing as reflective learners.

The aim of this study was to investigate the role of the classroom environment, namely the satisfaction with school, trust in teachers, positive teacher--student interaction and loneliness in school, in explaining individual differences in students' goal orientations. In addition, the study aimed to determine gender and age differences in the perception of classroom environment and goal orientations. The sample comprised 41 7 students in the sixth and the eighth grades of elementary school. They completed the questionnaires for assessing their perception of several aspects of classroom environment and the Inventory of school motivation. Results confirmed some well established gender differences in goal orientations, showing that girls achieve higher scores on mastery and social relations goals, whereas boys score higher on ego-goals and extrinsic goals. Sixth graders scored higher on social relations and mastery than did the eighth graders. Female students were more satisfied with school and showed a greater trust in teachers. All of the aspects of classroom environment were positively related with goal orientations, while the regression analyses revealed some specific relations between aspects of classroom environment and certain goal orientations. Keywords: classroom environment, constructivist paradigm, curriculum, student-centred learning, goal orientations Cilj ovog istrazivanja bio je ispitati ulogu razredno-nastavnog ozracja, operacionaliziranog kroz varijable zadovoljstvo skolom, povjerenje u nastavnike, interakcija ucenik--nastavnik te osamljenost u skoli, u objasnjenju individualnih razlika u ciljnim orijentacijama ucenika. Osim navedenog, istrazivanjem se htjelo provjeriti i postoje li razlike u procjeni ozracja te ciljnih orijentacija izmedu ucenika i ucenica sestih i osmih razreda osnovne skole. U istrazivanju je sudjelovalo 41 7 ucenika i ucenica, a primijenjeni su upitnici i skale samoprocjene za ispitivanje razredno-nastavnog ozracja te Inventar skolske motivacije. Rezultati su potvrdili neke poznate spolne razlike u ciljnim orijentacijama, pri cemu su ucenice vise usmjerene na znanje i socijalne odnose, a ucenici na izvedbu te ekstrinzicne ciljeve. Mladi su ucenici u odnosu na starije iskazali vecu usmjerenost na znanje i socijalne odnose, dok u ostalim ciljnim orijentacijama nisu utvrdene dobne razlike. Procjene razredno-nastavnog ozracja pokazale su da su ucenice zadovoljnije skolom te vecim procjenjuju povjerenje u nastavnike od ucenika. Svi aspekti razredno-nastavnog ozracja znacajno su pozitivno povezani s usmjerenoscu na znanje i socijalne odnose, a regresijske analize upucuju na razlicitu ulogu pojedinih aspekata nastavnog ozracja za razlicite ciljne orijentacije. Kljucne rijeci: razredno-nastavno ozracje, konstruktivisticka paradigma, kurikulski pristup, nastava usmjerena na ucenika, ciljne orijentacije

Answering Back exposes the volatility of gender reform in many different schools and classrooms. It tells stories in close up and from below, allowing everyone to talk: anxious boys, naughty girls, cantankerous teachers, pontificating principals and feisty feminists. This book challenges many sacred ideas about gender reform in schools and will surprise and unsettle teachers and researchers. It draws on a deep knowledge of gender issues in schools and of feminist theories, policies and practices. It is compelling and provocative reading at the leading edge.

Gender Revolution: A Journey with Katie Couric. Katie Couric sets out to explore the rapidly evolving complexities of gender identity.

Children spend considerable time in gender-segregated friendship groups in which they develop gender-typed interpersonal styles that have implications for their adjustment and ability to interact with the other sex. However, most of what we know about gender and friendships comes from studies that included girls and boys but were designed to address other questions. Accordingly, studies such as those in this special issue that were specifically designed to examine the role of gender are especially valuable for learning about girls' and boys' friendships. These essays contribute to our understanding of girls' and boys' friendships in terms of structure (e.g., how many friends girls and boys have), content (e.g., how friends interact), and adjustment correlates. These contributions are discussed and suggestions for future research are provided. Suggestions include that future studies (a) work to increase our theoretical understanding of why gender differences in friendship occur, including by taking social cognition into greater account; (b) examine broad age ranges and follow youths over time; and (c) challenge findings about girls' and boys' friendships that are supported by relatively few studies.