Pediatric Reports

Background/Objectives: Adolescence is a critical developmental period during which peer attitudes and school experiences play an important role in social inclusion and academic adjustment. Although attention-deficit/hyperactivity disorder (ADHD) is common in secondary school populations, adolescents’ own knowledge and attitudes toward ADHD remain underexplored, particularly in non-Anglophone contexts. This study aimed to assess knowledge and attitudes toward ADHD among Greek secondary school students, focusing on awareness of the disorder, perceptions of ADHD-related classroom behaviors, and views on educational support and intervention. Methods: A cross-sectional survey was conducted among 154 adolescents aged 12–18 years attending Gymnasium (Grades 7–9) and Lyceum (Grades 10–12) in Greece. Data were collected using an anonymous online questionnaire assessing prior awareness of ADHD, perceptions of classroom behaviors associated with ADHD, attitudes toward inclusion and teacher support, and views on educational and therapeutic interventions. Adolescents with and without a self-reported ADHD diagnosis completed different questionnaire sections according to study design. Descriptive statistics and chi-square tests were used for data analysis. Results: Approximately two thirds of participants (66.9%) reported prior awareness of ADHD. Among typically developing adolescents (n = 134), 83.0% recognized distractibility due to external noise, 70.4% noted off-topic interruptions, and 60.0% reported peers getting up without permission. While 75.5% believed students with ADHD can participate in the classroom, 65.9% also reported academic challenges such as incomplete homework or lower performance. Overall, 79.2% of participants stated that school success depends on teacher and specialist support; however, among adolescents with ADHD (n = 20), only 60.0% endorsed this, with 40.0% emphasizing personal effort. Speech-language therapy was viewed as helpful by 55.6% of typically developing adolescents, though 76.9% of adolescents with ADHD reported not receiving such services. Conclusions: Greek adolescents demonstrate moderate awareness of ADHD and generally supportive attitudes toward peers with ADHD, alongside some uncertainty regarding available educational supports. Schools may represent an important context for improving adolescents’ mental health literacy and understanding of ADHD-related support options.

Background/Objectives: Injuries remain a major cause of childhood morbidity and mortality in Europe, despite improved prevention. Infants under one year are particularly vulnerable because of limited motor control and complete dependence on caregivers. Existing studies are often small or cover broad age ranges, limiting infant-specific insights. This study aims to provide a comprehensive overview of injury types, mechanisms, and treatments, focusing exclusively on infants aged zero to one year. Methods: This retrospective study analyzed 29,574 infants and children (<2 years) treated at a level 1 trauma department from 1993 to 2022. Primary data included main diagnosis, injury mechanism, and treatment. Injuries were classified by diagnosis and mechanism. Surgeries were categorized by procedure type. Results: Injury frequency increased with age. A total of 31.1% of cases occurred in infants (<12 months) and 68.9% in children (12–24 months). Head injuries were the most common trauma type (44%), particularly among infants (69.9%; children: 32.2%), while wounds (infants: 10.2%; children: 31.5%) and fractures (infants: 4.2%; children: 8.4%) were more frequent in children. Falls were the predominant mechanism (77.9%) across both groups. Most injuries were treated conservatively. A total of 228 surgical interventions were performed (0.8%), mainly for wounds (54.8%) and fractures (30.3%). Conclusions: This study shows that, even within the first two years of life, child development shapes both injury frequency and type. As mobility and independence increase, injuries rise, from predominantly head trauma among infants to a higher incidence of wounds and fractures in children. The majority of injuries were minor and managed conservatively.

Background: The COVID-19 pandemic significantly disrupted health systems, including the delivery of childhood immunizations. This study assessed COVID-19 vaccination coverage in families of children with incomplete routine immunization and explored why adults accepted COVID-19 vaccines despite skipping routine vaccination for their children in the district of Swat, Khyber Pakhtunkhwa, Pakistan. Methods: A mixed-methods study was conducted in Swat District during March 2022–April 2023. A cross-sectional survey assessed COVID-19 vaccination in household members of children under 2 years of age for whom vaccination registries showed missed routine vaccinations. In-depth interviews with 18 household members explored motivations for vaccine acceptance through thematic analysis. Results: Among 249 families of children with incomplete immunization found through vaccination records, 237 families (88% response) were interviewed. Among 382 children below 2 years of age in these families, 29.5% (n = 113) were fully vaccinated, 67.5% (n = 258) were incompletely vaccinated according to age, and 2.9% (n = 11) had not received any vaccine. Data from 237 of the defaulter children—one per household—was included in further analysis. Among household members above 12 years of age, 87% (964/1103) of males and 82% (n = 901/1093) of females were vaccinated against COVID-19. Households with at least one fully vaccinated child were significantly more likely to have vaccinated family members. Multivariable analysis showed maternal COVID-19 vaccination (AOR 2.08, 95% CI: 1.15–3.76) and urban residence (AOR 2.08, 95% CI: 1.14–3.79) were associated with full childhood vaccination. In-depth interviews revealed that key motivators for COVID-19 vaccination included the perception that it was mandatory, house-to-house vaccination, and fear of hospitalization or death. Conclusions: Vaccine requirements and ease of access to vaccination services enhanced coverage with COVID-19 vaccines among families of children with incomplete routine immunization. Ethical use of vaccine requirements and community education to enhance levels of risk perception of vaccine-preventable diseases could potentially improve childhood immunization.