Developmental and Adolescent Health is founded and published quarterly by the Greek Society for Adolescent Medicine. The journal was first released in 2020 in Greek. From the third issue on it is being published in English and aims to inform, educate and promote knowledge in all fields concerning developmental and adolescent health. Developmental and Adolescent Health accepts original research articles, reviews, case reports and editorial articles from all subspecialties in pediatrics. All papers are blind peer-reviewed and published as quickly as possible. Online ISSN: 2732-8376 Print ISSN: 2654-1858
The Impact of the Ukrainian War on Minors: A Review
Purpose: The purpose of this research is to identify the effects of the war in Ukraine on children and adolescents. Methods: A research of published papers, using online databases was conducted. Results: The analysis of research on the Ukrainian war identified effects of the war on the physical and mental health of children and adolescents, who were divided into 1. those residing in Ukraine, some of whom were displaced internally from Eastern Ukraine, 2. those who have fled to other countries, 3. and minors who did not directly experience the war. Conclusions: The research revealed the multi-level impact of war on the lives of minors, both those who have experienced war directly and those who have had indirect experience. Children and adolescents are at a critical and sensitive time in their lives thus better conditions for their growth and development should be ensured.
Copyright (c) 2026 Antonia Kyrou, Georgia Kotitsa
Coexistence of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD)
Purpose: This study aims to provide readers with a deeper understanding of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), while promoting an inclusive environment by challenging and reducing biases toward neurodivergent individuals. Methods: The study presents an overview of each disorder, including definitions, historical background, diagnostic methods, prevalence, and the coexistence of ASD and ADHD within the same individual. Discussion: Both ADHD and autism fall within the broader concept of “neurodiversity,” a framework that challenges the binary classification of intelligence as “normal” or “abnormal.” Neurodiversity recognizes neurological differences as natural, healthy, and valuable dimensions of human diversity. Individuals with these conditions often approach tasks, problem-solving, and design in ways that differ from neurotypical patterns (1). Conclusion: Promoting awareness and acceptance of neurodiversity in communities, schools, and workplaces enhances inclusion for all individuals. Creating supportive environments that recognize the unique strengths and needs of neurodivergent people is essential for fostering their potential and well-being.
Copyright (c) 2026 Eleni Papandreoou, Evelina Preventi, Dimitra Ougiarou
Virtual Reality in Education and Its Impact on Adolescent Learning and Mental Health
Virtual Reality (VR) is a rapidly evolving technology with increasingly widespread applications in the field of education. This brief review examines the impact of VR on adolescent learning and mental health, highlighting both its educational benefits and potential psychological risks. According to current literature, the use of VR in secondary education can enhance cognitive engagement, focus, and active learning by offering an immersive, interactive, and multisensory environment. Particular emphasis is placed on the personalized learning experience, which can strengthen adolescents' intrinsic motivation and promote deeper understanding of complex concepts. However, unregulated or prolonged exposure to VR environments may lead to adverse outcomes such as addictive behavior, social withdrawal, emotional dysregulation, and cybersickness. These effects are particularly concerning during adolescence, a developmental period characterized by identity formation and the strengthening of self-regulation and social interaction skills. When applied responsibly, within appropriate pedagogical and psychosocial frameworks, VR holds great potential as a valuable tool for modern educational and mental health interventions aimed at adolescents.
A Review of Emerging Technologies for Children with Blindness and Visual Impairment: Opportunities, Challenges, and Future Directions
Purpose: To review emerging technologies that support learning, communication, orientation, mobility, and rehabilitation for children with blindness, visual impairment, and vision loss, with emphasis on tools relevant to educational participation and child development. Methods: Structured narrative review of PubMed and Google Scholar-indexed literature, prioritizing systematic reviews, randomized trials, interventional studies, and clinically relevant observational research on pediatric low-vision rehabilitation, braille and tactile technologies, smartphone-based accessibility, tele-rehabilitation, orientation and mobility systems, and emerging artificial intelligence applications. Results: The literature shows that technology is moving from stand-alone specialist devices to flexible, multimodal ecosystems that combine optical enhancement, digital magnification, text-to-speech, audio description, tactile access, smartphone accessibility, wearable sensors, and artificial intelligence. Evidence is strongest for tablets and digital magnification in school access, selected electronic visual aids, and structured rehabilitation programs. AI-enabled tools, including object-recognition and reading systems, show promise for functional independence, but the pediatric evidence base remains limited. Tele-rehabilitation and hybrid service models may extend access, especially where specialist services are scarce, while children with cerebral visual impairment need individualized, developmentally informed interventions. Conclusions: Newer technologies can improve access to print, participation in classrooms, environmental exploration, and independence, but successful implementation depends on training, affordability, contextual adaptation, and integration within educational and rehabilitation services. Future pediatric research should focus on long-term outcomes, school use, and equitable access.
Copyright (c) 2026 Athanasia Zourou, Dionysios Palermos, Theodoros N. Sergentanis, Konstantinos Kotrokois
The Role of Narrative Therapy in Managing Grief in Children and Adolescents
Purpose: This study evaluates Narrative Therapy’s effectiveness in managing child and adolescent grief, focusing on how the investigation of the combination of theoretical and practical knowledge in order to examine their degree of effectiveness in the population of grieving children and adolescents. Methods: A qualitative literature review was conducted using PsycINFO, PubMed, Scopus, and Web of Science. The analysis included peer-reviewed empirical studies published between 2015 and 2025 focusing on narrative interventions for grieving minors. Results: The findings of the present dissertation are consistent with and, in some cases, extend the results of existing research studies that indicate the crucial role of narrative therapy in managing grief during childhood and adolescence. Conclusions: Narrative Therapy is a developmentally appropriate and non-pathologizing approach for working with bereavement. While Narrative Therapy has proven effective in promoting resilience, further empirical studies are needed to develop narrative tools for younger populations.
Neurodiversity - Affirming Psychotherapy - Challenges and Guidelines
Neurodiversity-affirming therapy is a relatively new concept. Neurodivergent individuals face unique challenges in their psychotherapeutic journey, as many mental health professionals do not seem to be neurodiversity-informed. Difficulties such as sensory non-friendly environments, misdiagnosis, biases on the part of therapists, as well as personal challenges like masking, appear to hinder the therapeutic process. This brief review aims to shed light on these difficulties and to suggest practices that can make therapy more neurodiversity-affirming. Future research is needed, along with the inclusion of the voices of neurodivergent individuals, both as professionals and as clients.
Copyright (c) 2026 Anastasia Kourti, Katerina Antonopoulou
Special Education in Childhood Blindness and Visual Impairment: A Review of Current Evidence
Purpose: To review the principles, educational needs, and evidence-based methods relevant to special education for children and adolescents with blindness, visual impairment, and vision loss. Methods: A narrative review was performed in Pubmed and Google Scholar, prioritizing systematic reviews, clinical reports, qualitative studies, and key original studies on early intervention, literacy, psychosocial development, assistive technology, cerebral visual impairment, and school participation in childhood and adolescence. Results: We found that special education for learners with visual impairment must begin early and should not be limited to medical diagnosis. Effective support strategies primarily depend on developmental monitoring, family-centered intervention, individualized literacy planning, access to braille and low-vision tools, assistive technology, and school environments that promote participation and psychosocial well-being. Emerging evidence also shows that cerebral visual impairment is common, under-recognized in schools, and can significantly hinder education. Teacher awareness, interdisciplinary collaboration, and timely correction of treatable vision problems can lead to better access to learning and participation. Conclusions: Special education in childhood visual impairment is most effective when it is employed early, and has an individualized, literacy-focused, and technologically enabled approach, while also being attentive to mental health and social inclusion. Important gaps remain in high-quality intervention studies, long-term educational outcomes, and implementation research across diverse school systems.