ABSTRACT
Intellectual disability is an important developmental condition that emerges in childhood and often requires long-term care. Because children with intellectual disabilities frequently interact with the healthcare system, nurses’ knowledge and care approaches can directly influence the quality of care provided. Developing knowledge and awareness about intellectual disability during nursing education is essential for delivering compassionate care to these children. This study was conducted using a descriptive and analytical design to examine nursing students’ knowledge regarding children with intellectual disabilities and their levels of self-compassion. The study was carried out with 380 nursing students enrolled at the College of Nursing, University of Al-Qadisiyah in Iraq. Data were collected using a Personal Information Form, the Knowledge Questionnaire on Children with Intellectual Disabilities, and the Self-Compassion Scale. Descriptive statistics, Chi-square test, Mann–Whitney U test, and Kruskal–Wallis test were used for data analysis. Most participants were aged between 18 and 24 years, female, single, and second-year students. The findings showed a statistically significant relationship between students’ age and both their perceptions of children with intellectual disabilities and their self-compassion levels (p < 0.05). Additionally, nursing students demonstrated moderate levels of knowledge about children with intellectual disabilities and high levels of self-compassion. These findings highlight the importance of strengthening educational content that enhances knowledge and awareness of intellectual disability in nursing education.

ABSTRACT
Background: Adolescence is a pivotal developmental phase characterized by rapid physical, cognitive, socio-emotional, and psychological transformations. Self-efficacy—an individual's confidence in their ability to take the steps necessary to succeed—is essential for handling the academic and personal challenges of growing up. Framed within Albert Bandura’s Social Cognitive Theory, this study, titled "The Role of Self-Efficacy in Adolescents' Development: An Empirical Study in Assam," investigates the distribution of self-efficacy among secondary school students in Assam, North-East India. Specifically, through this research work it examines whether significant differences in overall self-efficacy of Adolescents exist across gender (Boys vs. Girls) and Types of school (Provincialized High Schools vs. Private Jatiya Vidyalaya). Material and Method: Descriptive Survey Method has been employed in this study. The study was carried in four Provincialized High School and Jatiya Vidyalaya of Srijangram Block of Bongaigaon District, Assam under SEBA. The sample of the present study consists of 200 High School Students studying Class IX, which includes both Boys and Girls. A self developed standardized scale was used to collect data from the sample students. Statistical Technique Used: Simple Percentage, t-test has been used in this study. Result: The findings of the study indicate that vast majority of students have high level of Self-Efficacy. It is also found that there is no significant difference of Self-Efficacy between boys and girls and adolescent student studying at Provincialized High School and Jatiya Vidyalaya. The observed result suggests that Gender and Types of School does not have a significant effect on self-efficacy in adolescents. Conclusion: By analyzing the interplay between institutional frameworks and demographic variables in a unique regional ecosystem, the findings aim to provide empirical evidence to inform pedagogical practices, institutional struct

ABSTRACT
Background: Parents of children with neurodevelopmental disorders (NDDs) often face chronic caregiving stress, yet some also report positive psychological change, known as post-traumatic growth (PTG), alongside this adversity. Perceived social support is theorised to buffer caregiving stress and facilitate such growth, but evidence in this population, and on gender differences within it, remains limited. Objective: This study examined the relationship between perceived social support and PTG among parents of children with NDDs and tested for gender differences in both variables. Methods: A cross-sectional, correlational and comparative design was used. Participants: Eighty parents (40 male, 40 female), aged 18 years and above, of children with NDDs were recruited by convenience sampling from child rehabilitation centres and special schools in Malappuram District, Kerala, India. Measures: A personal data sheet, the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet et al., 1988), and the Posttraumatic Growth Inventory (PTGI; Tedeschi & Calhoun, 1996) were administered. Statistical analysis: Data were analysed using Pearson's correlation and independent-samples t-tests. Results: Perceived social support was significantly and positively correlated with post-traumatic growth (r = .590, p < .01), a large effect by conventional benchmarks. No significant gender differences emerged in perceived social support (t(78) = −0.558, p = .579, d = 0.12) or in post-traumatic growth (t(78) = −1.312, p = .193, d = 0.29). Conclusion: Higher perceived social support was strongly associated with greater post-traumatic growth among parents of children with NDDs, irrespective of gender. Findings support incorporating social-support-focused, gender-inclusive components into services for these families, though the correlational design precludes causal inference and the modest, single-district sample limits generalisability.

ABSTRACT
The main purpose of this article is to investigate the prevalent silence among Christian parents in Coastal West Africa regarding LGBTQ+ issues and propose a pastoral framework for church leadership. It makes use of a conceptual methodology, and data from the 2025 OneHope Faith Foundations Research, which covered 737 participants across Benin, Cameroon, Liberia, and Nigeria. The research highlights a widespread lack of interest in LGBTQ+ training among both parents and clergy. While digital exposure has created a slight increase of awareness in Anglophone regions (20%) compared to Francophone areas (11%), institutional barriers persist. In response, this article proposes the Theological Silence Continuum as a diagnostic tool to guide tailored pastoral interventions. This diagnostic tool categorises silence into four forms: Enforced, Structural, Protective, and Engaged. Ultimately, this article argues that proactive and context-specific church resources are essential to prevent youth from seeking guidance from unreliable external sources.