In the current study, we conduct an exploratory study on children’s emotional and physical health in response to the COVID-19 pandemic. The direct and interactive effects of parental stress, family socioeconomic status (SES), and family support on child adjustment were investigated. A total of 116 children of varied socioeconomic and their parents were interviewed. Parents with low household income perceived greater distress related to uncertainty and health worries compared to those with higher household income. However, it was among high-SES families that parental distress was associated with child difficulties. At a multivariate level, children’s health was associated with SES, family support, and parental COVID-19 stress. Among families with low household income, when parents perceived low/average COVID-19 stress, family support worked as a protective factor for children’s adjustment. Understanding how COVID-19 relates with children’s emotional and physical health within families with low and high household income may help to inform recommendations for best practices, for example through family support interventions.

Background. To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it.Aims. To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relationship and by children's emotional appraisal of what reaction they expect to have while completing the task.Methods. One hundred and sixteen second and third graders took part in the study. Children completed a cognitive and social stress task. Before the task, they were interviewed on their emotional appraisal of the task and on student-teacher relationships. Children's cardiac activity was registered at rest and during the task to measure physiological activation (heart rate) and self-regulation (heart rate variability). Results. Heart rate variability during the task was positively correlated with the appraised emotional valence of the task and of being observed while doing it. Regression analyses showed that children's physiological self-regulation during the task was affected by the interaction between student-teacher relationships and appraised emotional valence of being observed. Only among children who had experienced negative studentteacher relationships, an active physiological self-regulation was observed in response to the task when they expected it to be positive compared to when they perceived it as negative.Conclusions. Children's emotional appraisal of tasks and the quality of student-teacher relationships are important to promote a functional physiological response of selfregulation that underlies academic functioning and well-being at school.When entering primary school, children face a multitude of events that can be socially, emotionally, or cognitively demanding, and in order to be academically successful, they must learn how to deal with them. Every day, students are required to place cognitive effort on tasks while both teachers and peers socially evaluate the way they behave or perform. Children can expect and evaluate these common experiences to be positive or

Widespread contamination of the super cial, drinking, and groundwater by per uoroalkyl substances (PFAS) was discovered in the Veneto Region (northeast of Italy) in 2013. Mothers from the contaminated area were concerned about the effects of PFAS on their own and their children's health. We determined the factors that in uenced the perceived risk of PFAS and the presence of self-reported diseases by conducting a study with 384 mothers of children aged 1-13 years living in the contaminated area (Red Zone, Veneto, Italy). Information on demography, the sources of exposure, and the health condition of the mothers was collected through an online survey.The serum PFAS concentration was recorded for some of the participants. We determined the factors in uencing the perceived risk, risk of health outcomes, and serum PFAS levels through regression analyses. The PFAS perceived risk of the mothers increased with an increase in the trust in scienti c institutions and social media, and when many friends were present, trust in politics and full-time employment had a protective effect. The PFAS perceived risk increased the occurrences of self-reported and autoimmune diseases. Longer residence (>20 years) in the most exposed area (Red Zone A) increased the frequency of some health outcomes. Serum PFAS concentrations decreased with breastfeeding, but increased with tap water consumption, residence in Red Zone A, and residence time. The PFAS perceived risk of the mothers was associated with many factors that in uenced reporting of health issues. The association between PFAS exposure and health outcomes needs further investigation.

Background Self‐regulation promotes engagement within the classroom. At a physiological level, a good indicator of the ability of the system to self‐regulate is cardiac vagal tone (CVT). Aims The present study aims to assess children's change over time (1 year) in their parasympathetic regulation (by way of CVT) in response to a social and cognitive stressor. Moreover, it addresses whether, if present, this change over time in regulation influences students’ engagement in classroom activities while also accounting for classroom climate. Sample Forty‐nine second graders were assessed at two time points: November 2018 (T1) and 1 year later in 2019 (T2). Methods Children's CVT was registered at rest and while performing a stressful task during which they were asked to cognitively perform while being socially evaluated. Children were also interviewed on how much they feel engaged in classroom activities and their perceptions of classroom climate. Results A repeated measures analysis of variance including 2 Time Points ×2 Phases of CVT Registration (baseline and during the stressful task) revealed a significant decrease in cardiac vagal activity from baseline to the task at T1, indicating that initially most children were not able to self‐regulate and gave way to a stress response when facing the stressful task. The pattern changed at T2 when an active regulation took place signalled by an increase in CVT from baseline to the stressful task. Data analysis also revealed that among children who perceived a poorer classroom climate, the display of greater parasympathetic regulation over time was linked with higher active engagement in classroom activities. Conclusions Growth in physiological regulation in response to a challenging task is associated with better engagement in classroom activities. Interventions and educational practice promoting the development of self‐regulation strategies are recommended.

Acute stress has been linked with prosocial behavior, yet it is entirely unexplored how different types of stressors may affect individuals’ willingness to help: This is particularly relevant while people is experiencing multiple sources of stress due to the COVID-19 pandemic. Here we explore whether different types of stress influence peoples’ giving behavior and the moderating role of emotional intelligence (EI). Undergraduate students were exposed to experimentally induced social, cognitive, or emotional stress and were asked to self-report on their willingness to help and donate to a charity raising funds for COVID-19 and flu patients. Results showed that when compared to a control condition, after being exposed to a social stress, participants were more willing to help a person in need. Our results also provide evidence that, after experiencing a social stress, participants with high (vs low) trait EI were more willing to help, and, as a result, donated more. Findings indicate that moderate levels of distress are associated with increased donations. Interestingly, when stress is not too threatening, high EI can regulate it and promote prosocial behaviors.