<abstract> <p>Exposure to certain acute stressors results in an immediate behavioral and physiological response to these situations during a significant period of days. The goal of the current study is to evaluate the long-lasting effect of single exposure of restraint stress among mice after 0 h, 24 h, 48 h and 72 h. Five groups of mice are under experiment: a control group and four groups exposed to one session of restraint stress. All these groups have been studied for behavioral tests in order to evaluate their memories. This is done through a Y-labyrinth and an object recognition test, and anxiety by using open field device. In the second part of the study, enzymatic assays (concerning catalase, glutathione s transferase, glutathione peroxidase and superoxide dismutase) are used to evaluate oxidative stress. The enzymatic activity of the antioxidant system is assessed in five brain structures, including the cerebellum, olfactory bulb, spinal bulb, hypothalamus, and hippocampus.</p> <p>The obtained results show that acute restraint stress leads to a decrease in memory function and to the development of an anxious state; concomitant to an increase of locomotor activity afterword. It causes disturbance of antioxidant balance in the brain by developing a state of oxidative stress. Indeed, restraint stress causes a change in anti-oxidant stress enzymatic activity in the brain, notably in post-stress period. In conclusion, acute restraint stress is responsible for altering cognitive functions, especially memory, and the development of anxious behavior, which could be a result of the generation of oxidative stress; effects that are persistent over an important period after the cessation of stress.</p> </abstract>

Purpose This study aims to examine the associations between reading difficulties, anxiety and depressive symptoms, self-esteem status and academic achievement among children of school age in the Moroccan context. Design/methodology/approach This cross-sectional study was carried out on 302 Moroccan students aged 9 to 16 years, the latter having voluntarily participated in the different stages of the proposed assessments. Standardized reading tests administered individually allowed us to classify participants into three groups (good readers, intermediate level and weak readers). The subjects completed the measurements of three self-evaluative scales: the Beck depression inventory, the Coopersmith scale of self-esteem and the Taylor questionnaire of manifest anxiety. The variable of academic achievement is constituted by calculating the grade point averages of the last three semesters. Findings Emotional disturbances are more frequent in the “weak readers” and the “intermediate level” group when compared to the good readers. Academic achievement and reading level are negatively correlated with anxious-depressive symptoms and positively with self-esteem at each reading level; the analysis of the results does not show any relevant difference in terms of the psychopathological disorder intensity between girls and boys. Research limitations/implications This study emphasizes improving education and psychological support for learners. It also encourages the strengthening of strategies for dealing with learning disabilities and the emotional distress associated with them. Practical implications The trend toward an inclusive school and the recruitment of school psychologists is advantages to be considered in the Moroccan educational system. Originality/value In addition to psychopathological vulnerability and academic failure, the social and family dimensions of self-esteem are impaired in weak readers.