#Schoolreadiness

A landmark international study finds younger pupils in a class, often born later in the year, face higher odds of mental health concerns than their older peers. Analyzing health records of more than a million children, the research prompts education systems worldwide, including Thailand, to reconsider strict entry cutoffs that can unintentionally disadvantage students.

Researchers from Norway’s NTNU reviewed health data for children aged 4–17 born between 1991 and 2012. The study shows October–December births—the youngest in many classrooms—have higher rates of ADHD and related neuropsychiatric conditions compared with January–March births. The magnitude of risk varies with prematurity, with ADHD diagnoses among the youngest students rising by about 20–80 percent. A lead neonatology consultant notes a meaningful relative age effect in childhood mental health.

A major new study from Norway has found that children born later in the school year—those who are the youngest in their class—are significantly more likely to be diagnosed with mental health problems than their older classmates. The research, which analyzed data from over one million children, has ignited global debate over how education systems, including Thailand’s, may inadvertently disadvantage their youngest students through rigid school entry cut-off dates. Experts are now urging policymakers and educators to reconsider age-based class placements and provide additional support to mitigate these long-term mental health risks.

A growing body of scientific research highlights how small morning habits can sharpen children’s thinking and support healthier lifestyles. Thai parents and teachers are taking notice, as international features discuss practical routines that families can weave into daily life to boost intelligence, focus, and academic success.

Researchers point to the first hours after waking as crucial for a child’s brain development. Educators in Thailand are eager to translate this knowledge into classroom and home practices that help close learning gaps and strengthen long-term health. Data from Thailand’s Ministry of Public Health indicates that everyday habits play a meaningful role in children’s well-being and school readiness.

A new wave of scientific research is shining light on morning routines, emphasizing how specific habits can help children become not only healthier but also cognitively sharper. Parents and educators in Thailand are paying close attention to this trend, as recent global discussions—sparked by features such as “10 morning habits that make kids smarter,” highlighted by international platforms like the Times of India—reveal practical strategies that could be easily integrated into daily family life to foster intelligence and academic success.

A viral video by an American kindergarten teacher has reignited debate on early childhood discipline, with a focus on one simple word: “No.” The teacher, who recently spoke out on social media, expressed frustration that many children enter school without understanding or respecting boundaries, blaming shifts in modern parenting for difficulty in classroom management. The video, which swiftly gathered more than 326,000 views on TikTok, has triggered global discussion on the best ways to prepare children for the structure of school—an issue with important implications for Thai parents and educators.

A viral video from an American kindergarten teacher has sparked a global conversation about early discipline, focusing on a single word: no. The clip, which has drawn hundreds of thousands of views on TikTok, highlights a growing debate about how to prepare children for school—an issue closely watched by Thai parents and educators.

In the teacher’s widely shared message, she urges parents to teach children to accept “No” as a complete answer before they start kindergarten. She argues that lacking this basic lesson can leave children unprepared for the structured routines of school. The teacher, who resides in Kentucky and is a mother herself, emphasizes that saying “No” is not about harsh authority. Instead, it is about establishing boundaries that foster respect, cooperation, and effective learning in group settings. Her remarks have sparked discussion about “gentle parenting,” a philosophy that emphasizes empathy and collaborative problem-solving.