The study, conducted by psychologist Patricia Lannen and colleagues from the University of Zurich, Marie Meierhofer Institute for the Child, and the University Children’s Hospital Zurich, scrutinized mortality data from 431 individuals placed in Zurich infant care institutions between 1958 and 1961. This cohort’s outcomes were compared with those of 399 peers raised within family settings in the same geographical and temporal context, resulting in a robust dataset of 830 participants. Over a 60-year follow-up period, individuals institutionalized as infants exhibited a staggering 48% increase in mortality risk relative to their counterparts. This translated to an average reduction in life expectancy by approximately 12 years, a figure comparable to some of the most notorious health risk factors known today.

The methodological rigor of this study stems from its uniquely comprehensive dataset, which benefits from systematic record-keeping of infants in care institutions dating back to the late 1950s. Since the institutionalized infants generally entered these settings shortly after birth, and their birth weights mirrored those of the control group, confounding variables related to prenatal health or early biological disadvantages were minimized. This controlled design enhances confidence that outcomes can primarily be attributed to environmental factors during institutional care, rather than preexisting conditions.

One of the most striking features of these institutions was the near-total absence of affectionate and stimulating experiences during a critical developmental window. Infants were isolated in cribs, spending much of their time alone, and received less than one hour of caregiver interaction per day. This approach had been justified by the imperative to control infections and reduce infant mortality, yet it inflicted severe psychosocial deprivation. Current developmental neuroscience underscores that early life experiences, particularly parental affection and sensory stimulation, are integral to the maturation of neural circuits responsible for self-regulation, emotional resilience, and stress management.

The absence of these fundamental nurturing elements has far-reaching consequences. Lannen and her colleagues explain that deficient early life psychosocial environments predispose individuals to maladaptive coping strategies and risk-taking behaviors that jeopardize health and longevity. Indeed, the study found that death before age 40—often from unknown causes—was twice as prevalent in the institutionalized cohort. This underscores how early deprivation can permanently alter trajectories of health and behavior, extending well beyond childhood into adulthood and old age.

This research also holds profound sociocultural significance, casting light on a dark chapter in Swiss history. Institutionalizing infants was commonplace well into the 20th century, particularly targeting children of unmarried or very young mothers—a demographic marginalized by prevailing societal norms that stigmatized single motherhood. Immigrant families also faced disproportionate risks of having their children placed in such institutions. These practices were part of broader “compulsory social measures,” which included indentured labor, forced adoption, and compulsory sterilization, reflecting systemic mechanisms of social control and discrimination. Modern Swiss society’s ongoing efforts to critically re-examine and reconcile with this legacy form an important backdrop to this scientific investigation.

Beyond illuminating historical injustices, the study’s findings have pressing contemporary implications. Globally, millions of children continue to reside in orphanages and residential care facilities with inadequate emotional and sensory stimulation. The revelation that early institutional deprivation can shorten life expectancy by over a decade serves as a clarion call for child welfare policies worldwide. It compels governments and caretakers to prioritize emotional nurturing alongside physical care, recognizing that the former is no less vital for healthy development.

Moreover, the research contributes crucial evidence towards an evolving understanding of how psychosocial stressors in early life translate into biological impacts that can persist across the life course. Emerging interdisciplinary fields such as developmental origins of health and disease (DOHaD) and epigenetics underscore the interconnectedness of early environment, brain development, immune function, and longevity. This study propels that discourse forward by providing rare population-based mortality data that quantify the ultimate cost of deprived early experiences.

The City of Zurich’s response to these findings is illustrative of a growing institutional willingness to confront historical wrongs. Alongside issuing an official apology, the city has committed to supporting victims through a communal solidarity contribution fund, a gesture acknowledging the multifaceted harms inflicted by past policies. Such steps exemplify how scientific inquiry can inform not only individual health outcomes but also societal processes of memory, justice, and healing.

Carefully controlled, long-term research such as this complements contemporary testimonial approaches by anchoring personal accounts within objective epidemiological frameworks. Many individuals from these institutions were too young to recall their early experiences, limiting the reach of oral histories. However, systematic data collection from infancy to late adulthood permits comprehensive evaluation of developmental trajectories, reinforcing that early psychosocial deprivation is not an abstract concept but a measurable, consequential phenomenon.

This study also symbolizes the critical intersection of public health, social policy, and ethical accountability. Its revelations challenge assumptions that physical health and survival alone define quality of care. Instead, it demands a holistic appreciation that the architecture of human development requires a nurturing environment to flourish physically, emotionally, and socially. The 12-year average reduction in life expectancy among institutionalized infants is a profound testament to this truth, spotlighting a preventable cause of premature mortality with enduring resonance.

Looking toward the future, these findings advocate for enhanced support systems that ensure infants and young children receive continuous, consistent affection and stimulation regardless of socioeconomic status or family circumstance. Innovations in foster care, family reintegration programs, and quality standards for childcare institutions must integrate psychological and emotional dimensions as core components. The lessons from Zurich’s infant institutions, though born from a historical context, resonate as urgent imperatives to safeguard child development worldwide.

In essence, this landmark research reconstructs a somber historical episode into a powerful scientific narrative about the essential nature of early caregiving. It offers a rare lens into how deprivation during a fleeting yet formative period imposes lifelong costs, measured not only in years lost but in diminished resilience and well-being. As societies reckon with past injustices and seek pathways toward healing, the intertwined threads of history, science, and compassion coalesce to inform a more enlightened future for children everywhere.

Subject of Research:
Long-term mortality outcomes associated with early childhood institutional care under conditions of psychosocial deprivation.

Article Title:
Survival of the nurtured: A 60-year follow-up study on mortality in institutionalised infants

News Publication Date:
30-Apr-2026

Web References:
https://www.nfp76.ch/de/UQp85ZUh2FiAqMNI/projekt/projekt-lannen
https://www.stadt-zuerich.ch/de/aktuell/medienmitteilungen/2023/09/230919a.html
https://www.stadt-zuerich.ch/solidaritaetsbeitrag
https://www.erinnern-fuer-morgen.ch/

References:
Lannen, P., et al. (2026). Survival of the nurtured: A 60-year follow-up study on mortality in institutionalised infants. Child Abuse & Neglect, DOI: 10.1016/j.chiabu.2026.108040

Keywords:
Infant institutionalization, psychosocial deprivation, mortality risk, early childhood development, life expectancy, developmental neuroscience, social history Switzerland, child welfare, long-term follow-up study, emotional neglect, public health, historical injustices

At the heart of this inquiry lies the concept of empathy, a multifaceted psychological construct encompassing emotional resonance, perspective-taking, and compassionate understanding. Empathy is widely recognized as a catalyst for prosocial actions—behaviors intended to benefit others such as sharing, helping, and comforting. However, empathy alone does not entirely account for the nuances of prosocial behavior observed in children. This research uncovers how creativity serves as an equally vital counterpart, fueling children’s ability to devise novel ways of interacting and cooperating socially.

The investigative team, led by Gungordu and colleagues, undertook a comprehensive, longitudinal analysis of preschoolers, considering various metrics to quantify empathy and creativity. Their methodological framework employed structured observational assessments alongside caregiver and educator reports, offering a multifaceted perspective on each child’s socioemotional repertoire. By applying rigorous statistical modeling, the researchers were able to delineate pathways linking empathy and creative capacities directly to prosocial tendencies, elucidating the dynamic developmental interplay between these factors.

One of the most compelling revelations of the study is the bidirectional influence between empathy and creativity in fostering prosocial behavior. Children exhibiting heightened empathy often engage in imaginative play that requires perspective-shifting and inventive problem-solving, showcasing early evidence of creative expression. Conversely, creative skillfulness amplifies a child’s ability to empathize by enabling flexible mental representations of others’ emotions and intentions. This symbiotic relationship challenges prior paradigms that treated these constructs as distinct or sequential developmental milestones.

Moreover, the research highlights environmental and contextual factors that modulate this developmental trajectory. The presence of supportive caregivers and stimulating play environments significantly enhances both empathy and creativity, thereby accelerating the emergence of prosocial behaviors. For example, children exposed to diverse social contexts where imaginative storytelling and cooperative problem-solving are encouraged demonstrated more nuanced understanding of others’ feelings and displayed greater generosity.

Importantly, the study addresses critical neurodevelopmental mechanisms underpinning these observed patterns. Neurocognitive correlates such as executive function, emotional regulation, and theory of mind appear integral in navigating the complex landscape of empathy and creative ideation. These cognitive faculties provide the scaffolding necessary for children to regulate their responses, foresee consequences, and engage in socially adaptive behavior, laying the groundwork for enduring prosocial dispositions.

A key strength of this research lies in its interdisciplinary approach, integrating insights from psychology, neuroscience, and education to forge a holistic understanding of early social development. By emphasizing the interplay between emotional and cognitive domains, Gungordu et al.’s study sets a new benchmark in unraveling how internal capacities and external experiences converge to shape children’s social competencies.

This enriched conceptualization bears significant practical implications. Early childhood educators, caregivers, and policymakers can leverage these findings to design interventions and curricula that simultaneously nurture empathy and creativity. For instance, cultivating environments where imaginative exploration is paired with emotional dialogue can amplify children’s natural proclivity toward prosocial engagement, potentially curbing emerging social challenges early in life.

Furthermore, the study’s findings shed light on the differential developmental trajectories among children, underscoring the importance of individualized approaches. Recognizing that children vary in their empathic sensitivity and creative potential enables tailored support that honors unique developmental strengths while addressing vulnerabilities. Such personalized strategies might include targeted play-based therapies or caregiver coaching focused on emotional attunement and creative encouragement.

The implications of this work extend beyond early childhood, offering a lens through which to contemplate lifelong social relations. Empathy and creativity cultivated during the preschool years likely serve as foundational assets for navigating complex social environments in adolescence and adulthood. Enhancing these traits could promote more cooperative, compassionate communities and mitigate conflicts rooted in misunderstanding and rigidity.

As society grapples with increasingly interconnected and diverse social landscapes, fostering prosocial behavior from the earliest stages is paramount. This study contributes a vital piece to the developmental mosaic, illustrating that nurturing empathy and creativity is not merely beneficial but essential for the flourishing of social harmony and mutual aid. Educational systems worldwide stand to gain by integrating these science-backed insights into pedagogical frameworks.

Moreover, the researchers call attention to the need for further investigation into the cultural dimensions of empathy and creativity development. Cross-cultural studies will enhance understanding of how varying social norms and values shape the expression and reinforcement of prosocial behaviors. Such knowledge will be crucial for adapting interventions to heterogeneous populations globally, ensuring inclusivity and relevance.

This research also prompts critical reflection on the role of technology and digital media in early childhood development. As digital tools increasingly permeate young children’s lives, evaluating their impact on empathy and creativity becomes imperative. The authors suggest future studies to examine how digital environments might either hinder or enhance the natural unfolding of these social capabilities and subsequent prosocial behavior.

In conclusion, the study spearheaded by Gungordu, Hernandez-Reif, Walker, and colleagues marks a pivotal advancement in developmental science by intricately mapping how empathy and creativity intersect as dual engines driving prosocial development in preschoolers. Its nuanced findings advocate for enriched educational and caregiving practices that honor the intricate fabric of early socioemotional growth. As the world embraces the promise of nurturing kinder, more cooperative generations, this research provides both a scientific foundation and a hopeful vision for the future.

The unfolding narrative of childhood development is one of profound complexity and transformative potential. Through this lens, empathy and creativity emerge not simply as static traits but as dynamic, interwoven forces sculpting the architecture of social life from its earliest moments. The implications reverberate across disciplines, touch all sectors concerned with human flourishing, and ignite a call to action to foster environments where young children’s social hearts and imaginative minds can thrive in unison.

Subject of Research: Empathy and creativity as foundational elements in the development of prosocial behavior among preschool-age children.

Article Title: Empathy and creativity as foundations and predictors of how prosocial behavior develops in preschool age children.

Article References:
Gungordu, N., Hernandez-Reif, M., Walker, D.I. et al. Empathy and creativity as foundations and predictors of how prosocial behavior develops in preschool age children. ICEP 19, 6 (2025). https://doi.org/10.1186/s40723-025-00147-0

Image Credits: AI Generated

DOI: https://doi.org/10.1186/s40723-025-00147-0

Their research zeroes in on three critical domains of child development that often go awry in very preterm children: mathematical skills, behavioural regulation, and emotional well-being. These domains are pillars of academic and social success but are frequently compromised in children born significantly before term. The study is unique in its longitudinal design, tracking a cohort from ages 3 to 6 to uncover the developmental mechanisms mediating long-term outcomes, rather than offering a static snapshot at school entry. This approach reveals a dynamic interplay between early neurodevelopmental function and later school performance.

At the heart of their investigation is the role played by executive functions—those higher-order cognitive processes that include working memory, inhibitory control, and cognitive flexibility. Executive functions orchestrate a child’s ability to plan, focus attention, and regulate behavior and emotions. Meanwhile, receptive vocabulary, a cornerstone of language development, provides a window into the child’s ability to comprehend and process information. Morales and colleagues hypothesize that difficulties in these domains foster a cascade effect, compromising math skills and socioemotional health by the time children reach school age.

Very preterm birth, defined as birth prior to 32 weeks of gestation, dramatically alters the trajectory of brain development. The rapid neural maturation that occurs in the cerebral cortex during the third trimester is interrupted, placing these children at heightened risk for atypical neurodevelopment. This biological vulnerability manifests in a spectrum of cognitive and behavioural challenges. Prior research has identified impairments in executive function and language skills in preterm populations, but the present study advances the field by pinpointing how these deficits serve as mediators—meaning they partially explain the pathway from preterm birth to later school difficulties.

Quantifying the influence of these mediators on academic and emotional outcomes, the researchers utilized rigorous statistical modeling, disentangling direct and indirect effects. Their analyses underscored that deficits in executive functioning and receptive vocabulary measured during preschool years were robustly associated with reduced math achievement and increased behavioural and emotional difficulties at ages 8 to 12. Remarkably, these cognitive mediators accounted for a significant portion of the variance, highlighting their central role as early indicators and potential intervention targets.

The study’s findings carry profound implications for early intervention strategies. They suggest that bolstering executive functioning and language skills well before the child enters formal education could ameliorate or perhaps even prevent the downstream academic and socioemotional challenges that have long been observed. In essence, these preschool years present a critical window of opportunity where targeted support could alter developmental trajectories towards more favorable outcomes.

Moreover, the nuanced understanding offered by this research challenges educators and clinicians to rethink how they assess school readiness. Often measured by surface-level skills or single time-point assessments, readiness encompasses a complex constellation of underlying cognitive and emotional processes. The inclusion of executive function and language development in readiness assessments could create a richer, more predictive profile, identifying children at risk for future difficulties earlier and with greater precision.

Importantly, the study also sheds light on the emotional and behavioural struggles encountered by very preterm children. Emotional regulation is tightly linked with executive functioning, and difficulties in control and flexibility can manifest as anxiety, mood disturbances, or behavioural dysregulation. These challenges not only interfere with academic learning but can also compromise peer relationships and overall well-being. By unravelling how early cognitive deficits translate into these socioemotional outcomes, the authors provide a roadmap for integrated therapeutic approaches.

Beyond immediate clinical and educational applications, these findings contribute to a broader theoretical understanding of developmental neuropsychology. The longitudinal nature of the research reveals how early neural disruptions set off cascading effects that intersect multiple domains of functioning. This dynamic interplay aligns with developmental cascade models, which emphasize how early deficits compound over time rather than operate in isolation.

Despite the clarity and importance of these findings, Morales and colleagues also acknowledge the complexities that remain. While executive function and language skills are key mediators, they likely represent just part of a multifaceted developmental protocol influenced by genetic, environmental, and contextual factors. Future work is needed to tease apart these influences and to explore how interventions might be tailored to individual constellations of risk and resilience.

The trajectory from very preterm birth to school readiness complications is neither linear nor predestined. The study’s identification of executive functioning and receptive vocabulary as pivotal mediators paves the way for proactive, data-driven interventions capable of reshaping futures. It underscores the imperative for early screening in neonatal follow-ups and for interdisciplinary collaboration spanning pediatrics, psychology, education, and speech-language therapy.

In an era increasingly attuned to personalized medicine and education, this research exemplifies the power of longitudinal, nuanced studies to guide practical applications. Targeting cognitive and language development in the preschool years offers a tangible, empirically supported strategy to bridge the gap that very preterm children face as they transition to the demanding environment of formal schooling.

The road ahead involves implementing these insights in real-world settings, refining intervention protocols, and ensuring equitable access for the diverse populations affected by preterm birth globally. It also beckons parallel scientific endeavors into the underlying neurobiological substrates—possibly through neuroimaging or genetic studies—that drive these observable developmental cascades.

As science converges with clinical practice, the hope is that children born very preterm will encounter not only survival but also thriving in academic and emotional domains. This transformative research injects fresh optimism and a conceptual framework for early remediation, emphasizing that the story of school readiness is written well before the first day of kindergarten.

Through their meticulous and innovative approach, Morales, Susperreguy, and Simms provide more than just data; they offer a vision—one where early detection and intervention transform the developmental trajectories of vulnerable children, paving a future in which very preterm birth does not doom a child’s potential to struggle but instead serves as a call to action for timely support.

Subject of Research: The study investigates the long-term cognitive and socioemotional effects of very preterm birth on children’s school readiness, focusing on the mediating role of executive functions and receptive vocabulary during preschool years.

Article Title: The long-term effect of very preterm birth on school readiness: exploring preschool mediating pathways

Article References:
Morales, M.F., Susperreguy, M.I. & Simms, V. The long-term effect of very preterm birth on school readiness: exploring preschool mediating pathways. Pediatr Res (2025). https://doi.org/10.1038/s41390-025-04352-y

Image Credits: AI Generated

DOI: https://doi.org/10.1038/s41390-025-04352-y

The study was spearheaded by Josefina Castro Fornieles, a leading researcher affiliated with the University of Barcelona’s Faculty of Medicine and Health Sciences, the Hospital Clínic, and the August Pi i Sunyer Biomedical Research Institute (IDIBAPS). Collaborating closely with Dolores Moreno’s team at the Gregorio Marañón University Hospital in Madrid, the investigators employed a robust observational design involving a cohort of 238 children aged between 6 and 17 years. These children were assessed comprehensively at the outset and conclusion of the four-year follow-up to capture the progression and emergence of mental health symptoms over time.

Key to the study’s innovation was the integration of detailed parental clinical data with a range of socio-demographic variables. Researchers considered parental psychiatric diagnoses, subclinical symptomatology indicative of schizophrenia or bipolar disorder spectrums, age at childbirth, and family socioeconomic status. This multidimensional approach allowed for a granular examination of how these factors collectively influence the risk profile of offspring, moving beyond simplistic genetic inheritance models toward a more holistic understanding of intergenerational vulnerability.

The findings confirm a substantive increase in risk for a range of psychopathologies among the children of affected parents when compared to a control group of children whose parents neither suffered from schizophrenia nor bipolar disorder. Particularly striking was the differentiation in symptom patterns based on the specific parental diagnosis. Children of parents with schizophrenia demonstrated a heightened prevalence of attention deficit hyperactivity disorder (ADHD), disruptive behavior disorders, and subclinical psychotic symptoms, which are subtle attenuations of the core symptoms of schizophrenia not fulfilling diagnostic thresholds but indicating increased susceptibility.

Conversely, offspring of bipolar disorder patients manifested an increased incidence of mood disorders, including depressive and manic symptomatology, alongside elevated rates of ADHD and subclinical bipolar symptoms. This dichotomy underscores the distinct neuropsychiatric pathways and possibly divergent pathophysiological underpinnings through which these two major psychiatric disorders exert their influence across generations.

Beyond diagnostic categorizations, the study importantly elucidates modifiable risk and resilience factors. Children’s mental health outcomes were positively associated with higher parental psychosocial functioning—encompassing emotional wellbeing, adaptive coping strategies, and social support networks. Moreover, families with higher socioeconomic status exhibited a mitigated risk in offspring, emphasizing the protective role that economic stability and access to resources play in mental health trajectories amid genetic vulnerability.

These observations have profound clinical and public health implications. They point towards targeted intervention strategies that extend beyond early detection and pharmacological treatment to encompass psychosocial support frameworks designed to bolster family functioning and socio-environmental resilience. In fact, the researchers advocate for the implementation of integrative prevention programs tailored for high-risk populations, particularly emphasizing longitudinal monitoring to identify and address emergent psychopathology before it crystallizes into severe, disabling disorders.

The BASYS project (Bipolar and Schizophrenia Young Offspring Study), within which this research is situated, represents an ambitious attempt to systematically map the developmental course of at-risk youth over extended periods. This multi-center collaboration leverages interdisciplinary expertise to dissect the etiological mosaic of psychiatric illness emergence, incorporating genetics, neurodevelopment, environmental exposures, and psychosocial dynamics.

From a neurodevelopmental standpoint, the study’s results align with accumulating evidence that early disruptions in cognitive and affective regulatory circuits may predispose individuals to later-emerging psychiatric conditions. The specific association between parental schizophrenia and attentional deficts in offspring suggests potential early alterations in dopaminergic systems or executive function networks, whereas the mood dysregulation seen in offspring of bipolar parents may reflect dysregulated limbic circuitry and circadian rhythm disturbances.

While definitive causal pathways remain elusive, the comprehensive nature of this research advances the paradigm by demonstrating that risk is neither static nor solely genetically determined. Instead, it is dynamically modulated by a constellation of factors including parental symptom severity, psychosocial competencies, and socioeconomic context. These results challenge deterministic viewpoints and underscore the potential for intervention and resilience-building even in genetically predisposed populations.

Despite this study’s strengths, including its thorough longitudinal design and multidimensional analysis, the authors acknowledge the necessity for larger sample sizes and replication studies to consolidate findings and elucidate subtler interactive effects. Future research integrating genomic and neuroimaging data alongside environmental metrics promises to foster a more refined precision medicine approach, ultimately aiming to tailor preventative and therapeutic modalities to individual risk profiles.

In conclusion, this pioneering investigation represents a critical advance in understanding the intergenerational transmission of mental health vulnerabilities. By illuminating the differential risk patterns associated with parental schizophrenia and bipolar disorder, while simultaneously highlighting protective factors, it lays the foundation for nuanced clinical guidelines and public health policies. As mental illnesses continue to pose significant challenges globally, especially in youth populations, such evidence-based insights are invaluable for shaping early intervention frameworks that may alter life trajectories for at-risk children.

Subject of Research: People

Article Title: Effects of parental characteristics on the risk of psychopathology in offspring: a 4-year follow-up study

News Publication Date: 16-Apr-2025

Web References:

• https://link.springer.com/article/10.1007/s00787-025-02719-4
• http://dx.doi.org/10.1007/s00787-025-02719-4

Keywords: Diseases and disorders