Background: Mental health is one of the key pillars of general welfare, and through its promotion, disability can be prevented.Objective: This research paper covers the field of literature that primarily addresses the increase of mental health and wellbeing aimed at preventing disability.Methodology: The analysis depends on secondary data that is acquired from different studies and reports to determine the link between mental health interventions and disability prevention. After screening, 50 articles eventually qualified for this narrative review.Results: The results indicate that prevention of mental health problems could reduce the risk of disability development by reducing underlying risk factors and, consequently, improving the quality of life. The study highlights the significance of early preventive interventions and support systems to curtail the onset of mental health disorders, which could later result in impairment. It does the same by advocating for multi-disciplinary approach that combines mental health promotion policies with existing disability prevention strategies to improve outcomes.Conclusion: The review points to mental health promotion as a preventative measure that can prevent disability and improve overall wellbeing. Through efforts to identify, prevent, and cure mental health problems, individuals can ensure optimal functioning and enjoy a better quality of life.Recommendation: This finding is indicative of a broader healthcare approach integrating mental health promotion that is aimed at diminishing the burden of disabilities and improving overall public health outcomes.

Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers’ knowledge of SGLD and differentiation in Saudi Arabia and the Middle East. To fill this knowledge gap, we interviewed 9 primary school teachers in Madinah, Saudi Arabia. The interview data were analysed using content analysis. Our conceptual framework is based on the theories of Howard Gardner, who believe that all students learn in different ways. We also considered Lev Vygotsky’s view that students learn best with instructions that meet their individual developmental level and address their zone of proximal development. Our findings suggest that teachers are willing to teach SGLD along with other students in the same classroom. Although they understand that differentiation is important, they were not implementing it for SGLD. Professional training and development related to teaching SGLD can improve the educational outcomes for SGLD. These results can assist teachers and educational personnel to seek optimal methods to identify and assist SGLD in Saudi Arabia and other regions. Finally, we provide recommendations for accommodations, strategies, and a differentiated curriculum for SGLD in primary schools.

Visually impaired students in higher education face significant academic, social, and psychological barriers that are often overlooked by faculty. This phenomenological study explored these challenges at Hail University, Saudi Arabia, by purposively sampling six faculty members from the Colleges of Law and Education to capture diverse disciplinary perspectives and ranks. Semi-structured interviews were audio-recorded, transcribed, and subjected to inductive thematic analysis with member checking and inter-rater reliability to ensure rigor. Three interrelated themes emerged: Academic Challenges—including inaccessible textbooks (lack of Braille and poorly tagged digital formats), rigid visual-based teaching methods, and absence of clear accommodation policies; Social Challenges—marked by peer ignorance, campus isolation, and exclusion from collaborative learning; and Psychological Challenges—manifested in faculty feelings of helplessness and student anxiety and low self-confidence stemming from repeated accessibility failures. Contrasting with Western models that centralize disability services, Hail University’s decentralized approach places the accommodation burden on individual faculty, underscoring the need for systemic reforms. We recommend establishing dedicated disability offices, mandating the concept of education training, launching campus-wide awareness campaigns, and integrating targeted mental-health support to foster equitable and sustainable learning environments.

Twice-exceptional (2e) students who demonstrate high potential alongside disability-related needs are frequently underserved in inclusive classrooms, which in part might be related to teachers’ limited preparation. This qualitative phenomenological study aims to explore Saudi teachers’ perceptions of professional development (PD) needs for identifying and supporting 2e students in inclusive public schools. We conducted in-depth semi-structured interviews with 12 teachers (7 male, 5 female; ages 25–55) from four schools in Hail city. Five were general education teachers, three were gifted education teachers, and four were special education teachers. After analyzing the data, the findings revealed three major themes and several subthemes: (a) Understanding the Unique Needs of 2e Students, (b) Barriers to Effective Teacher Training, and (c) Impact of Inadequate Training on Teaching and Learning. The study findings offer insights into the gap between teachers’ conceptual awareness and their practical preparedness, suggesting that practice-oriented training is perceived as a critical need for successful identification and educational support for 2e students in the inclusive classroom.

This study aims to investigate the mediation model in order to provide a theoretical basis for improving the core symptoms and executive function of children with ADHD. A total of 160 participants aged 4-6 years (mean = 5.01 and SD = 3.22) were included in the analyses. Normally distributed quantitative data were described using (M ± SD). Multivariate hierarchical regression analysis was used to further verify the mediating effect of different dimensions of executive function between motor coordination ability and core symptoms of children with ADHD. The bias-corrected nonparametric percentile Bootstrap method was used to test the multiple mediation model. This study found that the balance ability of children with ADHD significantly and negatively predicts the severity of core symptoms of attention deficit. the manual dexterity score of children with ADHD was negatively correlated with the attention deficit score, the aiming and catching score was negatively correlated with the working memory factor score, the balance score was negatively correlated with the attention deficit score. In terms of executive function, the inhibition, and working memory factor scores of children with ADHD were positively correlated with the attention deficit score, and the inhibition factor score was positively correlated with the hyperactivity/impulsivity score. The results show that the total mediating effect of the four factors of executive function is significant, accounting for 57.37% of the total effect.

Twice-exceptional (2e) students are intellectually or creatively gifted and also have one or more disabilities, and they require provision that develops talent and addresses disability at the same time. Artificial intelligence (AI) is increasingly promoted as a route to personalized instruction, and its adaptive character appears conceptually well suited to the heterogeneous profiles of 2e learners. Whether that promise has been examined empirically with this population has not been established. This scoping review asked whether and how AI technologies have been reported in educational research involving 2e learners between 2020 and the search date in 2026. Following PRISMA-ScR, a population-anchored search was conducted in ERIC in August 2026 and supplemented by hand searching of a themed journal issue and by reference checking, returning 65 records of which five were assessed at full text. Two studies met the eligibility criteria, both published in 2025 and both in the same themed journal issue: the evidence base is emerging rather than absent, but it is very small and has begun through editorial intervention rather than sustained accumulation. A further group of records sat close to the eligibility boundary and is reported in full so that the limits of the evidence are visible. Across the included studies, sample sizes are small, outcome measurement is uneven, and no study examines whether AI systems that adapt to observed performance interact with the masking that defines twice-exceptionality. An affordance–risk framework is proposed, with each proposition explicitly labeled as hypothesized rather than demonstrated, together with a research agenda for a field that is beginning rather than absent.