Background: To evaluate the social and academic impact of adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and gender differences compared with their non-ADHD peers. Methods: A cross-sectional descriptive study using a standardized rating scale of teacher observations was conducted in the schools of Qatar from 7 ^th to 12 ^th grades. Teachers completed Swanson, Nolan, and Pelham (SNAP-IV) rating scale questionnaires for the ADHD core symptoms together with nine questions to evaluate the academic and social difficulties in all participants. Results: A total of 1775 students (mean age: 15 ± 1.5 years; boys/girls: 717/1058) were included in this study. Based on the SNAP-IV rating scale, 150 students were showing core symptoms of ADHD and classified as having ADHD (8.5%; boys/girls; 93/57) and 1625 students as non-ADHD peers (91.5%; boys/girls; 624/1001). Prevalence of ADHD among adolescent students is 8.5%, and it varied significantly between genders with 13% of boys and 5.4% of girls affected by this disorder. Adolescents with ADHD had more academic and social difficulties than their non-ADHD peers, the boys more so than the girls. Boys with inattentive subtype of ADHD had more academic difficulties than girls, while girls had more social difficulties than boys. Conclusion: The results of this study revealed that ADHD among adolescents is substantially associated with academic and social difficulties in the school environment. Gender differences among students with ADHD should be considered in the school and clinical environment.

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental condition affecting individuals across the lifespan. It has considerable implications for academic, social, and occupational functioning. The prevalence varies across genders, populations, and different age groups. Accurate diagnosis involves comprehensive clinical assessment and is mainly based on the updated criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM)-5th edition (DSM-5). ADHD can co-occur with other conditions, such as autism, learning disabilities, and mood disorders, which can complicate the clinical presentation and management process. Management of ADHD should be well-planned, with shared decision-making between healthcare teams, patients, families, and school personnel to address individual needs and encourage compliance. It combines pharmacological therapies, including stimulant and non-stimulant medications, along with behavioral therapies. Multidisciplinary approaches are critical for improving outcomes and minimizing the impact of symptoms. Without proper early diagnosis and management, individuals with ADHD are at high risk for long-term complications on multiple levels at different ages, including academic underachievement, poor social functioning, and comorbidities, resulting in overall dissatisfaction. As our understanding of ADHD evolves, further research is vital to refine diagnostic and treatment approaches and improve the quality of life for affected individuals.

Background and Clinical Significance: Methyltransferase-like protein 5 (METTL5) is a conserved RNA methyltransferase responsible for catalyzing the N6-methyladenosine (m6A) modification of 18S ribosomal RNA, a process critical for ribosome biogenesis and translational regulation. Biallelic variants in METTL5 have been linked to autosomal recessive intellectual developmental disorder-72 (MRT72), typically presenting with microcephaly, intellectual disability, and speech delay. However, the association between METTL5 and isolated attention-deficit/hyperactivity disorder (ADHD) remains underexplored. Case Presentation: We report a 14-year-old Qatari female, born to consanguineous parents, who presented with microcephaly, speech delay, learning difficulties, and inattentive-type ADHD. Trio-based whole-genome sequencing identified a novel homozygous METTL5 variant (c.617G > A; p. Arg206Gln), with both parent’s heterozygous carriers. The variant is extremely rare (gnomAD MAF: 0.0000175) and predicted to be deleterious (CADD: 23.7; SIFT: damaging; PolyPhen-2: probably damaging). Structural modeling localized the change within the SAM-dependent catalytic domain, predicting protein destabilization (ΔΔG = +1.8 kcal/mol). The affected residue is highly conserved (ConSurf score: 8), and protein–protein interaction analysis linked METTL5 with METTL14, METTL16, and ZCCHC4, key regulators of rRNA methylation. Conclusions: In silico evidence suggests that the p. Arg206Gln variant disrupts METTL5 function, likely contributing to the observed neurodevelopmental phenotype, including ADHD. This expands the clinical spectrum of METTL5-related disorders and supports its inclusion in neurodevelopmental gene panels.

Background/Objectives: Adolescents with anorexia nervosa (AN) face substantial medical and psychiatric risk during hospitalization. We examined predictors of length of stay (LOS), cardiovascular recovery, refeeding safety, and psychiatric comorbidity in a consecutive pediatric cohort at a national tertiary center. Methods: Retrospective cohort of 68 consecutively admitted adolescents (91.2% female; mean age 14.2 ± 1.8 years, range 8–17; 85.3% restricting type) admitted between January 2017 and May 2025. A structured nutritional rehabilitation protocol (1000–1200 kcal/day, escalating by 200 kcal/day every 48 h to 2500–3000 kcal/day) was implemented with daily serum electrolyte monitoring. Statistical analyses included paired tests, Spearman correlations, multivariable regression of log-transformed LOS, and partial correlations controlling for the admission BMI z-score. Results: Nutritional and cardiovascular parameters improved from admission to discharge. Mean supine heart rate (HR) increased by 28.4 bpm (95% CI 25.0–31.8; p < 0.001), and bradycardia prevalence (HR < 50 bpm) improved from 39.7% to 1.5%. Lower admission BMI z-score was associated with longer LOS; each 1-unit higher BMI z-score was associated with an 18.9% shorter LOS in adjusted log-LOS regression (p = 0.003). Exploratory analyses of HR recovery suggested that the magnitude of HR improvement was more closely associated with baseline BMI z-score and baseline supine HR than with caloric escalation. Systematic electrolyte monitoring documented no hypophosphatemia requiring intervention and no refeeding syndrome. Documented mental health comorbidities or clinically significant symptom clusters were present in 82.4% of patients. Conclusions: In this adolescent anorexia nervosa cohort, structured inpatient nutritional rehabilitation was associated with substantial cardiovascular and nutritional improvement. Baseline nutritional status was associated with hospital course and cardiovascular response, while LOS should be interpreted as a composite outcome influenced by nutritional severity, discharge criteria, mental health needs, and family readiness. The absence of refeeding complications is reassuring and suggests that the protocol was metabolically safe under systematic electrolyte monitoring in this specialized tertiary setting.

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder associated with substantial academic and social impairments, yet evidence from Middle Eastern populations remains limited. This study examined demographic, clinical, academic, and social functioning profiles of Qatari youth with ADHD, with a particular focus on sex-based differences. A cross-sectional study was conducted at a tertiary service in Qatar between 2022 and 2025, involving 131 Qatari youth aged 7–17 years with a confirmed diagnosis of ADHD. Parents completed the Vanderbilt ADHD Diagnostic Parent Rating Scale, and clinical data on comorbidities, treatment, academic performance, and social functioning were extracted from medical records. Males comprised 71% of the sample. Although most clinical features were comparable between male and female ADHD patients, females demonstrated significantly greater peer relationship difficulties compared with males, suggesting a need for targeted social intervention in females. Academic impairments were also prevalent across both sexes. Findings underscored the functional impact of ADHD and the importance of culturally and gender-sensitive care.