Background/Objectives: Schizophrenia is a severe psychiatric disorder frequently characterised by sleep and circadian disturbances, which are closely linked to cognitive dysfunction, symptom exacerbation, and poor functional outcomes. A growing body of evidence implicates the orexin (hypocretin) system—an essential regulator of arousal, sleep–wake stability, metabolic processes, and motivated behaviour—in the pathophysiology and treatment response of psychotic disorders. We aimed to investigate the relationships between the orexinergic system and psychoses. Methods: On 3 March 2026, we searched the PubMed, Scopus, PsycInfo/Articles and Cinahl databases for studies dealing with the orexin system and psychotic disorders and treatment response. Results: We found 20 eligible studies reporting variable and inconsistent alterations in orexin signalling in patients with schizophrenia. Studies were mostly cross-sectional and heterogeneous in design. Antipsychotic medications interfere with orexin-dependent pathways, potentially contributing to both therapeutic effects and adverse outcomes such as sleep disruption and metabolic dysregulation. Conclusions: While evidence from preclinical studies could point to an influence of dopaminergic activity through orexinergic mechanisms, with possible attenuation of antipsychotic-induced motor side effects and improvement of attentional deficits associated with NMDA receptor hypofunction, the utility of dual orexin receptor antagonists (DORAs) in psychoses is unclear. Despite the high prevalence of insomnia in schizophrenia, its pharmacological management remains suboptimal, with current treatments often limited by reduced efficacy or tolerability concerns. DORAs, which are currently approved medications for the treatment of insomnia, represent a novel and mechanistically distinct therapeutic option that may improve sleep while modulating arousal- and cognition-related circuits relevant to psychosis.

Background: The widespread use of appearance-focused social media platforms has transformed how body-related attitudes are constructed, internalized, and evaluated, particularly among adolescent girls and young women, yet the existing literature remains heterogeneous in conceptual frameworks, populations, and outcome measures. Objective: This scoping review maps the extent, nature, and characteristics of the available evidence on the relationship between appearance-focused social media use, body image, self-esteem, and psychological wellbeing in adolescent girls and young women. Methods: Following PRISMA-ScR, PubMed, Scopus, and Web of Science were searched for quantitative, qualitative, and mixed-methods studies on female samples aged 10–30; data were charted and synthesized descriptively. Results: Fifty-eight studies (2014–2026) met the inclusion criteria. Evidence was concentrated in Australia and the United States and skewed toward emerging adults, with adolescent girls aged 10–17 examined in only nine studies. Appearance-focused engagement was consistently linked to body dissatisfaction, body surveillance, drive for thinness, and negative affect, with appearance comparison, internalization of appearance ideals, and self-objectification emerging as recurrent explanatory mechanisms. Body positive and body neutrality content emerged as the most promising protective categories. Conclusions: The review clarifies current evidence and identifies critical gaps for future research, informing clinical, educational, and preventive interventions.

Background/Objectives: The digital transition in school settings is reshaping children’s learning, writing practices, and mental health trajectories. This narrative review examines whether handwriting still matters in contemporary hybrid educational environments from a multidisciplinary perspective. Methods: Evidence from neuroscience, developmental psychology, educational sciences, pediatrics, and child psychiatry was narratively synthesized, with attention to handwriting, digital exposure, learning, emotional regulation, and vulnerable populations. Results: Handwriting uniquely integrates fine motor control, visuomotor coordination, orthographic processing, attention, and embodied cognition, supporting early literacy, memory consolidation, conceptual learning, and reflective writing. Conversely, excessive or poorly mediated digital exposure may interact with attentional fragmentation, sleep disruption, online stressors, problematic use, and internalizing symptoms, particularly in vulnerable children and adolescents. Digital tools remain essential for personalization, accessibility, and compensatory support, especially for students with neurodevelopmental or learning difficulties. Conclusions: Handwriting and digital technologies should not be framed as competing educational paradigms. A developmentally sensitive hybrid model is needed, preserving handwriting during key stages of literacy and self-regulation while integrating digital tools as purposeful, individualized resources for learning, inclusion, and school mental health promotion.