Background/Objectives: Multiple sclerosis (MS) is a chronic neurological disorder affecting more than 2.8 million individuals worldwide and is commonly associated with cognitive deficits that compromise independence and quality of life. In recent years, virtual reality (VR) has emerged as an innovative rehabilitation strategy, offering immersive and engaging environments that promote neuroplasticity and enhance patient motivation. To evaluate the effectiveness of immersive and non-immersive VR-based interventions in improving cognitive performance among adults diagnosed with MS. Methods: A systematic review was conducted following the Cochrane Handbook for Systematic Reviews of Interventions and PRISMA 2020 guidelines (PROSPERO registration: CRD420251103762). Comprehensive searches were carried out across seven international databases up to October 2025, including only randomized controlled trials assessing cognitive outcomes after VR-based rehabilitation programs. Results: From 1948 records screened, 13 studies comprising 649 participants met the inclusion criteria. Intervention durations ranged between 6 and 17 weeks, with sessions lasting 30–60 min. The interventions involved treadmill training with VR, exergaming, and cognitive stimulation protocols. Most studies demonstrated significant improvements in processing speed, visuospatial and verbal memory, and executive functioning (p < 0.05). Adherence rates were above 80%, and no serious adverse events were reported. Conclusions: VR-based rehabilitation appears to be a safe, feasible, and effective approach for enhancing cognitive abilities in individuals with MS, particularly in processing speed and visuospatial memory. Nonetheless, the heterogeneity of methodologies underscores the need for standardized intervention frameworks and large-scale multicenter randomized trials to establish optimal parameters and confirm sustained long-term benefits.

Background/Objectives: Multiple sclerosis (MS) frequently limits participation in daily occupations and is associated with disabling fatigue. However, the effects of occupational therapy (OT) remain uncertain because available trials have evaluated heterogeneous interventions and outcomes. This systematic review synthesized evidence from randomized controlled trials (RCTs) on occupational performance and physical and cognitive fatigue in adults with MS. Materials and Methods: Seven bibliographic databases were searched from inception to 10 August 2026: MEDLINE via PubMed, Scopus, the Cochrane Central Register of Controlled Trials (CENTRAL) via the Cochrane Library, Web of Science Core Collection, APA PsycINFO via EBSCOhost, CINAHL Complete via EBSCOhost, and ProQuest Central. Two independent reviewers performed study selection, data extraction, and risk-of-bias assessment using RoB 2. Certainty of evidence was evaluated using GRADE. Given the clinical and methodological heterogeneity, findings were synthesized narratively following the Synthesis Without Meta-Analysis guideline. The protocol was registered in PROSPERO (CRD420251115448). Results: Seven RCTs involving 488 randomized participants were included. Findings for occupational performance were inconsistent: one small waitlist-controlled trial reported large short-term benefits from occupational performance coaching, whereas an active-comparator trial found improvements in both groups without clear superiority. Other findings showed no comparative benefit or provided only indirect evidence. Fatigue findings were similarly inconsistent: one 20-participant pilot trial favored a sleep-targeted OT intervention, two trials found no comparative benefit, and one large trial transiently favored usual-care OT. The certainty of evidence was very low for both outcomes. Conclusions: The available evidence does not consistently establish that OT interventions improve occupational performance or reduce physical and cognitive fatigue in adults with MS. Larger, adequately powered RCTs using clearly defined OT interventions, standardized outcomes, and longer follow-up periods are required.

Background: Mental health problems are common among university students. This systematic review and meta-analysis examined the effects of mental health interventions on depressive symptoms, anxiety, and sleep quality in this population. Methods: Randomized controlled trials published through 30 July 2026 were identified in MEDLINE/PubMed, Scopus, the Cochrane Library, Web of Science Core Collection, EBSCOhost, CINAHL, and ProQuest. Risk of bias and certainty of evidence were assessed using Cochrane Risk of Bias 2 and GRADE, respectively. Random-effects meta-analyses used mean differences (MDs) for outcomes reported on the same scale and Hedges’ g for sleep outcomes that used non-equivalent PSQI scores. Between-study variance was estimated using restricted maximum likelihood, with modified Hartung Knapp Sidik Jonkman inference. The protocol was registered in PROSPERO (CRD420261344616). Results: Nine studies met the eligibility criteria, and seven contributed to at least one meta-analysis. Interventions reduced PHQ-9 scores on average (MD = 2.21 points, 95% CI 0.89 to 3.54; p = 0.006; I² = 81.0%), although the 95% prediction interval included no effect (−1.20 to 5.63). The pooled effects on GAD-7 scores (MD = 1.99, 95% CI −0.48 to 4.46; p = 0.089; I² = 92.0%) and sleep quality (Hedges’ g = 1.30, 95% CI −3.08 to 5.68; p = 0.330; I² = 99.1%) were not statistically conclusive. All prediction intervals included the null. Conclusions: Mental health interventions may reduce depressive symptoms among university students on average, but substantial heterogeneity limits the generalizability of this finding. Evidence for effects on anxiety and sleep quality remains inconclusive. More rigorous and clinically comparable trials are required.

Adapted sport represents a relevant context for promoting participation, social inclusion, and the exercise of rights among people with disabilities, as well as a potential learning environment for future professionals. This study aimed to understand the meanings and perceptions that Occupational Therapy students attribute to their volunteer experiences in adapted sport and their perceived contribution to professional training. A qualitative descriptive-interpretive study was conducted with nine Occupational Therapy student volunteers from a Chilean university through four focus group sessions. Data were analyzed using thematic analysis following Braun and Clarke’s approach. Four main categories were identified: understanding of adapted sport; the role of the occupational therapist; adapted sport as a facilitator of participation and social inclusion; and academic training and professional competencies. The findings revealed an understanding of adapted sport that extends beyond modifications to rules, equipment, or environments, linking it to participation, autonomy, inclusion, and the exercise of rights. Students also recognized occupational therapists as facilitators of participation, educators, and guides in the adaptation process, and attributed to volunteering opportunities to connect disciplinary knowledge with real-life participation experiences. They also identified gaps in their academic preparation for working in these contexts. These findings support considering supervised and reflective practical experiences related to adapted sport within the training of Occupational Therapy students.

Background: Home education encompasses heterogeneous educational arrangements, and its relationship with psychosocial well-being remains unclear. Objective: This study maps empirical evidence on emotional, behavioral, mental health, social, interpersonal, and family-related outcomes and experiences among home education children and adolescents. Methods: This scoping review followed Joanna Briggs Institute guidance and PRISMA-ScR. Eight databases were searched from inception to 9 September 2026 without language or publication-date restrictions. Peer-reviewed original empirical publications involving home education children and adolescents aged 5–18 years were eligible. Mixed-age studies were retained when this age group constituted the primary home education population or when relevant age-disaggregated findings were available; inseparable findings were classified as mixed-age evidence. Two reviewers independently screened records and charted data. Findings were synthesized descriptively and narratively. Results: Of 4427 records, 23 publications were included and mapped across four psychosocial domains. Comparative findings were heterogeneous, with favorable, null, mixed, and less favorable patterns across outcomes and populations. Qualitative studies described perceived benefits and challenges related to family relationships, individualized support, previous school experiences, and social opportunities. Several publications used overlapping or potentially overlapping samples. Conclusions: Comparative evidence did not show a consistent association between home education and either better or poorer psychosocial well-being. The available literature was heterogeneous in design, population, educational context, measurement approach, and informant, supporting a context-sensitive interpretation rather than universal conclusions of benefit, equivalence, or harm.