In a new groundbreaking work published in Nature Communications,researchers found that an adverse social exposome, defined as the cumulative exposure to factors such as low education, adverse childhood experiences, food insecurity, financial stress and assets, low access to healthcare, and traumatic events, is linked to poorer cognition and mental health, reduced functional ability, and alterations in brain structure and function.

Tepper School Professor Tim Derdenger and Ivan Li from the University of Texas at Dallas challenge the "rich get richer" narrative about Name, Image, and Likeness (NIL) in college football, revealing that it has increased competitive balance by distributing elite talent more widely and empowering a broader range of schools to attract top recruits.

A new study in ECNU Review of Education examines CHATTING, a ChatGPT‑assisted writing system designed for students with dyslexia. Conducted with 101 Hong Kong secondary students, the research found the tool increased motivation and engagement, particularly among learners with dyslexia. However, writing quality declined and plagiarism rates rose. The authors recommend teacher‑guided AI integration to maximize benefits while addressing risks such as over‑reliance, weak question‑asking skills, and ethical concerns in AI‑supported learning.

Human historians are ever more vital in the age of AI – especially with the crucial need to capture the emotional and moral complexity behind world events.

Led by Marc Murray, who completed the study as part of his PhD in the School of Physical Education, Sport and Exercise Sciences, researchers aimed to build on earlier research about how exercise and protein influence Insulin-like growth factor 1 (IGF-1). IGF-1 is a hormone that possesses anabolic effects, relating to protein synthesis, which play a role in muscle development and repair.

School meals, provided for free by governments around the world, could be used to curb global hunger and promote a sustainable global food system, finds a new study by UCL (University College London) researchers.