Understanding Cognitive and Executive Functioning in Neurodevelopmental Disorders: A focus on Cognitive, Social, and Inclusion Perspectives in Real-World Contexts

Neurodevelopmental disorders (NDDs), including autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), intellectual disability, and specific learning disorders, are characterized by early-onset differences in cognitive, behavioral, and social functioning. While substantial advances have been made in identifying neurobiological and cognitive mechanisms, significant gaps remain in understanding how these conditions unfold across real-world contexts—particularly within families, schools, and communities.This Research Topic therefore seeks to advance an integrative and inclusion-oriented perspective on understanding cognitive processes and executive functioning in neurodevelopmental disorders across childhood and adolescence. We aim to bring together multidisciplinary research that bridges psychiatry, psychology, neuroscience, education, and social sciences, while incorporating the lived experiences of children, parents, caregivers, and teachers.We welcome contributions addressing cognitive and executive functioning processes such as working memory, inhibitory control, cognitive flexibility, attention regulation, and learning. Studies exploring developmental trajectories, transdiagnostic cognitive markers, and links between neuropsychological profiles and functional outcomes are particularly encouraged. Equally important are investigations into social and emotional development, including social cognition, peer relationships, emotion regulation, school belonging, identity development, and the impact of stigma or exclusion. We encourage research that examines how social environments interact with neurodevelopmental profiles to shape participation and well-being, and invite submissions that contribute to a more inclusive, developmentally informed, and contextually grounded psychiatry of neurodevelopment.Sub-topics of interest include, but are not limited to:• Inclusion - Submissions may explore inclusive education models, universal design for learning, classroom adaptations, interprofessional collaboration, and school-based mental health supports. We welcome studies examining barriers and facilitators to participation across cultural and socioeconomic contexts, as well as policy-level analyses that promote equitable access to care and education.• Stakeholder perspectives - Contributions may include parental mental health and resilience, caregiver burden and coping, teacher preparedness and training, and participatory or co-produced research involving neurodivergent children and adolescents. Studies adopting strengths-based and neurodiversity-informed approaches are particularly valued.• Quantitative and qualitative methodologies - including longitudinal designs, mixed-methods studies, implementation science approaches, and systematic reviews or meta-analyses. Research addressing intersectionality—such as the role of gender, ethnicity, or socioeconomic factors in diagnosis, access, and outcomes—is also encouraged.By integrating cognitive, social, and systemic perspectives, this Research Topic aims to move beyond deficit-based models toward a holistic understanding of neurodevelopmental disorders. Our goal is to inform clinical practice, educational strategies, and policy development while amplifying the voices of children and families within research and care systems. Topic editors: Sobh Chahboun, Alexander Gamst Page, Martina Micai Source: https://www.frontiersin.org/research-topics/79769/understanding-cognitive-and-executive-functioning-in-neurodevelopmental-disorders-a-focus-on-cognitive-social-and-inclusion-perspectives-in-real-world-contexts