Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children
Abstract
School-age cognitive development (6-12 years) represents a critical window of neural plasticity, during which intelligence and executive function can be meaningfully enhanced. Once considered largely fixed, these cognitive capacities are now recognized as dynamic, multifactorial, and modifiable through environmental, nutritional, educational, and psychosocial interventions. This review synthesizes current evidence on strategies to optimize cognitive function in typically developing children as well as special populations, including those with attention-deficit/hyperactivity disorder, learning disabilities, twice exceptional profiles, or socio-economic disadvantage. We examine the impact of macronutrient and micronutrient intake, gut-brain interactions, physical activity, sleep quality, parenting practices, stress regulation, educational curricula, digital learning tools, mindfulness, and social-emotional learning, highlighting mechanistic pathways, intervention effectiveness, and population-specific considerations. Methodological challenges, including heterogeneity, cultural bias, and translational gaps, are critically appraised. Finally, we propose priorities for multimodal, personalized, and scalable interventions, informed by perspectives from precision education, implementation science, and longitudinal research. By integrating neuroscientific, educational, and psychosocial insights, this review provides actionable recommendations for clinicians, educators, and policymakers to maximize children’s cognitive potential, academic achievement, and long-term adaptive outcomes.
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BibTeX
@article{albeltagi2026unleashing,
title = {{Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children}},
author = {Mohammed Al-Beltagi},
journal = {World Journal of Clinical Pediatrics},
year = {2026},
month = nov,
doi = {10.5409/wjcp.120091},
url = {https://doi.org/10.5409/wjcp.120091},
note = {CC BY-NC 4.0},
}
RIS
TY - JOUR
TI - Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children
AU - Mohammed Al-Beltagi
PY - 2026
DA - 2026/11/03
JO - World Journal of Clinical Pediatrics
DO - 10.5409/wjcp.120091
UR - https://doi.org/10.5409/wjcp.120091
AB - School-age cognitive development (6-12 years) represents a critical window of neural plasticity, during which intelligence and executive function can be meaningfully enhanced. Once considered largely fixed, these cognitive capacities are now recognized as dynamic, multifactorial, and modifiable through environmental, nutritional, educational, and psychosocial interventions. This review synthesizes current evidence on strategies to optimize cognitive function in typically developing children as well as special populations, including those with attention-deficit/hyperactivity disorder, learning disabilities, twice exceptional profiles, or socio-economic disadvantage. We examine the impact of macronutrient and micronutrient intake, gut-brain interactions, physical activity, sleep quality, parenting practices, stress regulation, educational curricula, digital learning tools, mindfulness, and social-emotional learning, highlighting mechanistic pathways, intervention effectiveness, and population-specific considerations. Methodological challenges, including heterogeneity, cultural bias, and translational gaps, are critically appraised. Finally, we propose priorities for multimodal, personalized, and scalable interventions, informed by perspectives from precision education, implementation science, and longitudinal research. By integrating neuroscientific, educational, and psychosocial insights, this review provides actionable recommendations for clinicians, educators, and policymakers to maximize children’s cognitive potential, academic achievement, and long-term adaptive outcomes.
SN - 2219-2808
ER -