From narratives to numbers: Quantifying Euro2040 farm profiles using FADN data.

Currently, nearly 400 million people worldwide are estimated to live with hearing impairment, including more than 30 million children with deafness. China has one of the largest populations of individuals with hearing loss globally []. According to reports from the World Health Organization, the incidence of childhood hearing impairment continues to rise annually, with approximately 0.5–5 per 1,000 newborns and infants affected by congenital or early-onset severe-to-profound sensorineural hearing loss []. Cochlear implantation (CI) has become the primary intervention for restoring auditory function in children with severe-to-profound hearing loss. Despite substantial advances in surgical techniques and device technology, postoperative outcomes remain highly variable, and long-term rehabilitation continues to present considerable challenges. Previous studies have shown that many children with cochlear implants experience delayed auditory and language development compared with their normal-hearing peers []. Cochlear implants bypass damaged cochlear hair cells and directly stimulate the auditory nerve through electrical signals; however, current devices process complex acoustic information using a limited number of electrode channels. Consequently, the spectral and temporal resolution of auditory input remains substantially reduced relative to normal auditory processing, which may impair sound localization, auditory discrimination, and auditory perception []. Beyond auditory and speech-related difficulties, children with cochlear implants may also experience psychosocial challenges. Communication difficulties in school settings and challenges related to social adaptation may contribute to negative psychological outcomes in some children with cochlear implants, including increased anxiety, heightened psychological stress, and reduced social confidence []. Increasing attention has therefore been directed toward socioemotional well-being, peer relationships, and social participation as important dimensions of CI rehabilitation []. These findings suggest that rehabilitation models focusing exclusively on auditory–verbal outcomes may be insufficient to support the broader developmental needs of children with cochlear implants.