The processual construction of emotional experience and cultural identity: a qualitative interview study of intangible cultural heritage education in Chinese universities.

Neurodevelopmental disorders (NDDs) constitute a diverse group of conditions that originate during the developmental period and are characterized by deficits in personal, social, academic, or occupational functioning across domains of motor skills, cognition, language, and social behavior []. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), classifies NDDs to include intellectual disability, communication disorders, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), specific learning disorders, and motor disorders, including tic disorders []. Although these conditions represent the core DSM-5 neurodevelopmental disorders, a number of pediatric neurological conditions, including epilepsy and hypoxic-ischemic brain injury, may also result in significant developmental, cognitive, behavioral, and functional impairments that overlap with neurodevelopmental outcomes. Developmental disabilities represent a substantial global burden, affecting approximately 317 million children worldwide, including an estimated 52.9 million children under five years of age []; in India, nearly one in eight children is affected by at least one neurodevelopmental disorder, with approximately 23 million children living with disabilities, many of whom remain undiagnosed and untreated []. The socioeconomic burden is considerable, with long-term implications for educational attainment, employment, and quality of life []. At the neurobiological level, the pathophysiology of NDDs is increasingly understood to involve disruptions in synaptic plasticity, particularly long-term potentiation (LTP), the cellular mechanism underlying learning and memory formation []. LTP, first described by Bliss and Lømo in 1973, represents a persistent strengthening of synaptic connections following repeated stimulation []. Disruptions in LTP, particularly those mediated by presynaptic γ-aminobutyric acid (GABA)-B receptor dysregulation, have been implicated in the cognitive and behavioral impairments observed across multiple NDD phenotypes []. Specifically, GABA-B autoreceptors at the presynaptic terminal modulate neurotransmitter release through neural oscillations and synchronization; their dysregulation disturbs the excitation-inhibition balance critical for normal neurodevelopment []. While these neurobiological mechanisms provide a plausible rationale for therapeutic investigation, mechanistic plausibility alone should not be considered evidence of clinical efficacy, which must ultimately be established through well-designed clinical studies. NDDs involve impairments across multiple developmental domains, including language, cognition, motor coordination, social interaction, and adaptive functioning []. Therefore, assessment of therapeutic interventions requires a multidimensional developmental perspective beyond isolated symptom improvement. The language, cognition, motor coordination, and social communication (LCMS) framework was applied by the review authors as an exploratory narrative framework to organize multidimensional neurodevelopmental outcomes reported across studies []. The LCMS framework was developed for the purpose of evidence synthesis in this review and was not a prespecified framework used in the original clinical trials.