Introduction

Abstract

This summer issues provides readers with a variety of topics that include how child labor laws impact school attendance and school performance, how to create a framework to improve child protection services and how to support diverse students with Autism in rural areas. From the technology perspective, readers learn more about digital parenting, increasing AI literacy in the classroom, and how to help children differentiate real images from AI generated images. Lastly, readers will gain more insight on the power of the imagination and how adults and children can view a picture of snow drastically different. The International Journal of the Whole Child continues to be committed to promoting the holistic learning and development of the whole child. 

Article #1:
Perceived Impact of Child Labor on Pupils’ School Attendance and Performance
Emmanuel Nwune, Amaechi Anidi, Chizoba Ebom

Given the alarming number of out-of-school children engaged in child labor in Nigeria and considering the consequences, this study sought to determine the impact of child labor on pupils’ school attendance and performance. A descriptive survey, using a convenience sampling technique, collected rationalistic data regarding Nigerian teachers’ perceptions (N=100). Findings reveal child labor negatively impacts pupils’ school attendance and performance. Implications and recommendations are discussed.

Article #2
Beyond Reactive Protection: Building Child-Safe Symptoms for Hong Kong’s Future
Emily Wong

This manuscript argues that child safeguarding offers a more sustainable, proactive, and systemic framework for advancing children’s well-being than traditional child protection models. Using Hong Kong as a strategic case study, this paper examines how education, social services, healthcare, and community sectors can work collaboratively to reduce preventable harm and build protective capacity. Transitioning from a negligence-focused model to a preventive safeguarding framework represents not merely procedural reform but a reconfiguration of shared responsibility across families, professionals, and organizations. This discussion concludes with recommendations for strategic policymaking, cross-sectoral collaboration, research-informed practice. It also calls for strengthening societal parenting capacity, enhancing families’ knowledge, resources, and support networks to foster safe and nurturing environments alongside more strategic resource allocation. 

Article #3
Digital Parenting in Eswatini: Navigating Technology, Culture, and Family in the 21st Century
Phumuzani Mpofu

This qualitative study examined how 25 Emaswati parents from urban and rural communities navigate raising children in the digital age. Guided by Ecological Systems Theory and Parental Mediation frameworks and using a Participatory Action Learning and Action Research (PALAR) approach, the study found that digital technologies present both opportunities and challenges. While technology enhances educational access, digital literacy, and cultural continuity through intergenerational learning, parents expressed concerns about screen time, online safety, and cultural erosion. Findings also highlighted significant urban–rural disparities driven by unequal access to devices, internet connectivity, and digital skills. Parents reported using both restrictive and relational mediation strategies, including rule-setting, co-use, and participatory learning. The study underscores the need for improved parental digital literacy, reduced infrastructural inequalities, and culturally responsive, community-based supports to promote safe, meaningful, and culturally grounded digital engagement for children.

Article #4
The Perceptions of Mothers Regarding the Child Support Grants in the Intsika Yethu Municipality of the Eastern Cape Province in South Africa
Nolundi Pele, Mbuyiselo Douglas

The Child Support Grant (CSG) is South Africa's primary social protection tool for reducing child poverty. Nevertheless, in rural settings such as Intsika Yethu Municipality, the grant's intended impact is often diminished by socioeconomic pressures, cultural obligations and limited financial knowledge. This qualitative, phenomenological case study investigates how mothers comprehend, use and perceive CSG in this situation. Data was gathered through in-depth interviews with eight mothers, a focus group discussion with six participants, and a documentary analysis of pertinent policy frameworks. Thematic analysis revealed five critical themes listed as follows: (1) socioeconomic constraints force the use of CSG for general household needs; (2) cultural norms impact spending priorities, frequently diverting funds away from child-specific needs; (3) a lack of financial literacy impacts budgeting and decision-making; (4) limited monitoring tools reduce accountability; and (5) participants advocate for increased grant amounts and financial education. The study suggests that while the CSG provides critical assistance, its effectiveness is hampered by systemic poverty, inflation, and entrenched sociocultural norms. To improve grant use in child welfare, the study suggests adopting culturally appropriate, financial literacy training, strengthening community-based support networks and developing simple monitoring mechanisms.

Tech Talk
Developing AI Literacy in Education: Foundations, Responsibilities, and Practical Resources for K-12 Classrooms
Nancy Caukin

Artificial intelligence has rapidly moved from a specialized field of study to a mainstream
tool used daily by educators and students. While generative AI offers powerful opportunities for creativity, efficiency, and innovation, it also introduces significant ethical, legal, and cognitive challenges. This article defines AI literacy, explains its growing importance in K-12 education, and outlines key principles for responsible AI use. Emphasis is placed on helping students understand how AI works, evaluate AI-generated content critically, and use AI as a tool rather than a substitute for human thinking. The article concludes with a curated chart of free and accessible resources to support educators, students, and families in developing AI literacy across grade levels.

Science, Technology, Engineering, Art, and Mathematics: STEAM
Seeing is Not Believing: Helping Children Differentiate Real and AI-Generated Images
Tiffany Wilson, Sannyu Harris, Frank Wilson III

The rapid proliferation of generative artificial intelligence (AI) has created a digital environment in which synthetic images are increasingly difficult to distinguish from reality. This shift poses significant risks for children, who may be vulnerable to misinformation, algorithmic bias, harmful social comparison, and digital fraud. Because children regularly use social media platforms where synthetic media can spread quickly, they need age-appropriate AI image literacy skills that support critical thinking, identity development, and responsible decision-making. Helping students differentiate between real and AI-generated images requires a multifaceted approach centered on hands-on exploration, visual cue recognition, source verification, and guided reflection.

Nature, Nurture, and Childhood
Books as Bridges: Using Award-Winning Children's Literature to Connect 
Young Readers with Nature
Katherine A. Mangione, Sophia J. Burch

As children spend less time outdoors and more time engaged with digital media, educators are seeking effective ways to foster environmental awareness and meaningful connections with nature. This article explores how children’s literature can serve as a bridge between young readers and the natural world. The authors examine major environmental and nature-focused children’s book awards, identify common characteristics of award-winning titles, and discuss how these books can support environmental education. Practical examples illustrate how literature can reduce apprehension, build anticipation for outdoor experiences, activate prior knowledge, develop vocabulary to support science learning, and foster environmental stewardship. By intentionally pairing award-winning literature with outdoor exploration, educators can help children develop curiosity, confidence, environmental understanding, and a lifelong connection to nature.

Families and Children: Health and Wellness
Culturally Responsive Counseling for BIPOC Children with Autism in
Rural Areas: A Literature Review of Barriers and Interventions
Isha Chaney, Tony Michael
 
Autism spectrum disorder (ASD) disproportionately burdens Black, Indigenous, and People of Color (BIPOC) children in rural U.S. communities due to intersecting racial, cultural, and geographic barriers. This literature review synthesizes evidence on culturally responsive counseling approaches for this population. Databases including PubMed, PsycINFO, ERIC, CINAHL, and Google Scholar were searched to identify relevant research. In total, 49 studies met the criteria for examining counseling or psychosocial interventions for BIPOC children with ASD in rural settings or addressing rural and cultural adaptations. Three major themes emerged from the review: (1) systemic and geographic barriers, (2) cultural and community-level barriers, and (3) effective counseling approaches for children with autism. Findings highlight the importance of integrating culturally responsive counseling within broader educational, family, and community systems to support the whole child’s social, emotional, and developmental growth. Results underscore the necessity of cultural humility, family partnership, and telehealth to improve access and engagement. Recommendations include provider training in cultural adaptation and policy investment in rural broadband to ensure equitable care.

Education by the Numbers
Do Outside of School Activities Affect Children’s Learning?
Donald Snead

Research consistently demonstrates that parental engagement in children’s education outside the classroom is associated with improved academic outcomes, including higher grades, better attendance, increased confidence, and stronger motivation. Active participation in education-related activities signals the value families place on learning and contributes to greater student success while helping reduce dropout rates. Data examining elementary school students (grades K–5) indicate that parental involvement in educational activities remains an important factor in supporting children’s academic achievement and overall school engagement.

Education: Words and Meanings
Exploring the Term: “Imagination”
Sandra Stone

This article examines the concept of imagination as a critical dimension of child development and learning. Although imagination is commonly defined as the ability to form mental images and generate new ideas, this definition does not fully capture its origins, significance, or developmental processes. The article explores key questions related to how children acquire and develop imagination, the role of educators and caregivers in nurturing imaginative thinking, and the long-term implications of imagination for children's cognitive, social, and creative growth. By considering imagination as a foundational skill rather than a simple cognitive ability, the discussion highlights its potential to foster innovation, problem-solving, and lifelong learning. The article underscores the importance of creating educational environments that encourage imaginative exploration and recognizes imagination as a powerful resource that shapes both children's present experiences and future opportunities.

Pictures for Reflection
Snow: From Chore to Adventure
Kathleen Burriss, Larry Burriss

The authors present the difference in how adults and children experience snow.

Page Turners: Books for Children
Carla K. Meyer, Michelle J. Sobolak, Patricia Crawford, Maria Genest, 
Katrina Bartow Jacobs

In this article, different children’s books are listed with descriptive summaries on each one. The books include: Ahoy!; Chooch Helped; The Book That Almost Rhymed; Forests; Just in Case: Saving Seeds in the Svalbard Global Seed Vault; The Yellow Bus; The Circuit Graphic Novel; If You Make a Call on a Banana Phone; Over and Under the Coral Reef.