Attention and Memory in School-Age Children Surviving the Terrorist Attack in Beslan, Russia

@article{Scrimin2009AttentionAM,
  title={Attention and Memory in School-Age Children Surviving the Terrorist Attack in Beslan, Russia},
  author={Sara Scrimin and Ughetta Moscardino and Fabia Capello and Giovanna Axia},
  journal={Journal of Clinical Child \& Adolescent Psychology},
  year={2009},
  volume={38},
  pages={402 - 414}
}
Little is known about the impact of terrorism on children's cognitive functioning and school learning. The primary purpose of this study was to report on cognitive functioning among school-age children 20 months after a terrorist attack against their school. Participants included 203 directly and indirectly exposed children from Beslan and 100 nonexposed children from another town of the Russian Federation. All children were tested using nonverbal neuropsychological measures of attention… 
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This review examines the extant literature on children’s cognitions related to disasters and terrorism including threat appraisal, beliefs, attention and concentration, memory, academic achievement, and executive functioning and highlights areas where research is lacking.
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Children’s Mental Health in the Context of Terrorist Attacks, Ongoing Threats, and Possibilities of Future Terrorism
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More targeted research on exposed youth is needed in developing regions of the world and regions enduring more recurrent terrorist attacks in order to understand and meet the clinical needs of the majority of terrorism-affected youth across the globe.
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The central role of exposure in influencing children’s reactions to terrorist incidents is confirmed and supports recent efforts to distinguish specific experiences that constitute children”s event exposures.
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It is demonstrated how a terrorist attack can considerably deteriorate young survivors’ performance and wellbeing at school, which is associated with poorer health and it is important to provide appropriate school support, and coordinate MHS with follow-up at school.
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The role of socioeconomic adversity and armed conflict in executive function (EF), theory of mind (ToM) and empathy in a rarely studied group, children living in eastern Turkey revealed that children's performance was low in the EF and ToM tasks, and high in the empathy task.
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Screening for and understanding of memory and relevant factors are vital for broad understanding of children’s capabilities and weaknesses as well as for developing appropriate interventions.
Parent and Teacher Perceptions of Assessing Lebanese Children’s Reaction to War-Related Stress: A Survey of Psychological and Behavioral Functioning
This study explored the psychological and behavioral functioning of children from South Lebanon post July war 2006. The analysis aimed at investigating perceptions of parents and teachers on the…
School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011
TLDR
School functioning among high school students following a terrorist attack in Norway indicates that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event.
Post-Traumatic Stress Disorder and Depression Among Children of War
TLDR
It is well established that children living in conflict areas suffer from long term mental health problems and exposure to violence is almost always correlated with symptoms of posttraumatic stress disorders (PTSD) and depression.
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