Al-Beltagi M. Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children. World J Clin Pediatr 2026; 15(4): 120091 [DOI: 10.5409/wjcp.120091]
Corresponding Author of This Article
Mohammed Al-Beltagi, MD, PhD, Consultant, Professor, Department of Pediatrics, Faculty of Medicine, Tanta University, 1 Hassan Radwan Street, Tanta 31511, Algharbia, Egypt. mbelrem@hotmail.com
Research Domain of This Article
Pediatrics
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review-article
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Al-Beltagi M. Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children. World J Clin Pediatr 2026; 15(4): 120091 [DOI: 10.5409/wjcp.120091]
World J Clin Pediatr. Dec 9, 2026; 15(4): 120091 Published online Dec 9, 2026. doi: 10.5409/wjcp.120091
Unleashing children’s potential: An evidence-based narrative review of strategies to enhance cognitive function and intelligence in school-age children
Mohammed Al-Beltagi
Mohammed Al-Beltagi, Department of Pediatrics, Faculty of Medicine, Tanta University, Tanta 31511, Algharbia, Egypt
Mohammed Al-Beltagi, Department of Pediatric, University Hospital, Arabian Gulf University, Manama 26671, Bahrain
Author contributions: Al-Beltagi M was responsible for conceptualizing and designing the review, conducting an extensive literature search and data acquisition, performing the analysis and interpretation of the integrated biological models, drafting the manuscript, revising the work for intellectual content, designing the clinical algorithms and tables, and providing final approval for the published version.
AI contribution statement: No AI writing tools (such as ChatGPT, DeepL, or similar platforms) were used in the preparation of our manuscript. The manuscript was written entirely by the authors. The only tool used during the writing process was Grammarly, which is integrated into Microsoft Office, and was utilized solely for basic grammar correction and minor language refinement. It did not contribute to content generation, data analysis, or scientific writing.
Conflict-of-interest statement: The author declares no conflict of interest in publishing the manuscript.
Corresponding author: Mohammed Al-Beltagi, MD, PhD, Consultant, Professor, Department of Pediatrics, Faculty of Medicine, Tanta University, 1 Hassan Radwan Street, Tanta 31511, Algharbia, Egypt. mbelrem@hotmail.com
Received: February 14, 2026 Revised: February 26, 2026 Accepted: April 17, 2026 Published online: December 9, 2026 Processing time: 216 Days and 23.7 Hours
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.
Core Tip: School-age cognitive development is a window of heightened neural plasticity, where intelligence and executive function can be significantly enhanced through multimodal interventions. Evidence supports the use of integrated strategies that combine nutrition, physical activity, sleep hygiene, psychosocial enrichment, educational curricula, digital tools, and mindfulness to optimize cognitive outcomes. Targeted approaches for children with attention-deficit/hyperactivity disorder, learning disabilities, twice exceptional profiles, or socio-economic disadvantage are especially effective when personalized, strength-based, and contextually sensitive. This review emphasizes mechanistic understanding, translational feasibility, and cultural adaptability, offering a comprehensive roadmap for clinicians, educators, and policymakers to maximize cognitive potential and foster lifelong learning and resilience.
