Aim A growing number of quantitative studies have investigated the utility of neuropsychological assessment in mental health settings. However, to the best of our knowledge, no previous study has qualitatively explored youth mental health providers' perceptions of neuropsychological assessment services. A more in‐depth understanding of the perceived advantages and barriers associated with neuropsychological assessment in youth mental health settings is critical to better inform policy, practice and service uptake. Thus, the aim of this study was to qualitatively explore clinicians' views about neuropsychological assessments for youth with mental health concerns. Methods A single open‐ended qualitative question, included as part of an anonymous cross‐sectional online survey, was completed by clinicians (N = 206) treating or assessing adolescents and young adults within Australian primary care mental health centres (headspace). Responses were analysed using an inductive approach to thematic analysis. Results Five main themes were identified. Clinicians (a) identified barriers to accessing neuropsychological assessments (53%), (b) indicated a range of mixed outcomes following neuropsychological assessment (39%), (c) highlighted a need for neuropsychological assessments (22%), (d) reported a lack of awareness about this resource (10%) and (e) described practice issues associated with neuropsychological services (4%). Conclusion This study uncovered perceived factors contributing to reduced access to neuropsychological assessment in Australian youth mental health settings. Given potential adverse outcomes resulting from this clinical service gap, efforts should be made to address factors contributing to poorer access, thereby mitigating the impact of poor access on the management of mental illness in youth. Several strategies, including funding neuropsychological assessments, are discussed.

This meta‐analysis examined the relationship between prenatal maternal stress and/or anxiety and the outcomes of children aged 3 months to 9 years. Of the 8754 studies published before June 2021 that were synthesized, 17 conducted in Western countries were included in the meta‐analysis (Ntotal = 23,307; Mmales 54%; Methnicity White 77%, Pacific 15%, African American/Black 10%, Middle Eastern 7%, Eastern 8%). Effect sizes ranged from −0.41 to 0.15. A weak negative association was found between prenatal stress and/or anxiety exposure and children's general intellectual development. Associations varied based on the type of exposure. Findings are limited to developed counties and cannot be generalized to low‐ and middle‐income countries. Directions for maternal prenatal intervention and future studies are discussed.

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The relationship between prenatal maternal stress and/or anxiety and children’s cognitive development is inconclusive. This systematic review and meta-analysis aims to examine the relationship between the different domains of stress, anxiety and children’s cognitive outcomes during the first 18 years of life. Five databases were searched for all observational studies investigating the association between symptoms of prenatal maternal anxiety and/or stress and children’s cognitive outcomes. Of 7,004 articles identified, 21 met the inclusion criteria and 11 provided usable data that were further analysed quantitatively. A weak negative association was found between prenatal stress and/or anxiety exposure and the offspring’s language development. Associations varied based on the type of prenatal psychological exposure (i.e., trait anxiety, state anxiety, perceived stress, stress response). Specifically, maternal prenatal exposure to stress but not anxiety was found to correlate with children’s general intellectual skills. Moreover, trait anxiety but not the combined exposure to trait and state anxiety was correlated with attention in the offspring. While exposure to stress and/or anxiety at any stage of pregnancy was found to be associated with adverse cognitive outcomes in the offspring, there was a trend that timing of exposure may be associated with distinct cognitive outcomes. Findings support the need for screening and interventions to prevent or minimise mental health problems in pregnant women in order to optimise child development. Findings also have implications for conceptualising prenatal stress and anxiety in future research, as well as investigating timing and cumulative effects of prenatal stress and/anxiety exposure.