Many children with anxiety disorders exhibit significant and persistent impairments in their social and interpersonal functioning. Two components essential for successful social interaction are empathy and theory of mind (ToM). Both constructs develop rapidly in childhood, but no study has simultaneously examined these skills in young children with emerging mental health problems, including those with symptoms of anxiety. This study investigated empathy and ToM in children with anxiety symptomatology and examined their relationship with anxiety severity. A cross-sectional study was carried out with 174 children aged 4–8 years with emerging mental health difficulties who were referred by school teachers for an assessment because of emotional, cognitive, or behavioural problems at school. Participants completed empathy and ToM tasks. Parents were interviewed and rated children’s emotional and behavioural problems. Correlational analyses indicated that elevated anxiety was associated with better cognitive ToM and worse affective empathy; there were no associations between anxiety and either cognitive empathy or affective ToM. Subsequent regression analyses demonstrated that whilst enhanced cognitive ToM was explained by age and verbal IQ, anxiety symptoms uniquely predicted impaired affective empathy. These results indicate that children with symptoms of anxiety have difficulty in sharing in other people’s emotions. As a result, they may find it difficult to behave in socially adequate ways in interactions with others that involve affective sharing. These findings encourage the use of early and targeted interventions that improve affective empathy development in children with anxiety symptoms.

Within the context of reopening society in the summer of 2021, as the UK moved away from ’lockdown,’ the Government of Wales piloted the return on organised ‘mass gatherings’ of people at a number of test events. Behavioral observations were made at two of the test events to support this process. The research was particularly interested in four key factors: How (1) context within a venue, (2) environmental design, (3) staffing and social norms, and (4) time across an event, affected personal protective behaviors of social distancing, face covering use, and hand hygiene. Data collection was undertaken by trained observers across the above factors. Findings suggest that adherence of attendees was generally high, but with clear indications that levels were shaped in a systematic way by the environment, situational cues, and the passage of time during the events. Some instances of large-scale non-adherence to personal protective behaviors were documented. Overall, there were three main situations where behavioral adherence broke down, under conditions where: (1) staff were not present; (2) there was a lack of environmental signalling (including physical interventions or communications); and (3) later into the events when circumstances were less constrained and individuals appeared less cognitively vigilant. Behavioral observations at events can add precision and identify critical risk situations where/when extra effort is required. The findings suggest a liberal paternal approach whereby state authorities, health authorities and other key organisations can help nudge individuals towards COVID-safe behaviors. Finally, an individual’s intentions are not always matched by their actions, and so behavioral insights can help identify situations and contexts where people are most likely to require additional support to ensure COVID-19 personal protective behaviors are followed and hence protecting themselves and others.

Peer problems are frequently associated with difficulties in recognizing and appraising the emotions of others. It has been argued that facial responsiveness to others’ emotions—or motor empathy—is a precursor of emotion processing and affective empathy. Although mimicry impairments have been observed in studies of young people with conduct problems, to our knowledge no study has examined facial responsiveness to others’ expressions in young children and examined how this relates to peer relationship problems. Four- to 7-year-old children (n = 91) with or without teacher-reported peer relationship problems (Strength and Difficulties Questionnaire) viewed three dynamic film clips depicting a sad, happy, or scared child, while their spontaneous facial emotional responses were assessed using iMotions software that codes the movement of facial muscles. Children displayed facial expressivity that was congruent with the emotional expressions in the clips. Groups with and without peer problems did not differ in their responses to seeing a happy child. However, children with peer problems exhibited reduced or atypical facial emotional responses to the negative emotional clips. Decreased or atypical facial expressivity to negative emotions was also associated with severity of peer problems; atypical facial responsivity to sadness and reduced facial responsivity to fear predicted peer problems independently of one another. We conclude that reduced or atypical facial expressiveness in response to other children’s dynamic facial expressions is associated with problematic peer relations in young children. The implications for early identification and interventions to support prosocial development are discussed.