for the development of different conceptual approaches leading to different approaches to classification [11]. One common approach, that assumes the existence of specific biomarkers, is to establish essential categories containing necessary and sufficient items. However, as pointed out above, such biomarkers are still lacking and the substantial comorbidities as well as the limited utility for clinical practice in developing countries renders this approach less useful. In contrast, a "critical" approach assumes that categories cannot be established in a strictly empirical manner and thus are rather built based on consensus or expert opinions which are both under the influence of cultural norms. Again, this approach may not be ideal to improve mental health on the long-term. Instead of the two extremes a desirable approach would be similar to that in general medicine that accounts for the challenge of classification and its related advantages and applications as well as the perspective that advances in research will lead to an advanced classification system [12].The existing classification systems, ICD-11 and DSM-5 differ in their emphasis on either clinical utility and usability (ICD-11) or diagnostic validity (DSM-5). Yet, clinical utility requires diagnostic validity and the two systems partly overlap [12]. Despite some overall agreement, there are some general and several specific differences between ICD and DSM, both between their current and planned versions. In this context, some experts criticized over the last decades that the divergence of ICD and DSM was not an inevitable necessity, but rather an unfortunate "historical accident" [5]. Although the differences are relatively simple, they complicate both research and clinical care. Thus, there was a strong need for consensus which could have potentially been achieved by using simultaneous time line of preparation and harmonization of the revisions of ICD-11 and DSM-5. For example, this was reflected by the fact As in previous issues of European Child and Adolescent Psychiatry (ECAP) each article is based on an existing classification system, i.e., ICD and/or DSM. Furthermore, even the core aims of some of the articles directly pertain to questions related to the diagnostic classification. For example, Algorta et al. [1] aimed to improve the diagnostic efficiency of the parent-rated Strengths and Difficulties Questionnaire (SDQ) to identify attention deficit hyperactivity disorder (ADHD) by developing scoring weights for clinical practice in a representative sample for the United Kingdom.While some articles of the present issue deal with diagnoses such as tic disorders [3] or anorexia nervosa [10] that have a good clinical diagnostic accuracy, some of the other articles are based on less reliable and valid diagnoses and therefore are more dependent on the quality of the respective classification system [e.g., 4, 13]. The quality of these systems, also known as psychiatric nosology or taxonomy, is still an ongoing matter of debate and research, because the...