Background: Children with disabilities and special educational needs show heterogeneous developmental profiles that may be associated with executive functioning and family factors. This study examined functional developmental profiles in primary education and their associations with executive functions, behavioural indicators, and parental mental health. Methods: Participants were 106 children aged 6–12 years attending mainstream schools, including a subgroup with special educational needs. Parents completed the Developmental Profile-3 (DP-3) and a family mental-health record, while teachers completed the Screening of Emotional and Behavioural Problems in Children (SPECI) and Behaviour Rating Inventory of Executive Function-2 (BRIEF-2) based on structured ratings derived from daily interaction with the child. Correlational and regression analyses were conducted. Results: Executive functions—particularly working memory and planning/organisation—were consistently associated with global, adaptive, and social development. Parental overload showed negative associations with several developmental domains. Associations with behavioural indicators were modest. Conclusions: Developmental functioning in children with and without special educational needs is associated with executive functions and family factors as perceived by parents and teachers. Findings should be interpreted as relational and inform future assessment and inclusive educational planning.
Núñez et al. (2026) studied this question.