Neuroprofile of Children from Alcohol-Affected Families: Implications for Education and Social Interventions

Background/Objectives: Children growing up in families with alcohol-related problems are considered a high-risk group for developmental, emotional, and cognitive difficulties, although this condition is not classified as a clinical diagnosis in DSM-5 or ICD-11. The aim of this study was to develop a neurofunctional profile of such children based on electroencephalographic (EEG) markers, in order to identify indicators of neurodevelopmental risk and explore their potential relevance for pedagogical and social interventions. Methods: The study employed resting-state EEG recordings in children aged 6–10 years from alcohol-affected families and a control group. Quantitative EEG (qEEG) indices were analyzed, including theta–beta ratio (TBR), frontal alpha asymmetry (FAA), temporal beta activity, and beta2 power in parietal regions. Standard preprocessing procedures were applied, and between-group comparisons were conducted using Welch’s t-tests with correction for multiple comparisons. Results: Children from alcohol-affected families exhibited significantly elevated TBR indices (global, frontal, prefrontal, and midline), increased temporal beta activity and SMR composite values, and higher beta2 power in parietal regions. Additionally, reduced alpha power in the prefrontal region (Fp1) was observed. These patterns are consistent with differences in attention, executive functioning, emotional regulation, and stress reactivity. No significant differences were found for frontal alpha asymmetry after correction. Conclusions: The findings indicate the presence of distinct group-level EEG patterns associated with children from alcohol-affected environments. These results may contribute to understanding developmental variability in high-risk populations; however, they should not be interpreted as indicators of individual impairment or causal mechanisms. The study highlights the potential, but still limited, applicability of EEG-based measures in informing educational and social support strategies and underscores the need for further research integrating neurophysiological and environmental perspectives.