Articles by author: Brock University

• Research to explore why people with MS suffer more in heat

  Wednesday, August 12, 2026 | By Brock University

  MEDIA RELEASE — Aug. 12, 2026 — R0066

  While some people may find summer weather stifling, those living with multiple sclerosis (MS) tend to suffer in hot environments more than the average person, says Georgia Charachousou.

  “Symptoms get worse with MS heat sensitivity,” says the Brock University PhD in Applied Health Sciences student. “People with MS feel much more fatigued than you or I might in the heat. They may also experience blurred vision, confusion and less co-ordination in their hands when temperatures rise.”

  Charachousou says research isn’t clear on why individuals with MS are more sensitive to heat — but she’s hoping to change that.

  “Is this heat sensitivity more driven by core temperature or skin temperature? Knowing this can guide us towards better interventions to improve comfort and capacity to perform everyday tasks,” she says.

  According to MS Canada, Canada has one of the highest rates of MS in the world, with more than 90,000 people living with the neurological disease.

  Charachousou is looking for people in the Niagara area who have MS to participate in research that aims to answer questions about the disease’s impact on body temperature.

  Participants should have relapsing MS and score six or less on the 10-point Expanded Disability Status Scale (EDSS), a tool used by neurologists to assess level of disability. With relapsing-remitting MS, the most common form of the disease, people experience neurological symptoms that partially or completely disappear during periods of remission.

  Those interested in being part of the study can contact Charachousou at [email protected]

  The study is the first in a series Charachousou aims to pursue to understand the physiological mechanisms of heat impairment with MS.

  Research has shown people living with MS tend to sweat less than those without the disease, she says. When core temperature becomes too high or low, an area of the brain called the hypothalamus sends out signals to sweat glands, the circulatory system and skin.

  Charachousou wants to know if this reduced sweating capacity is due to interference in brain signals to the body’s systems or if there’s a shortcoming in the way sweat glands themselves receive that signal and act on it.

  Distinguished Professor of Kinesiology Stephen Cheung, who is Charachousou’s supervisor, previously studied MS heat sensitivity in his time at Dalhousie University.

  In Cheung’s 2011 study, MS research participants who were first cooled down by wearing a special hood, performed much better in a series of simple tests mimicking everyday tasks, such as getting up off a chair and walking.

  “Studies like the one we did show that cooling can help with MS symptoms, but we need to know more about the physiological mechanisms before we can explore the best way to keep MS individuals cool,” says Cheung. “Heat sensitivity limits the capacity to exercise, which we know is good for health, and also carry out activities of daily living.”

  For more information or for assistance arranging interviews:

  *Maryanne St. Denis, Associate Director, Strategic Communications, Brock University, [email protected] or 905-246-0256

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  Categories: Media releases

• How healthy summer habits can set kindergarteners up for school success

  Thursday, July 30, 2026 | By Brock University

  EXPERT ADVISORY — July 29, 2026 — R0065

  A smooth start to the school year begins with healthy habits in the summer, especially for children entering kindergarten, Yvonne Messenger says.

  “Research shows that helping our youngest learners establish healthy habits is a strong mediating factor in future learning, preventing concerns for math and literacy gaps as students get older,” says the Brock University Assistant Professor of Educational Studies.

  Messenger is sharing five summer tips families can apply now to prepare children for their upcoming school journey.

  Talk, listen and read together: Engaging in conversation while reading books with children is an important way to build communications skills, Messenger says. She encourages parents to ask open-ended questions and allow children to lead the conversation.

  The less parents talk, the more children will talk and avoid “yes” or “no” answers, she says. She recommends having open-ended conversations while running errands, such as going to the grocery store and reading labels and signage together while identifying items.

  “The more oral communication a child engages in and the more sophisticated their vocabulary when they begin kindergarten, the easier it will be for them to develop their literacy skills, which equips them to take on the reading and writing process.”

  Make time for active play: Engaging in active play — outdoor physical activity and indoor play not connected to a screen — is all about healthy gross and fine motor development.

  Children need strength and dexterity in their muscles, from their shoulders to their fingers, when they begin writing and drawing with markers and pencils.

  Outdoor play, such as running and climbing, helps build muscle and prepares children to write effectively at school, while indoor play, such as doing puzzles, can help build cognition skills that can be useful when learning to read.

  Practice healthy sleep and screen habits: Focusing on sleep habits and mitigating screen time will help ease the transition to regular routines, Messenger says, especially if children need to get up earlier during the school year. She suggests beginning bedtime routines five minutes earlier each night for three weeks before children begin school.

  She also encourages parents to adopt healthy screen habits, noting that the Canadian Pediatric Society recommends children aged two to five engage in less than one hour per day of screen time.

  Limiting screen use also plays a role in emotional development, she says, as research shows many parents will give children a tablet to calm down if the child is agitated or upset.

  “This works in the moment, but it doesn’t teach children ways to manage their emotions,” Messenger says. “At school, students will not be given a tablet when they are frustrated.”

  Support emotional and social growth through play: To prepare children for taking turns and sharing, parents can create opportunities for children to play in group settings by visiting neighbourhood parks or public library programs.

  They can also help support emotional and social growth by mirroring and naming emotions, Messenger says.

  “For example, if a child is angry, parents can name and validate the feeling and demonstrate calming behaviour such as deep breathing — a technique they can use in their classroom,” she says.

  Build independence: The next month is the perfect time to practice independent skills for young children, from toileting and managing their own clothing to using lunch containers on their own.

  “Students who feel confident generally feel safer and less anxious, which, in turn, allows the brain to process information better and learn more easily,” she says.

  Brock University Assistant Professor of Educational Studies Yvonne Messenger is available for media interviews on this topic.

  For more information or for assistance arranging interviews:

  *Maryanne St. Denis, Associate Director, Strategic Communications, Brock University, [email protected] or 905-246-0256

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  Categories: Media releases