Abstract
Background: The Belgian Journal of Paediatrics serves as a national platform for paediatric research. However, recent data suggest an imbalance in contributions between French- and Dutch-speaking universities, raising questions about linguistic and institutional disparities in publishing practices.
Objective: To explore the motivations, barriers, and institutional support related to publishing among Belgian paediatric trainees and authors of the Belgian Journal of Paediatrics, with attention to linguistic differences.
Methods: A mixed-methods online survey was distributed to paediatric trainees (2016–2025) and first authors of the Belgian Journal of Paediatrics (2016–2024). Data on motivations, publishing experiences, perceived institutional support, and language barriers were collected and analyzed descriptively.
Results: Seventy-nine trainees and thirty Belgian Journal of Paediatrics authors completed the survey. Among trainees, publication was mainly motivated by diploma requirements (71.4%) and personal initiative (47.6%), with limited institutional encouragement (43%) or support (24.1%). Writing in English was not perceived as a barrier by most respondents (83.5%); however, those who did—predominantly affiliated with French-speaking universities—reported less institutional support for writing. Encouragement and guidance were significantly more common among Dutch-speaking universities. Training in scientific writing was limited (62% untrained), though most trainees had received critical reading instruction (73.4%).
Conclusion: The findings reveal persistent disparities between linguistic communities in institutional support and language-related confidence. Strengthening mentorship and integrating academic English and writing training across universities could promote more equal participation in national scientific publishing and enhance the inclusivity of the Belgian Journal of Paediatrics.