Ambient air pollution and children’s cognitive outcomes

Abstract

Ambient air pollution remains a serious public health concern, with growing literature linking higher concentrations to adverse health effects among children. Preliminary biological, epidemiological, and econometric studies suggest that ambient air pollutants may exhibit neurotoxic effects which are crucial to examine during childhood while the central nervous system is still developing. This study uses rich longitudinal data on a national sample of children in the U.S. to examine the relationship between exposure to ambient air pollution and children’s cognitive outcomes. Our results suggest that annual and cumulative measures of air pollution during third grade were significantly associated with lower math test scores. These associations may not be due to short-term effects, but may be partially explained by increased school absences throughout the year. Examining child characteristics provide further insight into the role of exposure differences, biological differences, and vulnerability to effects. Results also suggest that time spent exercising outdoors may increase exposure and the impact of ozone on test scores is not only through exacerbation of asthma symptoms, but potentially through other decreased health, increased fatigue, or a direct neurodegenerative effect.