Kindergarten Obesity and Academic Achievement: The Mediating Role of Weight Bias.

Baeksan Yu

doi:10.3389/fpsyg.2021.640474

Abstract

This study draws the attention towards the importance of reducing weight discrimination against children for their educational success, as an issue of social justice. We investigate the consequences of early-onset obesity identifying the mediating mechanisms in the relationship between childhood obesity and academic achievement. To do so, we employ the Early Childhood Longitudinal Study-Kindergarten Cohort (kindergarten to fifth grade) in the US (ECLS-K: 2011) and apply a parallel process latent growth model with a combination of quasi-experiments and econometrics. The results of this study suggest that teachers may serve as a significant source of weight bias, especially for girls (B = −0.09, 95% BC CI [−2.37 to −0.46]).

Highlights

Early-onset obesity can be a significant predictor of student future academic success
Some studies further argue that weight discrimination is comparable to the prevalence of racial discrimination in the Weight Bias and Academic Achievement
Based on the model fit indices, we select a latent basis model for math and reading scores and a linear model for teacher report of students’ non-cognitive skills; the combined model fits are excellent in terms of RMSEA, CFI, and TLI, implying that the proposed models are reasonably consistent with the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) data

Summary

Introduction

Early-onset obesity can be a significant predictor of student future academic success. The reported negative consequence of childhood obesity might stem from weight bias from peers, teachers, or even families (Puhl and Latner, 2007; Branigan, 2017). For instance, suggest negative effects of social marginalization and stigmatization of obesity by peers or teachers, especially for girls (Nutter et al, 2016; Martin et al, 2017) or minority groups (Crosnoe, 2007; Puhl et al, 2008). Teachers can serve as a significant source of weight bias (Puhl and Latner, 2007). Previous studies suggest that stigmatization or isolation from social interaction may function as a possible mediator between childhood obesity and academic performance (Caird et al, 2014).

Methods

Results

Conclusion