Academic Performance In School Children Research Articles

Effectiveness of Vision Therapy for Children With Symptomatic Convergence Insufficiency With or Without Attention Deficit Hyperactivity Disorder

Purpose: Attention Deficit Hyperactivity Disorder (ADHD) is a serious health concern. Not only has ADHD been implicated as factors of academic performance in school children, it has been positively correlated with delinquency and drug use. Likewise, convergence insufficiency (CI) has been correlated with ADHD. Vision Therapy (VT) has recently been shown to improve both symptoms and clinical objective measures of CI. The purpose of this study was to study the effect of VT on visual symptoms and clinical measures for children with symptomatic CI and also ADHD. Methods: A total of 1,090 children attending grades 1 to 6 in one primary school completed a visual symptom checklist. Their parents also completed a checklist of ADHD symptoms. One hundred eighty eight children were visually symptomatic. Of these, 123 were eligible for clinical testing and agreed to participate in the study and subsequently received comprehensive eye/vision examinations. Thirty one of the children exhibited CI and some of these (N=13) also exhibited ADHD. A therapy group (N=15) underwent a 12-week therapy program and was then compared to a control group (N=16). Pearson correlations were calculated to assess if visual symptoms and/or ADHD symptoms were related to academic scores in reading or mathematics. Odds ratios were calculated to determine the prevalence of symptomatic CI subjects and children with ADHD symptoms, when compared to non-symptomatic children. Results: Visual symptoms and ADHD symptoms were negatively correlated with academic scores for both reading and mathematics. Children with ADHD symptoms were 9-times more likely to have visual symptoms than children without ADHD symptoms. Likewise, ADHD children were 30-times more likely to have CI than children without ADHD symptoms. Visual and ADHD symptom scores, and objective visual measures were statistically improved after 12 weeks of therapy. Conclusion: ADHD and CI are correlated. Further, VT improved visual symptoms, ADHD symptoms and clinical signs of CI in those children with CI and ADHD. Both visual symptoms and ADHD symptoms negatively affected school achievement.

The Relationship between Habitual Breakfast Consumption Frequency and Academic Performance in British Adolescents.

Breakfast has been shown to be beneficial for cognitive and academic performance in school children. However, there is a paucity of studies which examine the relationship between breakfast consumption and academic performance and a complete absence of studies in UK school children. The aim of this study, therefore, was to examine the association between habitual breakfast consumption frequency and Cognitive Abilities Test (CAT) performance, a reasoning test routinely used in UK schools. Adolescents aged 11–13 years (n = 292; males: 53.8%) completed a questionnaire to report usual weekly breakfast intake frequency. Breakfast was subjectively defined by the participants. Habitual weekly breakfast consumption frequency was categorized as rare (0–2 days), occasional (3–4 days), or frequent (5–7 days). Participants’ CAT performance was used as a proxy measure of academic performance. The CAT has three components: verbal, non-verbal, and quantitative reasoning. Normative standard age scores (SAS) for verbal, non-verbal, quantitative reasoning, and overall mean SAS were obtained from school records and hierarchical linear regression models were applied, adjusting for the confounders: gender, ethnicity, socio-economic status, English as an Additional Language, and body mass index. Habitual breakfast consumption frequency did not significantly predict any CAT SAS in all models (crude and adjusted). However, methodological considerations which could account for this disagreement with previous research, were identified. These included the isolation of school-day breakfast consumption, use of a standard definition of breakfast, and measurement of actual academic performance. The findings of the current study suggest more comprehensive ways in which future studies might investigate the relationship between habitual breakfast consumption and academic performance.

Psychological Defense and School Students Academic Performance

This article investigates the problem of connection between the academic performance of schoolchildren and their defense mechanisms. The article describes the author's diagnostic method of defense mechanisms and shows the sphere of its application, which is the diagnostics of high schoolchildren's defense mechanisms. The author analyzes the connection between schoolchildren's academic performance and their defense mechanisms. Defense mechanisms originate and develop in early childhood; therefore the problem requires further investigation.

School feeding contributes to micronutrient adequacy of Ghanaian schoolchildren.

Without gains in nutritional outcomes, it is unlikely that school feeding programmes (SFP) could improve cognition and academic performance of schoolchildren despite the improvements in school enrolment. We compared the nutrient intake adequacy and Fe and nutritional status of SFP and non-SFP participants in a cross-sectional survey involving 383 schoolchildren (aged 5-13 years). Quantitative 24 h recalls and weighed food records, repeated in 20% subsample, were used to estimate energy and nutrient intakes adjusted for day-to-day variations. The probability of adequacy (PA) was calculated for selected micronutrients and the mean of all PA (MPA) was calculated. The concentrations of Hb, serum ferritin, and soluble transferrin receptor (sTfR) and anthropometric measurements were used to determine Fe and nutritional status. Energy and nutrient intakes and their adequacies were significantly higher among SFP participants (P<0·001). The MPA of micronutrients was significantly higher among SFP participants (0·61 v. 0·18; P<0·001), and the multiple-micronutrient-fortified corn soya blend was a key contributor to micronutrient adequacy. In SFP participants, 6 g/l higher Hb concentrations (P<0·001) and about 10% points lower anaemia prevalence (P=0·06) were observed. The concentration of sTfR was significantly lower among SFP participants (11·2 v. 124 mg/l; P=0·04); however, there was no difference in the prevalence of Fe deficiency and Fe-deficiency anaemia between SFP and non-SFP participants. There was also no significant difference in the prevalence of thinness, underweight and stunting. In conclusion, the present results indicate that school feeding is associated with higher intakes and adequacies of energy and nutrients, but not with the prevalence of Fe and nutritional status indicators. The results also indicate an important role for micronutrient-dense foods in the achievement of micronutrient adequacy within SFP.

Headaches, quality of life, and academic performance in schoolchildren and adolescents.

Just a few studies to date have focused on headaches, quality of life, and academic performance in children. Determine the effect of headaches on the life of schoolchildren and the association between headaches and academic performance. We conducted a cross-sectional study. One hundred and ninety-five students from an elementary school were randomly selected out of 355 students aged from 10 to 15 years old. Semi-structured interview, the Pediatric Quality of Life Inventory Version 4.0, the Children's Depression Inventory, and the State-Trait Anxiety Inventory were used. The variables relating to academic performance were obtained by consulting the academic records. Prevalence of headaches: headache: 97.3% (179/184); migraine: 51% (94/184); tension-type headache: 33% (61/184); primary stabbing headache: 7.6% (14/184); unclassified headaches: 5.4% (10/184). Migraine (relative risk: 3.11; 95% confidence interval: 1.54-6.30) and more severe headaches (relative risk: 7.93; 95% confidence interval: 2.65-23.7) were associated with lower quality of life (P < .01; multivariate logistic regression). More severe headaches were associated with lower grades in school (P < .01; multiple linear regression). Variables relating to headaches were not associated with "failing the school year" (P > .05; chi-square test and Fisher's exact test). Headaches were found to be associated with lower quality of life and poor academic performance.

Nutritional contents of lunch packs of primary school children in nnewi, Nigeria.

Background:Lunch packs play a significant role in the nutritional status and academic performance of school children. Available data show a high prevalence of malnutrition among school-age children.Aims:The aim of this study is to document the nutritional contents of lunch packs of primary school children in Nnewi, Anambra state, Nigeria.Subjects and Methods:A cross-sectional study was conducted among 1018 primary 1-6 pupils selected by stratified systematic random sampling from six primary schools, two each of private, – mission, – and government (public) – owned schools in Nnewi metropolis with the aid of the semi-structured questionnaire. Lunch packs of the pupils were examined.Results:Majority of the pupils (77.8% [792/1018]) had lunch packs although about half of pupils in public schools had no lunch pack. Only 12.4% (98/792) and 19.2% (152/792) of pupils with lunch packs had balanced meals and fruits/vegetables in their lunch packs, respectively. The odds of not coming to school with packed lunch was about 13 and 12 times higher for mothers with no formal education or only primary education, respectively, compared with those with tertiary education. Type of school had a strong influence on possession and contents of lunch pack (χ2 = 2.88, P < 0.001, phi coefficient = 0.72). Pupils in private (97.5% [198/203]) and mission (94.4% [388/411]) schools were more likely to have a lunch pack compared with public schools (51.0% [206/404]). However, pupils in private schools were most likely to have a balanced meal (32.5% [66/203] vs. 5.8% [24/411] in mission and 2.0% [8/404] in public schools) and fruits/vegetables (48.3% [98/203] vs. 10.2% [42/411] in mission and 3.0% [12/404] in public schools) in their lunch packs. Mothers’ educational status and parents’ occupation were significantly associated with lunch pack contents.Conclusion:Majority of the lunch packs of primary school pupils contain poor quality food especially in public schools. Mother's educational status and parent's occupation are important determinants of the nutritional contents of lunch packs.

Neuropsychologic Function Three to Six Months Following Admission to the PICU With Meningoencephalitis, Sepsis, and Other Disorders

To assess short-term neuropsychological function and academic performance in school children following admission to intensive care and to explore the role of critical neurologic and systemic infection. A prospective observational case-control study. Two PICUs. A consecutive sample of 88 children aged 5-16 years (median age=10.00, interquartile range=6.00-13.00) who were admitted to intensive care between 2007 and 2010 with meningoencephalitis, septic illness, or other critical illnesses. They were assessed 3 to 6 months following discharge, and their performance was compared with that of 100 healthy controls. Patients were without prior neurologic or neurodevelopmental disorder. None. Data encompassing demographic and critical illness details were obtained, and children were assessed using tests of intellectual function, memory, and attention. Questionnaires addressing academic performance were returned by teachers. After adjusting for covariates, the children admitted to PICUs significantly underperformed on neuropsychological measures in comparison to healthy controls (p<0.02). Teachers deemed more children admitted to PICUs than controls as performing educationally worse and having problems with school work (ps=0.001), as well as performing below average on aspects of executive function and attention (ps<0.04). Analysis of the effect of illness type on outcome revealed that aspects of neuropsychological function, such as memory function, and teacher-rated academic performance were most reduced in children with meningoencephalitis and septic illness. In the PICU group, multivariable linear regression revealed that worse performance on a composite score of neuropsychologic impairment was more prevalent when children were younger, from a lower social class, and had experienced seizures during their admission (ps<0.02). Admission to intensive care is followed by deficits in neuropsychologic performance and educational difficulties, with more severe difficulties noted following meningoencephalitis and septic illness. These results highlight the importance of future studies on cognition and educational outcome incorporating type of illness as a moderating factor.

Effects of daily energy expenditure on academic performance of elementary students in Taiwan

The objective of the study was to investigate the potential effects of daily energy expenditure on the academic performance (AP) of elementary schoolchildren, the results of which will be used as the basis of planning physical activity (PA) for children in the future. Participants were collected from 4th to 6th grade children at an elementary school in southern Taiwan. The effective sample data size was 1065 (79.8%; 528 boys and 537 girls). Daily mean energy expenditure was obtained using the 3 Day Physical Activity Recall (3-DPAR), and the intensive activities degrees of physical activity were categorized into lowest PA, middle PA, and highest PA group, and academic performance assessed with weighted academic score. The significant effect on the academic performance of schoolchildren was only in energy expenditure but not for sexes and tutorials attended. All students in the middle PA group performed better academically than those in the highest PA group. After controlling sexes, male students in the middle PA group performed better than other groups; female students in the lowest PA group performed better than other groups. These results may be consulted by schools, academic faculties, and parents in setting up exercise plans for children.

Mental contrasting facilitates academic performance in school children

Two brief intervention studies tested whether teaching students to mentally contrast a desired future with its present reality resulted in better academic performance than teaching students to only think about the desired future. German elementary school children (N = 49; Study 1) and US middle school children (N = 63; Study 2) from low-income neighborhoods who were taught mental contrasting achieved comparatively higher scores in learning foreign language vocabulary words after 2 weeks or 4 days, respectively. Results have implications for research on the self-regulation of commitment to solve assigned tasks in classroom settings, and for increasing academic performance in school children in low-income areas.

The impacts of environmental noise on the academic achievements of secondary school students in Greater London

Previous studies on the detrimental impact of chronic external noise upon the academic performance of school children were normally based on sampled school sites, and the results were often limited to a specific range of areas. The aim of this paper is to investigate the relationships between environmental noise levels of secondary schools in Greater London and a set of academic achievement factors, and also, to determine the noise exposure of secondary schools. Four academic achievement indicators were considered and five noise indicators were obtained after processing noise map data. It has been shown that the environmental noise levels of secondary schools in Greater London have almost no significant relationships with those academic achievement indicators. As expected, the secondary schools in Inner London are noisier than those in Outer London. The average difference is calculated as 2 dBA.

Academic performance of school children with behavioural disorders in Uyo, Nigeria.

Behavioural disorders can have a negative influence on the academic performance of school children. There are no similiar published is no known studies in Nigeria. To compare the academic performance of primary school children with behavioural disorders with that of their controls. A total of 132 primary school pupils aged 6-12 years with behavioural disorders using Rutter scale for teachers (Scale B(2)) and their matched-controls were selected. Their academic performance was assessed and compared using the overall scores achieved in the first and second term examinations in the 2005/2006 academic sessions, as well as the scores in individual subjects. Number of days absent from school was documented. While 26.5% and 12.9% pupils with behavioural disorders had high and poor academic performance respectively, 38.6% and 9.1% pupils without such disorders had high and poor performances respectively. The difference in the ooverall academic performance was statistically significant (p=0.04). The mean scores of the pupils with behavioural disorders on four core subjects compared well with those of the controls. Pupils with antisocial behaviour underachieved more than others. School absence rate had no significant influence on their performance. Behavioural disorders are associated with poor academic performance in school children in Uyo.

Household food security is associated with early childhood language development: results from a longitudinal study in rural Bangladesh

Although household food security (HHFS) has been linked to academic performance in school children, its association with early childhood development has received less attention, particularly in low-income countries. We investigated the association of HHFS with subsequent language development of children at 18 months of age in rural Bangladesh. We followed 1439 infants born in 2002-2003 to the mothers in Maternal and Infant Nutrition Intervention in Matlab study, a large intervention trial conducted in rural Bangladesh. A HHFS scale was created from data collected from mothers during pregnancy. At 18 months, children's language (expression and comprehension) development was assessed using a Bengali adaptation of MacArthur's Communicative Development Inventory which was based on mothers' report of their children's ability to comprehend and express words in different categories. General linear regression models were used to examine the association between HHFS and language development at 18 months of age adjusting for potential confounders. Household food security was associated with language comprehension (B = 0.19, 95% CI = 0.09, 0.30, P < 0.001) and expression (B = 1.01, 95% CI = 1.00, 1.02, P < 0.01) at 18 months of age. Mean language comprehension and expression at 18 months of the children in higher quartiles of HHFS were higher (P < 0.05) than those of the children in lower quartiles. Household food security is positively associated with subsequent language development of rural Bangladeshi children. Early language development has been reported to predict later child development. Therefore, strategies to ensure HHFS status in Bangladesh and similar settings should be considered for optimum child development.

Sleep-disordered breathing, behavior, and academic performance in Taiwan schoolchildren

The behaviors of children may be affected by sleep-disordered breathing (SDB). This study adopts a cross-sectional approach to investigate the relationship between the sleep apneas-hypopneas index during sleep and the behavioral and academic performance of schoolchildren in Taiwan. A total of 138 children (85 boys and 53 girls), ages 6-11, were recruited from two elementary schools to participate in this study. Overnight polysomnographic examinations in hospital were performed to assess sleep quality, including total sleep time, arousal index, apneas-hypopneas index, desaturation index, and lowest oxygen saturation, as well as the percentage of total sleep time spent in rapid eye movement, stage 1, stage 2, stage 3, and stage 4. The children's parents and teachers were required to complete a Chinese version of the Child Behavior Checklist and Teacher's Report Form to assess child behavior and academic achievement. Compared with children without SDB (apneas-hypopneas index ≤1), those with severe SDB (apneas-hypopneas index >15) exhibited more irregular behavioral performance in somatic complaints (odds ratio (OR) = 9.43; 95% confidence interval (CI) = 1.04-85.71) and attention (OR = 9.95; 95% CI = 1.02-97.00). However, different severities of SDB groups did not show significant associations in academic performance. Our study suggests that children with severe SDB may predispose to somatic complaints and attention problems so that sleep examination or medical intervention might be provided at an early age in these children.

Acoustics in physical education settings: the learning roadblock

Background: The audibility of teachers and peers is an essential factor in determining the academic performance of school children. However, acoustic conditions in most classrooms are less than optimal and have been viewed as ‘hostile listening environments’ that undermine the learning of children in school. While research has shown that typical classrooms may be acoustically challenging, the acoustic conditions in physical education settings are without a doubt more challenging than in the typical classroom. To date, researchers in physical education have sparingly focused on the way acoustics affect physical education settings. Aims: The focus of this research effort was to measure noise levels in elementary-, middle- and high-school physical education settings and compare them to the American Speech-Language-Hearing Association (ASHA) guidelines (30 dBA) and American National Standards Institute (ANSI) standards (40 dBA). Documentation of these ambient noise levels may give greater understanding to the effect of background noise on student learning in physical education. Methods: Acoustic environments were measured in indoor and outdoor settings in 12 elementary, 4 middle, and 6 high schools in northwest Florida. Nine outdoor, seven gymnasium, and six covered area settings were evaluated. Ambient noise levels were recorded for each unoccupied physical education setting. A sound decibel digital meter which met American National Standard Specification for Sound Level Meters set on the ‘A’-weighted scale and on slow response was used to record the noise levels for each setting. Two-tailed t-tests were used for comparison of the overall mean noise levels in outdoor, gymnasium, and covered physical education settings to the standards established by ANSI and ASHA. Results: The findings showed that all of the settings were significantly (p < .05) higher than the established standards and only 1 of the 22 physical education settings studied had background noise levels at or below 40 dBA. These results also indicate that the physical education settings investigated exhibit ambient noise levels at 10–15 dB higher than recommended levels. Conclusions: In light of the acoustics standards and prior research, these results are discouraging if not alarming. These results also suggest that the background noise in physical education settings is likely detrimental to student learning. These findings indicate an immediate need for administrators to support future research and determine the most appropriate, cost-effective procedures to reduce noise in existing physical education settings. Strategies for reducing high noise levels in physical education settings include sound amplification devices, acoustical modifications, and future construction strategies.

Relationships of Physical Activity to Brain Health and the Academic Performance of Schoolchildren

This review examines possible relationships between academic performance and participation in sports, physical education, and other forms of physical activity. Recent fundamental research has reignited interest in the effects of physical activity on cognitive processes. Experimental studies of potential mediating variables point to physiological influences such as greater arousal and an increased secretion of neurotrophins and psychosocial influences such as increased self-esteem and connectedness to schools. In the specific case of sports, experimental studies are limited to demonstrations of greater attention and acute gains of mental performance immediately following such activity. Several quasi-experimental studies of other types of physical activity have been completed, mainly in primary school students; these have found no decrease in academic performance despite a curtailing of the time allocated to the teaching of academic subjects. Indeed, in some cases, experimental students undertaking more physical activity have out-performed control students. Many investigators have looked at cross-sectional associations between participation in sport or other forms of physical activity and academic performance. Despite difficulties in allowing for confounding variables, particularly socioeconomic status, the overall conclusion has been of a weak positive association. From the practical point of view, it can be concluded that the physical activity needed for healthy child development can be incorporated into the school curriculum without detriment to academic achievement.

Apport de la supplémentation en spiruline sur les performances scolaires des enfants en cours d'initiation à Dakar (Sénégal)

Résumé Le Sénégal a initié un programme d’amélioration de l’état nutritionnel des élèves d’âge scolaire par la spiruline. L’objectif de cette étude était d’évaluer les effets de la spiruline sur les performances scolaires des élèves de la commune de Dakar. Cette évaluation prospective de type avant-après a comparé les résultats scolaires des élèves des écoles élémentaires publiques des trois Inspections Départementales de l’Éducation Nationale de la commune de Dakar, à l’inclusion et après deux mois de supplémentation en spiruline. La population d’étude était constituée des élèves de six écoles choisies au hasard parmi les 100 qui étaient dans le programme. Était inclus tout élève du Cours d’Initiation après le consentement éclairé du parent ou du tuteur, et non inclus celui ayant refusé la spiruline. Pendant les 60 jours de la prise en charge (de mi-avril à mi-juin 2005), les enfants prenaient leur dose quotidienne constituée de 2 grammes de spiruline dans 10 g de miel pour en faire accepter le goût. Les données sur l’âge, le sexe et le suivi des performances scolaires (à savoir la moyenne des compositions des deuxième et troisième trimestres) ont été recueillies. L’analyse comparative des moyennes des différences entre les notes aux compositions du second trimestre (à l’inclusion dans l’étude) et du troisième trimestre (au bout de deux mois de supplémentation), a été faite par le test de Student apparié. L’effectif total des élèves était de 549 : 273 filles (49,72 %) et 276 garçons (50,28 %) et l’âge moyen de 91 mois, [90, 29-91, 71]. La moyenne des élèves au deuxième trimestre était de 5,16 sur 10 avec un IC à 95 % à [4,98-5,33], tandis qu’au troisième trimestre elle était de 5,76 sur 10, avec un IC à 95 % à [5,57-5,93]. La moyenne des différences des notes des élèves entre le deuxième et le troisième était de 0,59 (p &lt; 0,0001). Au bout de deux mois de supplémentation, les performances scolaires des élèves ont été notablement améliorées.

Household food security is associated with early childhood language development in rural Bangladesh

Although household food security (HHFS) has been linked to academic performance in school children, its association with early childhood development has received less attention. We studied this association in 1439 infants born in 2002‐2003 in the Maternal and Infant Nutrition Intervention in Matlab study in Bangladesh. A HHFS scale was created from data on HHFS collected from their mothers during pregnancy. Infants' cognitive and motor development was assessed at 7 mo using a means‐end‐problem‐solving test and Bayley Scales of Infant Development‐II (BSID‐II), respectively, and was reassessed at 18 mo using BSID‐II and a language test based on MacArthur's Communicative Development Inventory. We used linear regression, adjusting for potential confounders. HHFS was positively associated with language expression (P &lt; 0.01) and comprehension (P &lt; 0.05) at 18 mo, but not with mental or motor development at 7 mo or 18 mo of age. These findings emphasize the importance of HHFS during pregnancy for early childhood development and also provide a strong reason to ensure HHFS in low‐income countries for optimum childhood development. (MINIMat was funded by ICDDR,B, UNICEF, Sida‐SAREC, UK MRC, Swedish Research Council, DFID, CHNRI, Uppsala Univ. &amp; USAID.)

Socio-Economic Impact Of Onchocerciasis With Particular Reference To Females And Children: A Review

The socio-economic impact of onchocerciasis (river blindness) on humans is reviewed with special reference to females and children. The results of many studies reveal that onchocerciasis is usually a serious threat to public health and an impediment to socio-economic development in areas with high intensity and high endemicity of the disease. In such places, blindness and serious visual impairment are common, and mortality among the blind may be four times as high as among non-blind persons of the same age in the same community. As a result of debilitation and blindness, the infected person is unable to maintain for long any type of productive activity. Inhabitants of fertile river valleys move to the less fertile upland country. Many young men migrate to urban areas, reducing the productivity of the community and disrupting family life. Employees classified as having a severe Onchocercal Skin Disease (OSD) earned 15 % less in daily wages than those not infected. People with Onchocercal Skin Disease are stigmatized in their communities. OSD limits the range of social involvement and can affect sexual life of affected individuals. With reference to women and children, young females with OSD suffer stigmatization more than young men. This affects their age of marriage and the kind of partners they marry, limiting them to already married men, divorced men, elderly men, childless men, etc. Severe itching that often accompanies OSD may reduce the period lactating mothers breastfeed their babies. Children, particularly females, from households headed by individuals with onchocerciasis, especially blindness and OSD are more at risk of being school dropouts. Academic performance of school children with visual impairment is adversely affected. To reduce these effects, there is need for intense public enlightenment to augment the efforts of World Health Organization (WHO) in combating the disease using mass treatment with ivermectin (Mectizan).

Factors Influencing the Academic Performance of School Children with Epilepsy

The academic performance and intelligence quotient (IQ) of 50 children with epilepsy aged between 5 and 14 years, attending normal primary schools in Enugu, were compared with those of their non-epileptic classmates. The academic performance was assessed using the overall scores achieved in terminal examinations in the 2001-2002 academic year. IQ was assessed using the Draw-A-person Test. The influences of school absence rate, Rutter behavioural scores, socio-economic status and seizure-related variables on academic performance were then determined. Twenty-six percent of the children with epilepsy had a low overall score, and therefore poor academic performance, compared with 16% of the controls (p = 0.35). The mean IQ of the children with epilepsy was significantly lower than that of the controls (p = 0.02). The mean school absence rate for the children with epilepsy was significantly higher than that of the controls (p = 0.001). The mean Rutter score of the children with epilepsy was significantly higher than that for the controls (p < 0.001). On multiple linear regression analysis, only IQ (p = 0.01) and seizure type (p = 0.03) had significant predictive effects as risk factors for low overall scores and poor academic performance. It is concluded that the academic performance of epileptic children is influenced by their IQ and type of seizures rather than by other seizure variables or socio-demographic characteristics.

Response from Savioli and Colleagues from the Department of Neglected Tropical Diseases, World Health Organization

Response from Savioli and Colleagues from the Department of Neglected Tropical Diseases, World Health Organization