Adolescent Attainment Research Articles

Changes in the association between educational achievement, attainment and subsequent mental health: A survival analysis of 21 Swedish graduation cohorts

BackgroundLow academic achievement and low educational attainment in adolescence is associated with higher risks of internalizing disorders later in life. However, less is known regarding if these associations vary over time across cohorts. The aim of this study was to investigate temporal changes in the association between academic achievement or educational attainment and subsequent inpatient treatment for internalizing disorders among Swedish youths.MethodsRegister data on all students graduating from compulsory school in Sweden between 1990 and 2010 (N = 2 252 703) were used. Students were followed for a maximum of 8 years using discrete time proportional hazard models. Internalized disorders were measured by specialized inpatient psychiatric care for depression or anxiety disorders. Academic achievement was measured by grades at the end of compulsory school, and educational attainment by completion of upper secondary school.ResultsThe positive association between inpatient treatment for internalizing disorders and both low compulsory school achievement and non-completion of upper secondary school became stronger in more recent cohorts. The results were completely driven by girls and native-born youth.ConclusionsLow compulsory school achievements and failure to complete upper secondary school has become more important risk factors for inpatient treatment for internalizing disorders, particularly in native-born youth and girls. More research is needed to establish whether youth with internalizing disorders increasingly fail in school or whether low achievement has become more harmful for mental health.

Preschool Mathematics and Literacy Skills and Educational Attainment in Adolescents Born Preterm and Full Term

To test whether preschool academic skills were associated with educational attainment in adolescence and whether associations differed between individuals born preterm and at full term. This prospective cohort study comprised 6,924 individuals, including N=444 (6.4%) adolescents born preterm (<37 weeks of gestation, mostly 32-36 weeks gestation) from the Avon Longitudinal Study of Parents and Children. Preschool academic (mathematics and literacy) skills were rated by teachers at 4-5 years. Educational attainment at 16 years was informed by attaining a General Certificate of Secondary Education (GCSE) in key subjects Mathematics and English. Logistic regressions assessed the association between preterm birth, preschool mathematics, and GCSE Mathematics, and between preterm birth, preschool literacy, and GCSE English. Similar numbers of adolescents born preterm and at term achieved a GCSE in Mathematics and English (53.6 % vs 57.4% and 59.5% vs 63.9, respectively; p-values>0.05). Higher preschool academic skill scores in mathematics were associated with greater odds of attaining GCSE Mathematics and preschool literacy skills were associated with GCSE English. Adolescents born preterm with higher preschool mathematics (OR 1.51, CI: 1.14, 2.00) and literacy skills (OR 1.57, CI: 1.10, 2.25) were more likely to attain GCSEs in the respective subject than their term-born counterparts with equal levels of preschool skills. Preschool academic skills in mathematics and literacy are associated with educational attainment of preterm and term-born individuals in adolescence. Children born prematurely may benefit more from preschool mathematics and literacy skills for academic and educational success into adolescence than term-born individuals.

O.6.1-5 Potential moderators of the association between fundamental movement skills and academic attainment of adolescents: a path analysis

Abstract Purpose Fundamental movement skills (FMS) provide a crucial foundation for the development of complex movement patterns involved in physical activity and sport. Further, FMS and skill acquisition are proposed to have a moderating influence on the association between physical activity and cognitive stimulation. Despite this, there remains scant literature investigating this relationship in adolescents. Therefore, the purpose of this study was to identify the association between object control and locomotor skills and subject-specific academic attainment in adolescents, and to ascertain whether this association is moderated by perceived sports competence, sex, weight status and/or maturational status. Methods FMS were assessed in 140 children (70 girls; 12.8±1.9 years) using the Test of Gross Motor Development V.3 (TGMD-3). Numeracy reasoning, numeracy procedural and reading were determined using standardised national assessments and potential moderating variables (perceived sports competence [Children and Youth Physical self-perception profile – Youth], Body Mass Index (BMI) z-scores, and biological maturity [predicted age at peak height velocity]) were recorded. Path analysis was performed using maximum likelihood estimation to analyse the hypothesised direct and moderated associations between FMS and each aspect of academic attainment, whilst controlling for age and sex. The moderating role of sex was subsequently assessed using multi-group analysis and comparing a fully-constrained model. The moderating effects of perceived sports competence, BMI z-score and biological maturity were analysed using the interaction-moderation approach. Results Path analysis revealed a significant association between object-control skill competence and both numeracy procedural (β=0.33; p = &amp;lt;0.001) and numeracy reasoning (β=0.29; p = &amp;lt;0.001). In contrast, there was no association between locomotor skills and any parameter of academic attainment. Perceived sports competence moderated the association between object-control skills and numeracy procedural (β=0.16; p = 0.045) and reading (β=0.25; p = 0.003), while BMI z-score moderated the association between object control skills and numeracy reasoning (β=0.17; p = 0.048). Conclusions These results highlight the importance of object-control skills for cognitive development in adolescents. The continued development of FMS, specifically object-control skills, within cognitively-enriched experiences should be a key strategic aim in the curriculum. These findings are imperative for school buy-in for school-based physical activity promoting interventions.

Novel predictors of daily fluctuations in glycemia and self-management in adolescents and young adults with type 1 diabetes.

To understand morning biopsychosocial factors that predict glycemia, adherence, and goal attainment in adolescents and young adults (AYA) with type 1 diabetes (T1D) on a daily basis. Eight-eight AYA (mean 17.6± 2.6 years, 54% female, HbA1c 7.9± 1.4%, diabetes duration 8.5± 4.5 years) with T1D who use Continuous Glucose Monitoring (CGM) completed a 2-week prospective study. Participants chose a self-management goal to focus on during participation. For six days, participants prospectively completed a 25-item Engagement Prediction Survey to assess biopsychosocial factors to predict daily diabetes outcomes and an end-of-day Goal Survey. Lasso and mixed-model regression were used to determine items in the Engagement Prediction Survey most predictive of perceived goal attainment, CGM Time-in-Range (TIR, 70-180 mg/dl), sensor mean glucose, number of insulin boluses and hyperglycemia response (bolus within 30 min of high alert or glucose <200 mg/dl within 2hours). A 7-item model (including current glucose, planning/wanting to manage diabetes, wanting to skip self-management, feeling good about self, health perception and support needs) explained 16.7% of the daily variance in TIR, 18.6% of mean sensor glucose, 2.1% of the number of boluses, 14% of hyperglycemia response, and 28.7% of goal attainment perceptions. The mean absolute change in day-to-day TIR was 16%, sensor glucose was 30 mg/dl, and the number of boluses was 2. AYA reported more positive Engagement Prediction Survey responses on mornings when they awoke with lower glucose levels. Morning biopsychosocial state factors predict glycemic and adherence outcomes in AYA with diabetes and could be a novel intervention target for future behavioural interventions.

Neural Function Underlying Reward Expectancy and Attainment in Adolescents with Diverse Psychiatric Symptoms

Neural Function Underlying Reward Expectancy and Attainment in Adolescents with Diverse Psychiatric Symptoms

Neural function underlying reward expectancy and attainment in adolescents with diverse psychiatric symptoms

Reward dysfunction has been hypothesized to play a key role in the development of psychiatric conditions during adolescence. To help capture the complexity of reward function in youth, we used the Reward Flanker fMRI Task, which enabled us to examine neural activity during expectancy and attainment of both certain and uncertain rewards. Participants were 84 psychotropic-medication-free adolescents, including 67 with diverse psychiatric conditions and 17 healthy controls. Functional MRI used high-resolution acquisition and high-fidelity processing techniques modeled after the Human Connectome Project. Analyses examined neural activation during reward expectancy and attainment, and their associations with clinical measures of depression, anxiety, and anhedonia severity, with results controlled for family-wise errors using non-parametric permutation tests. As anticipated, reward expectancy activated regions within the fronto-striatal reward network, thalamus, occipital lobe, superior parietal lobule, temporoparietal junction, and cerebellum. Unexpectedly, however, reward attainment was marked by widespread deactivation in many of these same regions, which we further explored using cosine similarity analysis. Across all subjects, striatum and thalamus activation during reward expectancy negatively correlated with anxiety severity, while activation in numerous cortical and subcortical regions during reward attainment positively correlated with both anxiety and depression severity. These findings highlight the complexity and dynamic nature of neural reward processing in youth.

Barriers and facilitators to physical activity in second-generation British Indian women: A qualitative study.

AimTo understand the barriers to and motivations for physical activity among second-generation British Indian women.SubjectApproximately 50% of British South Asians are UK-born, and this group is increasing as the second-generation also have children. Previous research into the barriers to and facilitators for physical activity has focused on migrant, first-generation populations. Qualitative research is needed to understand a) how we might further reduce the gap in physical activity levels between White British women and British Indian women and b) the different approaches that may be required for different generations.MethodsApplying a socioecological model to take into account the wider social and physical contexts, we conducted semi-structured interviews with 28 Indian women living in Manchester, England. Interviews with first-generation British Indian women were also included to provide a comparator. Interviews were audio-recorded, transcribed, thematically coded and analysed using a grounded theory approach.ResultsWays of socialising, concerns over appearance while being physically active, safety concerns and prioritising educational attainment in adolescence were all described as barriers to physical activity in second-generation British Indian women. Facilitators for physical activity included acknowledging the importance of taking time out for oneself; religious beliefs and religious groups promoting activity; being prompted by family illness; positive messages in both the media and while at school, and having local facilities to use.ConclusionsBarriers to physical activity in second-generation Indian women were very similar to those already reported for White British women. Public health measures aimed at women in the general population may also positively affect second-generation Indian women. First-generation Indian women, second-generation children and Muslim women may respond better to culturally tailored interventions.

Identity in Adulthood—Stable or Flexible

The traditional approach to identity is focused on research of identity attainment in adolescence and early adulthood. Research of identity in adulthood is scarce, but outlines interesting perspectives. This article is focused on the specific features, typical for the transitional periods of identity reformulation throughout lifespan as adaptive response to the experienced contextual specificity. 703 Bulgarian volunteers in total, aged 18 - 60, were administered EOMEIS-2 in two different periods—2008 and 2018. The main objective of the study is three-fold: 1) to account changes in identity statuses distribution in the two time points—2008 and 2018; 2) to describe the most preferred identity status for adults in Bulgaria; and 3) to outline the most frequent statuses as ensuring the best adaptation of the person to the context. The general results reveal that there is no change in the distribution of the identity statuses. 82% of the adults prefer to postpone their stable commitments and reorganize their identity. Furthermore, this is not a result of inner choice but mainly adaptive response to the requirements of the context. Environment, perceived as unstable and preventing strong commitments, results in identity choices postponement as most adaptive person-context transaction.

Increasing Educational Attainment in Adolescents with Sickle Cell Disease

ABSTRACTAdolescents with sickle cell disease (SCD), a chronic condition primarily impacting African Americans, experience challenges graduating high school. Understanding demographic, educational, and community-level correlates of disease is critical to creating effective interventions for these youths. This study aimed to examine 1) educational attainment for adolescents with SCD, 2) neighborhood correlates of their education, and 3) feasibility of a pilot to increase General Education Diploma (GED) class enrollment. Findings suggest demographic characteristics influence educational attainment. Improving educational attainment in adolescents with SCD requires understanding risk beyond disease severity. Identifying risk and protective neighborhood-level factors can inform interventions to improve educational attainment. Feasibility of programming to increase GED enrollment should be further investigated.

A randomized controlled trial of the combination of two school-based universal preventive interventions.

The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial impact (GBG, Dolan et al., 1993; PATHS, Conduct Problems Prevention Research Group [CPPRG], 1999) on aggressive/disruptive and off-task behavior. Importantly, both risk behaviors are strong predictors of antisocial behavior, drug abuse, and low educational and occupational attainment in adolescence and young adulthood (Kellam et al., 2008). What has yet to be explored within a randomized controlled trial is whether the combination of these interventions would yield significantly greater impact on aggressive/disruptive and off-task behavior than the GBG alone. One reason for expecting additive if not synergistic effects as a result of combining the two interventions is that the GBG, by increasing attention to task and reducing disruptive behavior in the classroom, may facilitate the acquisition of the emotion regulation, social problem-solving, and conflict resolution skills taught in PATHS. To that end, a group randomized, effectiveness trial was carried out, wherein 27 schools were randomly assigned to one of 3 conditions, (a) the PAX GBG Alone (Embry, Staatemeier, Richardson, Lauger, & Mitich, 2003), (b) PATHS to PAX (that is, the PAX GBG + PATHS), or (c) a standard setting (control) condition. Classroom observations and teacher ratings of student behavior were carried out at pretest and 6 months later at posttest. Limited evidence of the superiority of the combined approach was found and potential reasons why and future directions are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Prospective Association Between Electronic Device Use Before Bedtime and Academic Attainment in Adolescents

PurposeTo examine longitudinal associations between five commonly used technology devices prior to bedtime and real-life academic outcomes in adolescents. MethodsA total of 853 adolescents were recruited to a three-year prospective cohort study, with annual assessments. Academic grades/levels for three core subjects (English, Mathematics, and Science) were extracted from school records, and standardized (z-scores) were derived at the end of each academic year. A validated questionnaire was used to determine the frequency of using five types of technology (television viewing, video gaming, mobile telephone use, listening to music, and social networking) before bedtime. ResultsAfter adjustment, English attainment was the subject most affected by prebedtime technology use, where three of five technologies assessed were negatively and prospectively associated (social networking [β = −.07 and p = .024], video gaming [β = −.10 and p = .008], and mobile telephone [β = −.07 and p=.017]). Social networking (β = −.07and p = .042), television viewing (β = −.08 and p = .044), and mobile telephones (β = −.07 and p = .031) were associated with significant impairment in English for girls whereas attainment in boys was most impaired by video gaming (β = −.12 and p = .014). ConclusionsThe use of electronic devices by adolescents before bedtime may reduce their academic attainment, but apart from video gaming for boys, the negative impact of near bedtime technology use on academic performance is small.

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school-, district-, and state-level supports. Recommendations for future research and policy-related implications for scaling-up efforts to promote self-determination are provided.

Pathways of Intergenerational Transmission of Advantages during Adolescence: Social Background, Cognitive Ability, and Educational Attainment

Educational attainment in adolescence is of paramount importance for attaining higher education and for shaping subsequent life chances. Sociological accounts focus on the role of differences in socioeconomic resources in intergenerational reproduction of educational inequalities. These often disregard the intergenerational transmission of cognitive ability and the importance of children's cognitive ability to educational attainment. Psychological perspectives stress the importance of cognitive ability for educational attainment but underemphasize potentially different roles of specific socioeconomic resources in shaping educational outcomes, as well as individual differences in cognitive ability. By integrating two strands of research, a clearer picture of the pathways linking the family of origin, cognitive ability, and early educational outcomes can be reached. Using the population-based TwinLife study in Germany, we investigated multidimensional pathways linking parental socioeconomic position to their children's cognitive ability and academic track attendance in the secondary school. The sample included twins (N = 4008), respectively ages 11 and 17, and siblings (N = 801). We observed strong genetic influences on cognitive ability, whereas shared environmental influences were much more important for academic tracking. In multilevel analyses, separate dimensions of socioeconomic resources influenced child cognitive ability, controlling parental cognitive ability. Controlling adolescent cognitive ability and parental cognitive ability, parental socioeconomic resources also directly affected track attendance. This indicated that it is crucial to investigate the intertwined influences on educational outcomes in adolescence of both cognitive ability and the characteristics of the family of origin.

The effect of in utero exposure to alcohol, tobacco and cannabis on educational attainment in adolescence: findings from ALSPAC, a UK cohort study

ABSTRACT&#x0D; ObjectivesAlcohol, tobacco and cannabis can cross the placenta, and could have long-lasting effects on the brain of the developing foetus. We examine whether exposure to these substances is associated with educational attainment in adolescence (Key Stage 4 [KS4], aged 16yrs), and consider whether any associations are due to an intrauterine causal mechanism.&#x0D; ApproachWe use two main approaches: (1) a comparison of the risks associated with maternal substance use during pregnancy with the risks associated with paternal substance use at the same time, and (2) Mendelian Randomisation (MR). The population-based sample are from the Avon Longitudinal Study of Parents and Children. Educational attainment at KS4 was determined through linkage to the National Pupil Database: capped score of eight best subjects (converted to percentage). Mothers and their partners reported use of substances during the mother’s pregnancy via questionnaire. In observational complete-case analysis (n=6018), multilevel (child level 1, school level 2) linear models were used to examine the association between maternal and paternal substance use and KS4 attainment adjusted for potential confounders. In MR analysis, genetic markers associated with maternal alcohol (rs1229984) and tobacco (rs1051730) use were used to estimate the unconfounded effect of the exposures.&#x0D; ResultsMaternal substance use in pregnancy was common (72% reported any alcohol, 22% any tobacco, and 2% any cannabis) and socially patterned (tobacco associated with deprivation, moderate alcohol and light cannabis with higher maternal education). In adjusted observational analyses, children of mothers who smoked had lower KS4 percentage scores (β -2.7, 95% CI -3.7 to -1.7) but a similar association was observed for paternal smoking (β -3.0, -3.8 to -2.2). Compared to children of non-drinkers in first trimester, children whose mothers drank ≥7 units per week had lower KS4 scores (β -4.6, -7.9 to -1.4), but children of lighter drinkers did not. The MR analyses were under-powered but provisional results suggest no association between maternal smoking and KS4 score, but that small amounts of alcohol could have a detrimental effect. Neither maternal nor paternal cannabis use was associated with educational attainment in observational analyses, but few mothers in our sample used cannabis regularly in pregnancy.&#x0D; ConclusionsThe negative association in observational analysis between maternal smoking in pregnancy and child KS4 attainment is likely due to residual confounding rather than an intrauterine mechanism. Conversely, residual confounding may be masking a negative association between lower levels of alcohol drinking and KS4 attainment in observational analysis.

Does Keeping Adolescent Girls in School Protect Against Sexual Violence? Quasi-Experimental Evidence From East and Southern Africa

PurposeWe examine the relationship between educational attainment in adolescence on young women's lifetime experience of sexual violence in Malawi and Uganda. MethodsExposure to Universal Primary Education policies in the mid-1990s serves as a natural experiment to estimate the causal effect of schooling on women's subsequent experience of sexual violence using an instrumented regression discontinuity design and Demographic and Health Survey data. ResultsWe find a one-year increase in grade attainment leads to a nine-percentage point reduction (p < .05) in the probability of ever experiencing sexual violence in a sample of 1,028 Ugandan women (aged 18–29 years), an estimate which is considerably larger than observational estimates. We find no effect of grade attainment on ever experiencing sexual violence among a sample of 4,413 Malawian women (aged 19–31 years). In addition, we find no relationship between grade attainment and 12-month sexual violence in either country. Analysis of pathways indicates increased grade attainment increases literacy and experience of premarital sex in Malawi and reduces the probability of ever being married in both countries. ConclusionsKeeping girls in school results in a number of benefits for young women; however, protects against lifetime experience of sexual violence only in Uganda. It is possible that overall higher grade attainment, particularly at secondary school levels is driving this effect in Uganda. More research on this relationship is needed, as well as on effective interventions, particularly those which can be taken to scale related to enhancing the quality and quantity of education.

Moving Beyond Correlations in Assessing the Consequences of Poverty.

In the United States, does growing up in a poor household cause negative developmental outcomes for children? Hundreds of studies have documented statistical associations between family income in childhood and a host of outcomes in childhood, adolescence, and adulthood. Many of these studies have used correlational evidence to draw policy conclusions regarding the benefits of added family income for children, in particular children in families with incomes below the poverty line. Are these conclusions warranted? After a review of possible mechanisms linking poverty to negative childhood outcomes, we summarize the evidence for income's effects on children, paying particular attention to the strength of the evidence and the timing of economic deprivation. We demonstrate that, in contrast to the nearly universal associations between poverty and children's outcomes in the correlational literature, impacts estimated from social experiments and quasi-experiments are more selective. In particular, these stronger studies have linked increases in family income to increased school achievement in middle childhood and to greater educational attainment in adolescence and early adulthood. There is no experimental or quasi-experimental evidence in the United States that links child outcomes to economic deprivation in the first several years of life. Understanding the nature of socioeconomic influences, as well as their potential use in evidence-based policy recommendations, requires greater attention to identifying causal effects.

Executive dysfunction and low academic attainment in adolescent substance abusers with a history of maltreatment

OBJECTIVE: Substance abuse and maltreatment are highly associated with Executive Cognitive Function impairments, but very little is known about how symptoms of a condition known as Dysexecutive Syndrome may impact on real-life activities, especially in adolescents. This study investigated the presence of Executive Cognitive Function deficits in maltreated substance-abusing adolescents relative to healthy control subjects and analyzed the association between executive performance and educational attainment. METHOD: The sample consisted of 15 maltreated adolescent substance abusers and 15 non-maltreated healthy adolescents (controls). They were assessed by the Frontal Assessment Battery, composed of six subtests: Conceptualization, Mental flexibility, Motor programming, Sensitivity to interference, Inhibitory control, and Environmental autonomy. RESULTS: Maltreated adolescents did not differ from controls in sociodemographic variables such as age, ethnicity, and handedness. However, they performed significantly and importantly below controls in almost all domains of Executive Cognitive Function, including abstract abilities, cognitive flexibility, motor planning, and sensitivity to interference. Maltreated adolescents also completed fewer years of formal education vs. controls. The Frontal Assessment Battery total score correlated with educational attainment throughout the sample (r = 0.511; p < 0.01). CONCLUSION: Substance-abusing adolescents with a history of maltreatment performed more poorly vs. controls on a variety of measurements of executive functioning, and the results of the Frontal Assessment Battery were associated with educational attainment. Our results evidence a negative impact of dysexecutive symptoms on educational attainment in adolescents. Strategies focusing on neuropsychological rehabilitation may be relevant to help substance-abusing and maltreated adolescents to perform better at school and perhaps in life.

Correction: Mental Health Problems and Educational Attainment in Adolescence: 9-Year Follow-Up of the TRAILS Study

Correction: Mental Health Problems and Educational Attainment in Adolescence: 9-Year Follow-Up of the TRAILS Study

Mental health problems and educational attainment in adolescence: 9-year follow-up of the TRAILS study.

BackgroundThis study examines if mental health problems at age 11 and changes in mental health problems between age 11 and 16 predict educational attainment of adolescents at age 19, overall and stratified by gender.MethodsData from 1711 adolescents (76.8% from initial cohort) of the Tracking Adolescents' Individual Lives Survey (TRAILS), a Dutch prospective cohort study with 9year follow-up, were used. Mental health problems (externalizing, internalizing and attention problems) were measured by the Youth Self Report and the Child Behavior Checklist at ages 11 and 16. Difference scores for mental health problems between age 11 and 16 were calculated. Educational attainment was assessed at age 19.ResultsExternalizing, internalizing and attention problems at age 11 were significantly associated with low educational attainment at age 19 (crude model). When adjusted for demographic variables and the other mental health problems, only the association for attention problems remained significant (odds ratio (OR), 95% confidence interval: 3.19, 2.11–4.83). Increasing externalizing problems between age 11 and 16 also predicted low educational attainment at age 19 (OR 3.12, 1.83–5.32). Among girls, increasing internalizing problems between age 11 and 16 predicted low educational attainment (OR 2.21, 1.25–3.94). For boys, no significant association was found for increasing internalizing problems and low educational attainment. For increasing attention problems between age 11 and 16 no significant association with low educational attainment was found.ConclusionsExternalizing, internalizing and attention problems at age 11 and an increase of these problems during adolescence predicted low educational attainment at age 19. Early treatment of these mental health problems may improve educational attainment, and reduce socioeconomic health differences in adulthood.

Obesity impairs academic attainment in adolescence: findings from ALSPAC, a UK cohort.

Objective:While being overweight or obese in adolescence may have detrimental effects on academic attainment, the evidence base is limited by reliance on cross-sectional studies with small sample sizes, failure to take account of confounders and lack of consideration of potential mediators. The present study aimed to address these limitations and examine longitudinal associations between obesity in adolescence and academic attainment.Design:Associations between weight status at 11 years old and academic attainment assessed by national tests at 11, 13 and 16 years were examined in the Avon Longitudinal Study of Parents and Children. Healthy weight was defined as body mass index (BMI) Z-score <1.04; overweight as BMI Z-score 1.04–1.63; obesity as BMI Z-score ⩾1.64.Participants:Data from 5966 participants with objectively measured weight status were examined: 71.4% were healthy weight (1935 males; 2325 females), 13.3% overweight (372 males; 420 females) and 15.3% obese (448 males; 466 females).Results:Girls obese at 11 years had lower academic attainment at 11, 13 and 16 years compared with those of a healthy weight, even after controlling for a wide range of confounders. Associations between obesity and academic attainment were less clear in boys. The potential mediating effects of depressive symptoms, intelligence quotient (IQ) and age of menarche in girls were explored, but when confounders were included, there was no strong evidence for mediation.Conclusions:For girls, obesity in adolescence has a detrimental impact on academic attainment 5 years later. Mental health, IQ and age of menarche did not mediate this relationship, suggesting that further work is required to understand the underlying mechanisms. Parents, education and public health policy makers should consider the wide reaching detrimental impact of obesity on educational outcomes in this age group.