Higher Socioeconomic Backgrounds Research Articles

Examining the associations between high achievement in reading and school climate: evidence from five South American countries

An emergent literature has shown that some students overcome adversities related to their low Socio-Economic Status (SES) by attaining high academic achievement. One of the aims of this literature is to identify the factors that explain the capacity of students from low SES backgrounds to attain high academic achievement. However, upon reviewing this literature, I observed that few studies have comparatively investigated the associations between the capacity of students from low SES backgrounds to attain high achievement in reading and school climate characteristics. Additionally, I found that not many studies have researched whether student SES moderates these associations. This paper contributes to fill these two gaps by estimating associations between high achievement in reading and school climate characteristics. Moreover, it examines whether student SES moderates these associations. To do this, this research estimated logit and heterogeneous choice models using representative samples of students from Argentina, Brazil, Chile, Colombia, and Uruguay who participated in the 2018 Programme for International Student Assessment (PISA). The results show that high achievement in reading is positively correlated to certain teaching practices, such as perceived teacher enthusiasm during the instruction and adapting instruction to students’ needs. Conversely, it is negatively correlated to teacher feedback and teacher-directed instruction. Furthermore, the findings indicate that high achievement in reading is negatively correlated to the scarcity and low quality of educational material. Interestingly, the results show that student SES does not moderate these associations. In conclusion, these findings indicate that interventions targeting these areas of school climate may help to increase students’ probability of attaining high achievement in reading, regardless of their SES. Likewise, these results suggest that if these interventions are focused in low SES schools, they may contribute to bridge the gap in reading skills between students from low and middle or high socioeconomic backgrounds.

At what age can children initiate and execute a mutually beneficial exchange?

Using a novel exchange paradigm, we demonstrate that Australian preschool children from middle to high socioeconomic backgrounds may be capable of executing a mutually beneficial exchange. In Study 1, 3- to 5-year-old children completed a tower building task, in which they were given an opportunity to make trading choices via preset options that could allow both them and a puppet to succeed. A majority of children across age groups selected the efficient trade option over other alternatives. In Study 2, we modified the task to have less structure. With no preset options, 5-year-old children initiated an efficient exchange to a greater extent than younger children. A different task that relied on distributing desirable versus less desirable rewards (stickers) revealed a complementary pattern. The two studies shed light on the onset and developmental trajectory of a prerequisite skill for negotiation: children's capacity to initiate and execute a mutually beneficial deal, varying across different task contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Unlocking STEM pathways: A person-centred approach exploring a teacher recruitment intervention

Background and context of the studyThis research employed a person-centred approach to evaluate the effectiveness of a recruitment intervention aimed at attracting STEM undergraduate students to the teaching profession. The study aimed to identify participant profiles based on changes of interest in teaching, examine the demographic factors associated with these profiles, and explore the outcomes associated with the identified profiles. A total of 267 participants from 18 universities in England were recruited for the study. The intervention involved presenting 12 vignettes that depicted different motivations for choosing teaching as a career. Participants rated their change of interest in teaching after reading each vignette.ResultsThe latent profile analysis revealed four distinct profiles: dissuaded participants, unpersuaded participants, moderately persuaded participants, and highly persuaded participants. The highly persuaded profile reported the highest levels of self-efficacy, interest, perceived fit, and enjoyment in teaching. Participants from higher socioeconomic backgrounds were more likely to be persuaded by the recruitment intervention, but gender, ethnicity, or program levels did not significantly affect profile membership.ConclusionsThe findings demonstrate the potential of recruitment interventions to influence the interest of STEM undergraduate students in teaching and underscore the importance of considering individual characteristics and motivations when attracting prospective teachers to the profession.

Self-learning in the digital age: insights from high SES primary school students in Türkiye and Azerbaijan

ABSTRACT This study examines the self-learning sources and practices of 10–11-year-old primary school students from high socioeconomic backgrounds in Türkiye and Azerbaijan. Through semi-structured interviews with students and parents (n = 26), the research explores self-learning diversification and strategies in the digital age. Findings reveal that self-learning experiences do not differ significantly between the two countries. Both digital and physical resources are integral to students’ learning efforts. While there is a shift from print materials towards the internet, family and peers maintain their traditional significance, providing crucial support for students’ self-learning processes. Emotions play a key role in navigating the self-learning journey, where challenges such as managing the abundance of online information and avoiding inappropriate content persist. Family dynamics exhibit a spectrum of support, including both direct interaction and digital engagement. The research highlights the crucial roles of self-regulation, digital resources, and familial and peer support in fostering learning achievement among these students.

Destinations after higher education non-completion: the role of social background and pre-tertiary vocational qualifications

Prior research has shown that students from lower socio-economic backgrounds are less likely to graduate. We examine if this can be explained by background-specific pathways into higher education. Many students in Germany enter higher education with a vocational qualification and prior vocational qualifications occur more often among students from lower socio-economic backgrounds. We argue that vocational qualifications shift opportunity structures and opportunity costs of students who have to decide between continuing higher education and alternative options. We therefore examine if parental background and vocational qualifications are associated with the destinations after non-completion. We distinguish the destinations “re-entering higher education”, “vocational training” and “skilled employment”. Using the German Educational Panel Study (NEPS starting cohort 6), we apply competing risks models. Our results show that non-completers from higher socio-economic backgrounds are more likely to re-enter higher education than non-completers from lower socio-economic backgrounds. The higher rates of transfer to skilled employment among non-completers from lower backgrounds are mainly due to the fact that they more often hold a vocational qualification and have good chances to enter the skilled labour market without additional educational investments. Our results hence shed some new light on the question how vocational training “diverts” lower background students from higher education.

Unlevel Playing Field: Socioeconomic Determinants of Early Childhood Development in Turkiye

We investigate the socioeconomic determinants of early childhood development (ECD) in Türkiye, focusing on maternal education and household wealth, using representative microdata from the 2018 Türkiye Demographic and Health Survey (TDHS), which collected data on the developmental status of young children aged 36–59 months for the first time. Using this data, we construct an ECD index based on four developmental domains (i.e., literacy-numeracy, physical development, learning readiness and socio-emotional). Our results suggest that 74 percent of children (70.3 percent of boys and 78 percent of girls) are developmentally on track. We find that while over 96 percent of children are developmentally on track in physical and learning readiness domains, only 14.5 percent and 73.6 percent are in the literacy-numeracy and socio-emotional development domains, respectively. The multivariate regression results suggest both maternal education and household wealth improve children’s ECD outcomes but the latter has a stronger effect. In fact, we find that mother’s schooling is only positively and statistically associated with ECD once mothers have at least a high school education. Kindergarten attendance, which stands at a meagre 11.3 percent, is only likely for children from well-to-do and educated households. As a result, we find large gaps in ECD and its components between children with low and high socioeconomic backgrounds. We conclude that leveling the playing field is only possible via a nationwide multisectoral initiative that can support and educate caregivers and children simultaneously.

Adolescents' use of digital media during the pandemic: Implications for literacy

AbstractThe COVID‐19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adolescents' digital media use. Our study looks at two adolescents from different backgrounds to understand how their digital media experiences differ in viewing, play, and reading. We add to the literature on the influence SES has on the ways in which adolescents are using digital media during the COVID‐19 pandemic in Singapore. Our study was conducted during the pandemic and participants were selected using convenience stratified sampling and the snowballing method. Our findings show that the adolescents' digital viewing was motivated by the need to be a part of an affinity group and that while the viewing was passive, it served a social function to develop a sense of connectedness with peers. We also found that adolescents from high socioeconomic backgrounds tended to engage in more digital reading compared to their peers from low socioeconomic backgrounds. In addition, while the adolescents' digital play was shaped by their socioeconomic realities, they were able to make the most from their circumstances and demonstrated both creativity and savviness. By demonstrating the disparities in digital media experiences between two adolescents from contrastive socioeconomic backgrounds, we shed light on the implications of the digital divide, where both equitable access to digital resources and the development of digital literacies necessary to navigate the digital landscape is currently lacking. We argue for the importance for researchers and policymakers to move beyond acknowledging long‐standing concerns and take actionable steps to address these issues.

Gender Gap in STEM Pathways: The Role of Gender-Segregated Schooling in Mathematics and Science Performance

According to the World Economic Forum, the occupational gender gap with men dominating well-remunerated STEM careers is a key factor in the gender pay gap. However, the problem of underrepresentation of women in STEM fields is mitigated or reversed in some Eastern European and Islamic countries. This disparity suggests that cultural factors are at play. Gender-segregated schooling, which is commonly practiced in Islamic countries, is often seen as a contributing factor. However, the issue of gender-segregated education sparks much controversy. Critics argue evidence is lacking, and segregation may foster sexism and hinder social skills.In New Zealand, there is a significant opportunity to conduct research on gender segregation, as approximately 14.43% of girls and 14.35% of boys attend single-gender schools for their secondary (high school) education. In contrast to the USA and Australia, where single-gender schooling is predominantly offered by private and/or Catholic schools, the majority of New Zealand gender-segregated schools are state schools.Utilising the TIMSS 2019 dataset, our analysis revealed that girls from low socio-economic backgrounds and boys from higher socio-economic backgrounds who attend single-gender schools exhibit significantly higher mathematics and science achievement scores compared to their counterparts in co-educational settings. This success is particularly striking for girls in low socio-economic settings. Given mixed international evidence, this suggests that there must be protective factors at single-gender New Zealand schools, positively influencing these students. We examine potential factors setting apart girls-only schools to provide an explanation of our results: (1) a mitigated influence of gender socialisation practices and stereotype threat and (2) explicit messaging aimed at challenging stereotypes and empowering girls to actively engage in STEM fields.

Alcohol Consumptions and its Impact on Academics in Medical Students of Hyderabad Telangana

Cross sectional and prospective study on alcohol consumption and its impact on academics in medical students of Hyderabad Telangana were conducted in a medical college Hyderabad. 100 medical students, both male and female who consumed alcohol had participated in the study. Socio demographic and academic details were collected from each participant after obtaining an informed consent. Study results revealed that majority of the students consuming alcohol were from urban area, high socio-economic background and whose family members also consume alcohol. Majority of the students were from educated and nuclear families. Social, fun and curiosity were being the top reasons for consuming alcohol. Students suffering from various psychiatric illnesses were also reported in our study. Alcohol consumption had a great impact on their academics (39%) was noticed in our study. Similar results were found in studies conducted in other states of India. Constant supervision by parents, awareness programs by their peer group and regular psychiatric counseling will help to minimize this habitamong medical students.

The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis

Executive function (EF) is critical to students’ academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children’s EF, yet the relationships between subdimensions of TSI—such as closeness, conflict, dependency, emotional support, classroom management, and instructional support—and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions.

Examining sleep characteristics in Canada through a diversity and equity lens

ObjectiveTo examine specific sleep characteristics of adults living in Canada according to sex, gender, ethnoracial background, socioeconomic status, immigration status, sexual orientation, and language spoken at home. MethodsThis cross-sectional and nationally representative study used self-reported data from the 2021 Canadian Community Health Survey (n = 39,346 adults aged 18 years and older). Sleep characteristics (sleep duration, nighttime insomnia symptoms, unrefreshing sleep, and difficulty staying awake) were assessed and compared across groups. ResultsFemales were more likely than males to report nighttime insomnia symptoms (23.1% vs. 14.8%) and unrefreshing sleep (17.2% vs. 13.5%). The same was also observed for gender identity. Although White respondents were more likely to meet sleep duration recommendations (58.3%), they had the highest prevalence of nighttime insomnia symptoms (20.9%) compared to respondents with other ethnoracial backgrounds. Respondents coming from lower socioeconomic backgrounds were more likely to report poorer sleep compared to those coming from higher socioeconomic backgrounds. Insomnia symptoms were lower among immigrants (13.9%) compared to nonimmigrants (21.1%). Respondents with a sexual orientation not classified as heterosexual, gay, or lesbian reported poorer sleep. Finally, for language spoken at home, those who responded “French only” were more likely to meet sleep duration recommendations (64.1%) and were less likely to report unrefreshing sleep (8.8%). Nighttime insomnia symptoms were the lowest among those who reported speaking a language other than French or English at home (9.5%). ConclusionThis study highlights important sleep disparities among Canadians. Future intervention strategies should aim to reduce sleep health disparities.

The effect of opinion leadership and spirituality on recycling intention: insights from attractive, expert and religious influencers

PurposeThe present study investigates the impact of opinion leadership and spirituality from three types of social media influencers (SMIs) on individuals’ intentions to conduct recycling. This research is driven by the opinion leadership theory demonstrated by influencer marketing.Design/methodology/approachThis research applies a between-subject experiment to measure the impact of the proposed model. Each participant was exposed to a different influencer: an attractive influencer (Treatment 1, n = 101), an expert influencer (Treatment 2, n = 94), a religious influencer (Treatment 3, n = 99) and a control condition (Treatment 4, n = 102). An ANOVA post-hoc analysis was conducted to further assess the impact dynamics of each influencer based on different demographics such as age, income and level of education. More than 95% of the samples consist of Muslims.FindingsFindings revealed the different dynamics of the effect of opinion leadership and spirituality on the intention to recycle from utilising different types of influencers. Samples derived from a high socio-economic background and exposed to the religious influencer (Treatment 3) have a relatively higher mean score. In general, younger participants with lower incomes and levels of education have less tendency to conduct recycling.Originality/valueThis research attempts to fill the gap in the impact of influencer marketing on green behaviour adoption with the inclusion of spirituality, which has been largely ignored in this context. It offers insights from the perspective of a developing economy that has one of the largest percentages of social media users in the world and from a country that regards a relationship with God as important.

Learning by parenting: How do mothers respond to their children's developmental declines?

Children's developmental processes are not always linear. During the childhood period, children usually experience ups and downs in their skills, and how parents respond to these changes can crucially condition the subsequent process of child development. This paper examines (1) how children's developmental declines impact the level of cognitive stimulation implemented by the mothers, and (2) whether these effects vary by socioeconomic groups. Using longitudinal NLSY79-CYA data from the US, I implement a series of two-way fixed effects and fixed effects counterfactual models. Findings show that mothers respond negatively to the declines in their children's mathematical skills by decreasing their levels of cognitive stimulation, although the effects are relatively small, approximately one-tenth of a standard deviation. This effect is concentrated among mothers with low levels of education or those at the bottom part of the income distribution. Additionally, it's observed that mothers in the sample do not modify their behaviours in response to declines in their children's reading skills. All in all, this evidence suggests that mothers might be reinforcing existing disadvantages by decreasing their cognitive stimulation when their children show developmental declines and that this mechanism could be responsible for broadening the developmental gap between children from low- and high-socioeconomic backgrounds.

Would shared decision-making be useful in breast cancer screening programmes? A qualitative study using focus group discussions to gather evidence from French women with different socioeconomic backgrounds

BackgroundTo inform the development of an online tool to be potentially used in shared decision-making about breast cancer screening, French women were questioned about participation in breast cancer screening, the health professional’s role, and their perceptions of the proposed tool.MethodsWe organised focus group discussions with 55 French women. Two different strategies were used to recruit women from high and low socioeconomic backgrounds. We applied both inductive and deductive approaches to conduct a thematic analysis of the discussions. We analysed the responses by using the main determinants from different health behaviour models and compared the two groups.ResultsIndependently of socioeconomic status, the most important determinant for a woman’s participation in breast cancer screening was the perceived severity of breast cancer and the perceived benefits of its early detection by screening. Cues to action reported by both groups were invitation letters; recommendations by health professionals, or group/community activities and public events were reported by women from high and low socioeconomic backgrounds, respectively. Among other positive determinants, women from high socioeconomic backgrounds reported making informed decisions and receiving peer support whereas women from low socioeconomic backgrounds reported community empowerment through group/community events. Fear of cancer was reported as a barrier in both groups. Among other barriers, language issues were reported only by women from low socioeconomic backgrounds; women from high socioeconomic backgrounds reported breast cancer screening-related risks other than overdiagnosis and/or overtreatment. Barriers to accessing the online tool to be developed were mainly reported by women from high socioeconomic backgrounds.ConclusionLimitations in implementing shared decision-making for women from low socioeconomic backgrounds were highlighted. An online tool that is suitable for all women, regardless of socioeconomic status, would provide “on-demand” reliable and tailored information about breast cancer screening and improve access to health professionals and social exchanges.

The internal structure of handwriting proficiency in beginning writers.

Fluent and automatized handwriting frees cognitive resources for more complex elements of writing (i.e., spelling or text generation) or even math tasks (i.e., operating) and is therefore a central objective in primary school years. Most previous research has focused on the development of handwriting automaticity across the school years and characteristics of handwriting difficulties in advanced writers. However, the relative and absolute predictive power of the different kinematic aspects for typically developing beginning handwriting remains unclear. The purpose of the present study was to investigate whether and to what extent different kinematic aspects contribute to handwriting proficiency in typically developing beginning handwriters. Further, we investigated whether gender, socioeconomic background, or interindividual differences in executive functions and visuomotor integration contribute to children's acquisition of handwriting. Therefore, 853 first-grade children aged seven copied words on a digitized tablet and completed cognitive performance tasks. We used a confirmatory factor analysis to investigate how predefined kinematic aspects of handwriting, specifically the number of inversions in velocity (NIV), pen stops, pen lifts, and pressure on the paper, are linked to an underlying handwriting factor. NIV, pen stops, and pen lifts showed the highest factor loadings and therefore appear to best explain handwriting proficiency in beginning writers. Handwriting proficiency was superior in girls than boys but, surprisingly, did not differ between children from low versus high socioeconomic backgrounds. Handwriting proficiency was related to working memory but unrelated to inhibition, shifting, and visuomotor integration. Overall, these findings highlight the importance of considering different kinematic aspects in children who have not yet automatized pen movements. Results are also important from an applied perspective, as the early detection of handwriting difficulties has not yet received much research attention, although it is the base for tailoring early interventions for children at risk for handwriting difficulties.

An Innovative Course on Involving Patients in Health Professions Education.

Patients can be actively involved in various aspects of health professions education (HPE). However, learners in HPE graduate programs have minimal opportunities to learn how to involve patients in HPE. We designed, implemented, and evaluated a 12-week asynchronous, online graduate course that provides learners such opportunities. We established an advisory committee of patients, clinician-educators, and professors to guide course development. Using Thomas et al.'s framework, we established the general and targeted need for the course, identified the learning outcomes, determined the learning activities, and implemented and evaluated the course. It is offered within the asynchronous, online Diploma and Master in HPE at the University of Ottawa, Canada. Forty learners participated in the course between 2020 and 2022. Using a survey with closed- and open-ended items, learners reported satisfaction with all course components, and they valued the patient narrative videos created for the course. After course completion, learners reported that the course is relevant to their professional practice. They also reported confidence in their abilities to actively involve patients in HPE. Based on the culminating assignment assessment data, learners attained course expectations. Although patients who participated in the narrative videos represented diverse age ranges, health conditions, and experiences in HPE, they were often Caucasian, educated, and from a higher socio-economic background. Also, the level of engagement between patients and learners in the course was limited. We are committed to improving our own patient involvement efforts.

Anadoluda Süt Ürünleri ve Pediatrik Bruselloz

Introduction: The purpose of the study is to evaluate the follow-up and treatment outcomes of pediatric brucellosis cases who presented to our participating centers during the term and were diagnosed with brucellosis. Methods: The study, conducted with the support of participating centers in the Central Anatolia region, was completed in about 2 years. The results of patients diagnosed with brucellosis between 2018 and 2021 were retrospectively scanned. During this screening, patients with missing results in the system were excluded from the study. Results: According to the data collected from the participating centers, we included a total of 68 patients in our study who met our criteria after excluding those with incomplete information. These patients were between the ages of 5 and 17, with a mean age of 8.7±3.1 years. Our analysis of the patients' demographics revealed that they mostly resided in rural areas where unpasteurized milk and dairy products were commonly consumed. Although there were some patients from higher socioeconomic backgrounds who purchased organic products from local markets, the vast majority (90%) had a history of consuming unpasteurized milk and its by-products. In addition, a significant proportion (50%) of patients from rural areas had a family history of brucellosis. The most frequently reported symptom among patients was joint pain, which was present in 83% of cases. Elevated liver enzymes were the most common laboratory finding, affecting 32% of patients, while thrombocytopenia was the least common. The preferred treatment regimen for patients was doxycycline and rifampicin. Although aminoglycoside treatment was initially favored for inpatients (80%), it was not commonly prescribed for outpatients. Our analysis of the data revealed that only two patients experienced a relapse of the disease. While the overall treatment outcomes were successful, there was no statistically significant association between treatment preferences and disease recurrence. Conclusion: Every year, thousands of children in our country visit pediatric clinics complaining about joint pain. These patients are usually examined for extensive investigations. It should be remembered that with suspicious patient history and demography, brucellosis may be the answer under the symptoms, accompanied by elevated liver enzymes and cytopenia.

General and math vocabulary contributions to early numeracy skills in a large population-representative sample

There are well-documented associations between numeracy development in preschool age children and general and math vocabulary, literacy, and executive functions. However, the studies have largely included small samples of children with parents with either predominantly low or higher socioeconomic background (SES); further, few studies have included measures of all these domains in the same analyses. In this current study, we examined how general vocabulary, math vocabulary, rhyme detection and three measures of executive functions are associated with numeracy development in a population representative sample of 2,931 Danish children 3–5 years (51% male, 89% white). Multi-level regressions controlling for child age and, sex, and in some analyses also parental education and income confirmed that general vocabulary (β = 0.16), math language (β = 0.17), rhyme detection (β = 0.14), attention shifting (β = 0.09), inhibitory control (β = 0.05), and working memory (β = 0.09) each are associated with numeracy after controlling for covariates when estimated in the same model. Analyses of extreme performance (low-high) suggests a much closer and symmetrical connection between math language and numeracy compared to that between general vocabulary and numeracy. Interestingly, family SES is weakly but significantly related to all measures, most strongly for the vocabulary measures, but does not influence the pattern of results from regression analyses. In conclusion, both general vocabulary and mathematics-specific vocabulary contribute substantially to early numeracy skills. Rhyme detection and executive functions are also associated with numeracy skills, but with a lower magnitude.

Demographic disparities in children with retropharyngeal and parapharyngeal abscesses

PurposeTo explore the impact that demographic and socioeconomic factors such as age, gender, race, and insurance status have on the diagnosis of retropharyngeal (RPA) and parapharyngeal abscesses (PPA) in the pediatric population. MethodsThe 2016 HCUP KID was searched for all RPA/PPA discharges using the joint ICD-10 code J39.0. Descriptive statistics, univariate, and multivariate analyses were performed to assess the relationship between demographic factors and their impact on RPA/PPA diagnosis. Results were reported with their corresponding odds ratio with a 95 % confidence interval and p-value. Results56.4 per 100,000 weighted discharges were discharged with a diagnosis of a RPA/PPA, the average age was 5.7 years old, with a male predominance. Pediatric discharges diagnosed with a RPA/PPA were less likely to identify as Hispanic or Asian/Island Pacific. They were also less likely to be insured by Medicaid and reside in zip codes with a lower median income. ConclusionThe analysis of this national pediatric database demonstrated significant demographic differences in children diagnosed with RPA/PPAs. Following the multivariate analysis, children from a higher socioeconomic background and those with private insurance were more likely to be diagnosed with a RPA/PPAs. However, disparities in children's overall hospital course and complications is a potential area for future research.

Does Tobacco Smoking Increase Social Isolation? A Mendelian Randomization Study.

In this study, we aimed to investigate the causal effect of smoking on social isolation among older adults in England. Data from older adults of European ancestry who participated in 1 or more waves of the English Longitudinal Study of Ageing, from wave 1 (2002/2003) to wave 9 (2018/2019), were analyzed (n=43,687 observations from 7,008 individuals; mean age = 68.50 years). The effect of current smoking on social isolation (ranging from 0 to 5) was estimated by 2-stage least squares regression using a polygenic score (PGS) for smoking cessation as the instrument. A low PGS for smoking cessation predicted current smoking (per 1-standard-deviation lower PGS, coefficient=0.023, 95% confidence interval (CI): 0.015, 0.030; F =36.420). The second-stage regression showed that current smoking increased social isolation by 1.205 points (95% CI: 0.308, 2.101). The association was larger for persons with higher socioeconomic backgrounds: 2.501 (95% CI: -0.024, 5.026) and 0.696 (95% CI: -0.294, 1.686) for those with higher and lower educational levels, respectively. This study showed that current smoking instrumented by a PGS for smoking cessation was associated with social isolation. Assuming that the PGS served as a valid instrument in this study, the findings support an effect of smoking on social isolation.