Persistent association between family socioeconomic status and primary school performance in Britain over 95 years

Lifestyle behaviours do not moderate the association between childhood maltreatment and comorbid depression and cardiometabolic disease in older adults: a meta-analysis

BACKGROUND

Comorbidity between depression and cardiometabolic diseases is an emerging health concern, with childhood maltreatment as a major risk factor. These conditions are also linked to unhealthy lifestyle behaviours such as physical inactivity, smoking, and alcohol intake. However, the precise degree to which lifestyle behaviours moderate the risk between childhood maltreatment and comorbid depression and cardiometabolic disease is entirely unknown.

METHODS

We analysed clinical and self-reported data from four longitudinal studies (Npooled = 181,423; mean follow-up period of 5-18 years) to investigate the moderating effects of physical activity, smoking, and alcohol intake, on the association between retrospectively reported childhood maltreatment and i) depression, ii) cardiometabolic disease and iii) their comorbidity in older adults (mean age range of 47-66 years). Estimates of these moderation effects were derived using multinomial logistic regressions and then meta-analysed.

RESULTS

No meaningful moderation effects were detected for any of the lifestyle behaviours on the association between childhood maltreatment and each health outcome. Physical activity was linked to lower odds of depression (OR [95% CI] = 0.94 [0.92; 0.96]), while smoking was a risk factor for all three outcomes (OR [95% CI] = 1.16 [1.04; 1.31] or larger). Alcohol intake was associated with slightly lower odds of comorbidity (OR [95% CI] = 0.69 [0.66; 0.73]), although this association was not stable across all sensitivity analyses.

CONCLUSIONS

Lifestyle behaviours did not moderate the risk association between childhood maltreatment and depression, cardiometabolic disease, and their comorbidity in older adults. However, we confirmed that childhood maltreatment was associated with these conditions. Further research should address the limitations of this study to elucidate the most optimal targets for intervention.

The impact of allergic rhinitis on future educational outcomes: a Danish real-world register study

OBJECTIVE

The symptom burden associated with allergic rhinitis (AR) negatively impacts the life of people living with the condition. Although the impact of AR on educational outcomes and the effect of AR-relieving medication have been investigated, the availability of up-to-date, population-based, real-world evidence is limited. Therefore, the aim was to investigate the impact of AR and AR-relieving medication on educational outcomes.

METHODS

A register-based study was conducted using Danish registers. Educational outcomes were defined as the average 9th-grade final grade. Individuals diagnosed with AR before the age of 13, born between 1986 and 2006, and with observed final examination grades were included as cases. To investigate the impact of AR-relieving medication, cases were stratified by medication use. The impact of AR was estimated through a comparison of individuals with AR to their sibling with no history of AR.

RESULTS

52,808 cases were included (33,035 with siblings). Cases with no filled prescriptions of AR-relieving medication in their final examination year had an average grade of 7.09. Cases with a minimum of one collection had a higher average. Cases initiated on AIT had an average test score that was 0.60 points higher than cases with no filled prescriptions of aH or INCs in the final examination year. The average grade among cases with paired siblings was 7.29 whilst their siblings had an average grade that was -0.04 lower.

CONCLUSION

In the Danish context, AR does not affect educational outcomes; however, more frequent use of AR-relieving medications is associated with better educational outcomes.

Association between breastfeeding duration and educational attainment in rural Southwest Uganda: a population-based cohort study

BACKGROUND

Breastfeeding is important for early childhood nutrition and health. The positive effects on educational outcomes may be attributed to socioeconomic factors. Socioeconomic status is not a strong predictor of breastfeeding in sub-Saharan African countries. Yet, few studies have investigated the association between breastfeeding and educational outcomes in these countries.

OBJECTIVE

This study investigated the association between breastfeeding duration and children's educational attainment in rural Southwest Uganda.

METHODS

We analysed longitudinal data on 3018 children who had information on breastfeeding and were followed for at least 5 years, with at least one primary school grade recorded by 2005. Data on breastfeeding duration were collected from mothers. The highest school grade was recorded repeatedly between ages 6 and 12 years. We calculated age-for-grade based on whether a child was on, over, or under the official age for a grade. Generalised estimating equations and binary logistic regression estimated the effect of breastfeeding duration on being 2 years, 3 or more years, or any years over-age for grade in primary school, adjusting for socioeconomic status and maternal-child characteristics.

RESULTS

Most mothers breastfed for more than a year. Just over one-third breastfed for 18-23 months, and 30% breastfed for longer. By age eight, 42% of the children were two years over-age for their grade. Three or more years over-age for grade increased from 19% at age nine to 56% at age 12. Both adjusted and unadjusted estimates were consistent in showing reduced odds for children being 2 years, 3 or more years, or any years over-age for grade among children breastfed for 7-12, 13-17, 18-23, and > 23 months compared to those breastfed for 0-6 months. There was no evidence to support an overall association between breastfeeding duration and being over-age for grade. There was no evidence of association in the sex and age sub-group analyses.

CONCLUSION

Although we found no association between breastfeeding duration and educational attainment, breastfeeding remains important for children's health and nutrition, and mothers should be encouraged and supported to breastfeed for the recommended duration.

Predictors of non-completion of upper secondary education in Finland based on register data

AIMS

School non-completion is a public health and educational concern in most countries. This study sought to identify the strongest predictors of the non-completion of upper secondary education based on register data.

METHODS

A cross-validated elastic net regression analysis was used to predict school non-completion in a population of 2696 students in the city of Jyväskylä, Finland. The register data included data from the primary social and healthcare register and the educational register.

RESULTS

The non-completion rate was 13.1% (13.4% for males, 12.8% for females). The non-completion of upper secondary education was best predicted by the following seven features (ordered from strongest to weakest): unauthorized absences (odds ratio (OR) = 2.27), out-of-home placement (OR = 2.23), average grade when leaving lower secondary education (OR = 0.73), an anxiety/depression diagnosis (OR = 1.43), visits to child guidance and family counselling centres (OR = 1.17), family poverty (OR = 1.11) and the grade point average in the 5th Grade (OR = 0.95).

CONCLUSIONS

Register data can be utilized to find the strongest predictors of school non-completion. Predictors support multidisciplinary actions preventing non-completion by providing both early signals to target actions more specifically and indicators for monitoring the impact of preventative actions.

The Relationship between Socioeconomic Status and Academic Achievement is Mediated and Moderated by Executive Functions

Executive function is an underlying mechanism linking family socioeconomic status (SES) and academic achievement. Previous studies mainly investigated either the mediating or moderating role of executive function within this relationship, which either overlook the individual differences that are independent of the environment or neglect the influence of the environment on shaping personal factors. To avoid a piecemeal approach to theory, the current study aimed to test the mediating and moderating roles of executive function in a single analytic model. Two hundred and thirty-six Chinese fifth graders (Mage = 10.70 years, SD = 0.49, range = 10.23-11.75 years, and 40.30% girls) were recruited. Their executive function performance was measured using eight different tasks, and their Chinese literacy skills and mathematics achievement were assessed by routine school evaluations. One year after the initial assessment, children's academic achievements were evaluated again. Results demonstrated that parental SES positively predicted children's academic achievement when controlling for prior academic achievement, and children's executive function mediated this relationship. Also, executive function moderated the association between SES and academic achievement in that, the negative predictive effect of low SES on academic achievement was only significant for children with lower levels of executive function, which is not shown in children with higher levels of executive function. By demonstrating the dual roles of executive function in the SES-achievement link, this work provides evidence for supporting the optimal development of children from diverse socioeconomic backgrounds and emphasizes the significance of developing individualized intervention strategies on executive function to mitigate the negative effect of low SES on children's academic achievement.

Adolescents' Perceptions of Household Chaos Predict Their Adult Mental Health: A Twin-Difference Longitudinal Cohort Study

This study tested whether adolescents who perceived less household chaos in their family's home than their same-aged, same-sex sibling achieved more favorable developmental outcomes in young adulthood, independent of parent-reported household chaos and family-level confounding. Data came from 4,732 families from the Twins Early Development Study, a longitudinal, U.K.-population representative cohort study of families with twins born in 1994 through 1996 in England and Wales. Adolescents who reported experiencing greater household chaos than their sibling at the age of 16 years suffered significantly poorer mental-health outcomes at the age of 23 years, independent of family-level confounding. Mental-health predictions from perceived household chaos at earlier ages were not significant, and neither were predictions for other developmental outcomes in young adulthood, including socioeconomic status indicators, sexual risk taking, cannabis use, and conflict with the law. The findings suggest that altering children's subjective perceptions of their rearing environments may help improve their adult mental health.

Health and health behaviours in adolescence as predictors of education and socioeconomic status in adulthood - a longitudinal study

BACKGROUND

The positive association of health with education level and socioeconomic status (SES) is well-established. Two theoretical frameworks have been delineated to understand main mechanisms leading to socioeconomic health inequalities: social causation and health selection but how these work in adolescence is poorly known. We studied if adolescent health and health behaviours predict higher education and higher SES in adulthood and if family background and school performance in adolescence explain these associations.

METHODS

Surveys on health and health behaviours were sent to representative samples of 12-18-year-old Finns in 1981-1997 every second year (response rate 77.8%, N = 55,682). The survey data were linked with the respondents' and their parents' socioeconomic data from the Finnish national registries. Both latent variables, namely, health (perceived health, health complaints, chronic disease), health-compromising behaviours (smoking status, drunkenness frequency), and family background (parents' occupation-based SES, education, family type) and variables directly measuring health-enhancing behaviours (toothbrushing, physical activity) and school performance were used to predict higher education and higher occupation-based SES at age 34. Logistic regression analysis and structural equation models (SEM) were used.

RESULTS

In logistic regression analyses, good health, health-enhancing behaviours, and lack of health-compromising behaviours were related to higher education and SES, also after controlling for family background and school performance. In the SEM analyses, good health, health-enhancing behaviours, and lack of health-compromising behaviours directly predicted higher SES and higher education, although the standardised coefficients were low (from 0.034 to 0.12). In all models, health, lack of health-compromising behaviours, and health-enhancing behaviours predicted school performance, which in turn, predicted the outcomes, suggesting indirect routes to these. Good socioeconomic prospects in terms of family background predicted good health, healthy behaviours, and good school performance in adolescence and higher SES and higher education in adulthood.

CONCLUSION

Health and health behaviours in adolescence predicted education and SES in adulthood. Even though the relationships were modest, they support the health selection hypotheses and emphasise the importance of adolescence for health inequalities during the life-course. Health and health behaviours were strongly associated with school performance and family background which together modified the paths from health and health behaviours to the outcomes.

Interplay of socioeconomic status, cognition, and school performance in the ABCD sample

Coming from a disadvantaged background can have negative impact on an individual's educational trajectory. Some people however seem unaffected and cope well with the demands and challenges posed by school education, despite growing up in adverse conditions, a phenomenon termed academic resilience. While it is uncertain which underlying factors make some people more likely to circumvent unfavorable odds than others, both socioeconomic status (SES) and cognitive ability have robustly been linked to school performance. The objective of the present work is to investigate if individual cognitive abilities and SES interact in their effect on grades. For this purpose, we analyzed SES, cognitive, and school performance data from 5001 participants from the Adolescent Brain Cognitive Development (ABCD) Study. Ordinal logistic regression models suggest similar patterns of associations between three SES measures (parental education, income-to-needs ratio, and neighborhood deprivation) and grades at two timepoints, with no evidence for interaction effects between SES and time. Parental education and income-to-needs ratio were associated with grades at both timepoints, irrespective of whether cognitive abilities were modeled or not. Neighborhood deprivation, in contrast, was only a statistically significant predictor of reported grades when cognitive abilities were not factored in. Cognitive abilities interacted with parental education level, meaning that they could be a safeguard against effects of SES on school performance.

Talent denied: Equity and excellence gaps in STEMM

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that-similar to public health approaches-the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

Learning loss and psychosocial issues among Thai students amidst the COVID-19 pandemic: the perspectives of teachers in the online classroom

BACKGROUND

The COVID-19 pandemic has had a broad influence on health and society across the globe, especially on the education sector as its educators have had to continue the provision of teaching and learning opportunities to their students online in the midst of pandemic. This has led to learning loss and psychological health issues among students, which is now being recognized worldwide. This study aims to explore the perceptions, perspectives, and experiences of teachers with regards to learning loss and psychological health issues among students during the COVID-19 pandemic in Thailand.

METHODS

Descriptive qualitative research was employed to gain a richer understanding of this interesting phenomenon. The experiences of twelve primary and secondary teachers were looked into by dividing them into several focus groups and interviewing them through video conferencing. All interviews were recorded, transcribed and analyzed through the use of content analysis.

RESULTS

The findings that include the perceptions, perspectives, and experiences among teachers focused on three main themes, which are teaching and Learning during the COVID-19 pandemic, learning loss caused by the COVID-19 pandemic, and support to deal with the psychosocial issues during the COVID-19 pandemic. These are then divided into fifteen sub themes.

CONCLUSIONS

Through these findings, this study is able to provide an understanding of the perceptions, perspectives, and experiences of teachers regarding learning loss and psychosocial issues among students during the COVID-19 pandemic in Thailand. It also highlights the psychological issues that were met, the social and family support offered, ways how learning loss among students could have been prevented in the midst of the pandemic, and finally suggests what the education administrators and healthcare or public health sector administrators can do to enhance the quality of education and resilience skills of the students during and after the pandemic.

On the promise of personalized learning for educational equity

Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students' individual differences in the classroom and to personalize students' learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in "equality of outcomes" and, by definition, does not provide "equality of inputs". However, if implemented in a high-quality way, personalized learning is in line with "adequacy" notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.

Association between breastfeeding duration and educational achievement in England: results from the Millennium Cohort Study

OBJECTIVE

To evaluate the association between breastfeeding duration and educational outcomes at the end of secondary education among children from the Millennium Cohort Study.

DESIGN

Cohort study comparing school results at age 16 according to breastfeeding duration.

SETTING

England.

PARTICIPANTS

Children born in 2000-2002 (nationally representative sample).

EXPOSURE

Self-reported breastfeeding duration (categorised).

MAIN OUTCOME MEASURES

Standardised school assessments taken at the end of secondary education (General Certificate of Secondary Education (GCSEs), marked 9-1) in English and Mathematics, categorised as: 'fail, marks <4', 'low pass, marks 4-6' and 'high pass, marks ≥7 (equivalent to A-A*)'. Additionally, overall achievement was measured using the 'attainment 8' score (adding the marks of eight GCSEs, English and Mathematics double weighted; 0-90).

RESULTS

Approximately 5000 children were included. Longer breastfeeding was associated with better educational outcomes. For example, after full adjustment for socioeconomic markers and maternal cognitive ability, in comparison with children who were never breastfed, those who were breastfed for longer were more likely to have a high pass in their English and Mathematics GCSEs, and less likely to fail the English GCSE (but not the Mathematics GCSE). Additionally, compared with those never breastfed, those breastfed for at least 4 months had, on average, a 2-3 point higher attainment 8 score (coefficients: 2.10, 95% CI 0.06 to 4.14 at 4-6 months; 2.56, 95% CI 0.65 to 4.47 at 6-12 months and 3.09, 95% CI 0.84 to 5.35 at ≥12 months).

CONCLUSIONS

A longer breastfeeding duration was associated with modest improvements in educational outcomes at age 16, after controlling for important confounders.

The mediating effect of geospatial thinking on the relationship between family capital and academic achievement in geography

Purpose

Family environment has the major impact on children's academic development. The aim of this study was to research the relationship between family capital and academic achievement in geography. Further, geospatial thinking, as a form of spatial thinking focusing on the scale of the geographical environment, is closely related to family environment and academic achievement in geography. Thus, the study was more specifically to apply a mediation model to explore the potential mediating role of geospatial thinking.

Methods

A total of 1,037 upper-secondary-school students in Western China were surveyed using t the Family Capital Questionnaire and the Geospatial Thinking Test Questionnaire. SPSS (version 26.0) was used for descriptive statistical analysis and correlation analysis. The PROCESS plug-in (version 4.0) was used to test the mediating effect of geospatial thinking.

Results

(1) The correlation analysis showed that family capital has a positive effect on academic achievement in geography and is related to geospatial thinking. Moreover, geospatial thinking exerts a positive effect on academic achievement in geography. (2) The results of mediation analysis indicated that geospatial thinking plays mediating and buffering roles in the relationship between family capital and academic achievement in geography after controlling for family residence and gender. The direct and indirect effects accounted for 75.32% and 24.68% of the total effect, respectively.

Conclusion

The results indicated that family capital not only affected academic achievement in geography directly but also indirectly through geospatial thinking. This finding provides some ideas for the development of geography education, which suggests that geography educators need to pay more attention to the influence of the family environment on students' geography learning in curriculum design and teaching processes. Also, the mediating role of geospatial thinking further uncovers the mechanisms underlying the academic achievement in geography. Therefore, it is necessary to focus on both students' family capital and geospatial thinking in the process of geography learning, and carry out more geospatial thinking training to improve academic achievement in geography.