Early Puberty Is Associated With Higher Academic Achievement in Boys and Girls and Partially Explains Academic Sex Differences

No relationship between male pubertal timing and depression - new insights from epidemiology and Mendelian randomization

BACKGROUND

In males, the relationship between pubertal timing and depression is understudied and less consistent than in females, likely for reasons of unmeasured confounding. To clarify this relationship, a combined epidemiological and genetic approach was chosen to exploit the methodological advantages of both approaches.

METHODS

Data from 2026 males from a nationwide, representative study were used to investigate the non-/linear relationship between pubertal timing defined by the age at voice break and depression, considering a multitude of potential confounders and their interactions with pubertal timing. This analysis was complemented by Mendelian randomization (MR), which is robust to inferential problems inherent to epidemiological studies. We used 71 single nucleotide polymorphisms related to pubertal timing in males as instrumental variable to clarify its causal relationship with depression based on data from 807 553 individuals (246 363 cases and 561 190 controls) by univariable and multivariable MR, including BMI as pleiotropic phenotype.

RESULTS

Univariable MR indicated a causal effect of pubertal timing on depression risk (inverse-variance weighted: OR 0.93, 95%-CI [0.87-0.99)], p = 0.03). However, this was not confirmed by multivariable MR (inverse-variance weighted: OR 0.95, 95%-CI [0.88-1.02)], p = 0.13), consistent with the epidemiological approach (OR 1.01, 95%-CI [0.81-1.26], p = 0.93). Instead, the multivariable MR study indicated a causal relationship of BMI with depression by two of three methods.

CONCLUSIONS

Pubertal timing is not related to MDD risk in males.

The Effects of Pubertal Timing on Academic Performance in Adolescence and Career Success in Adulthood: Evidence from a 16-year Longitudinal Study

Previous research showed inconsistent effects of pubertal timing on adolescent academic performance and adult career success. Moreover, the relative importance of biological vs. perceived pubertal timing has not been examined. This study examined effects of biological and perceived pubertal timing on academic performance throughout adolescence and career success in adulthood together with sex differences in an understudied population of pre-dominantly Black youth from lower income families. The sample included 704 youth (52% male, 76% Black, 22% White) interviewed at four time points (Mean ages: 11.8, 13.2, 17.6, and 27.7 years). The results from a mediation path model showed that among males, perceived off-time pubertal timing uniquely predicted lower concurrent academic performance as well as lower objective career success in adulthood; this effect was mediated by lower academic performance throughout adolescence. Additionally, results from bivariate correlation analyses showed associations between early biological pubertal timing and lower concurrent academic performance in males and early perceived pubertal timing and lower concurrent academic performance among females. These findings contribute to the understanding of more nuanced links between pubertal timing, academic performance and subsequent career success in an understudied population of pre-dominantly Black youth from lower income families.

Linking brain maturation and puberty during early adolescence using longitudinal brain age prediction in the ABCD cohort

The temporal characteristics of adolescent neurodevelopment are shaped by a complex interplay of genetic, biological, and environmental factors. Using a large longitudinal dataset of children aged 9-13 from the Adolescent Brain Cognitive Development (ABCD) study we tested the associations between pubertal status and brain maturation. Brain maturation was assessed using brain age prediction based on convolutional neural networks and minimally processed T1-weighted structural MRI data. Brain age prediction provided highly accurate and reliable estimates of individual age, with an overall mean absolute error of 0.7 and 1.4 years at the two timepoints respectively, and an intraclass correlation of 0.65. Linear mixed effects (LME) models accounting for age and sex showed that on average, a one unit increase in pubertal maturational level was associated with a 2.22 months higher brain age across time points (β = 0.10, p < .001). Moreover, annualized change in pubertal development was weakly related to the rate of change in brain age (β = .047, p = 0.04). These results demonstrate a link between sexual development and brain maturation in early adolescence, and provides a basis for further investigations of the complex sociobiological impacts of puberty on life outcomes.

Timing of puberty and school performance: A population-based study

OBJECTIVE

To determine whether the timing of puberty associates with school performance.

METHODS

Growth data on 13,183 children born between 1997 and 2002, were collected from child health clinics and school healthcare and school performance data from school records. Age at peak height velocity (PHV) marked pubertal timing. The relationships between age at PHV and average grades in mathematics, native language, English, and physical education from school years 6 (end of elementary school; age 11-12 years), 7 (start of middle school; 12-13 years), and 9 (end of middle school; 14-15 years) were modeled using generalized estimating equations and linear mixed models, adjusted for the month of birth and annual income and education levels in school catchment areas.

RESULTS

The mean (SD) age at PHV was 13.54 (1.17) years in boys and 11.43 (1.18) years in girls. In girls, age at PHV was associated with grades in mathematics (β=0.041-0.062, p<0.005) and physical education (β=0.077-0.107, p<0.001) across the study years, and in school year 9, also with grades in English (β=-0.047, 95%CI -0.072 to -0.021, p<0.001). Among boys, only the grades in physical education were related to age at PHV across the study years (β=0.026-0.073, p<0.01) and in middle school the grades in mathematics decreased dramatically.

CONCLUSIONS

In both sexes, the timing of puberty was associated with the grades in physical education, and in girls, with academic achievement. The decrease in boys' mathematics grades and sex difference in academic achievement were unexplained by the timing of puberty.