Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school

Martinez, Nathalie Tamayo; Tiemeier, Henning; Luijk, Maartje P.C.M.; Law, James; Ende, Jan van der; Verhulst, Frank C.; Jansen, Pauline W.

doi:10.1007/s00127-021-02039-3

Cited by 9 publications

(9 citation statements)

References 33 publications

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“…Regardless, both study results support the hypothesis that externalizing symptoms might limit children's capacity to acquire language abilities [34]. The negative effects of externalizing symptoms, especially the hyperactivity and inattention domains, have been noted for multiple child developmental outcomes like child non-verbal intelligence [35] and school achievement [29]. Hyperactivity and attention problems can limit the ability to choose and concentrate on relevant stimuli, interfering with the learning process affecting cognitive development, including language, and academic competencies.…”

Section: Discussionsupporting

confidence: 67%

“…Unexpectedly, we found that higher levels of internalizing symptoms at age 3 were associated with better language ability at age 5. A positive longitudinal association between internalizing symptoms and better school achievement when accounting for the comorbidity with externalizing symptoms has been noted in two different Dutch cohorts [29,30] and a Finish cohort [31]. Although the mechanisms behind this result have not been explored, we hypothesize that in the absence of attention problems, some anxiety may motivate children to work harder on learning activities and may lead to a better cognitive performance.…”

Section: Discussionmentioning

confidence: 76%

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Bidirectional associations between mental health problems and language ability across 8 years of childhood

Martinez

Wareham

Franken

et al. 2022

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Background Research examining the conjunct development of mental health and language development is limited as few studies had a longitudinal design, mostly with a short follow-up period. Moreover, most studies did not evaluate whether internalizing symptoms and externalizing symptoms are independently associated with language ability. This study examines bidirectional associations between internalizing symptoms, externalizing symptoms and language ability in childhood in a large, population-based cohort. Methods Longitudinal data from the Millennium Cohort Study, a cohort of children in the United Kingdom followed from birth to 11 years (n = 10,878; 50.7% boys), was analysed. Internalizing and externalizing symptoms were based on parent reports. Language ability was assessed by trained interviewers at ages 3, 5, 7 and 11 years. Structural Equation Models (SEM) were performed, including random-intercept cross-lagged panel models (RI-CLPM) and cross-lagged panel models (CLPM). Results Internalizing symptoms, externalizing symptoms and language ability were stable over time and comorbid with each other from early life. Over time, externalizing symptoms in early childhood were negatively associated with language skills acquisition and positively associated with later internalizing symptoms. In late childhood, language ability was negatively associated with later internalizing and externalizing symptoms. Conclusion The early start, comorbidity and persistent nature of internalizing symptoms, externalizing symptoms and language ability highlights the importance of comprehensive assessments in young children who present problems in one of these domains. Specifically, among children in the early grades of elementary school, those with language difficulties may benefit from careful monitoring as they are more likely to develop mental health symptoms.

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Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 76%

Bidirectional associations between mental health problems and language ability across 8 years of childhood

Martinez

Wareham

Franken

et al. 2022

Preprint

Self Cite

View full text Add to dashboard Cite

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“…For instance, children who exhibit high levels of inattention and hyperactivity have consistently shown to achieve poor grades, low scores on reading and arithmetic standardized tests, and increased rates of grade retention 3 . In addition, significant associations with academic underachievement and failure to complete high school have been found for conduct problems and aggressive behaviors 4 – 6 . Internalizing forms of psychopathology, on the other hand, may also lead to negative educational outcomes, although mixed results have been reported.…”

Section: Introductionmentioning

confidence: 99%

The impact of psychopathology on academic performance in school-age children and adolescents

Pagerols

Prat

Rivas

et al. 2022

Sci Rep

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Psychiatric symptoms have consistently been associated with negative educational outcomes. However, possible confounding variables, such as comorbid mental and environmental conditions, have not been well addressed. This study examined whether mental health problems were significantly linked to academic performance in a Spanish school-based sample, after adjustment for co-occurring psychiatric symptoms and multiple contextual factors. Parents completed a questionnaire regarding child’s sociodemographic characteristics (i.e., gender, age, type of school, socioeconomic status, ethnicity), stressful events (i.e., adoption, parental divorce/separation, grade retention) and lifestyle (i.e., diet, sleep, screen time), along with the Child Behavior Checklist (CBCL). Academic performance was obtained from school records. The sample comprised 7036 students aged 5–17 with full data on the CBCL. Mixed-effects ordinal logistic regression analyses were conducted to investigate the association between psychopathology and academic achievement, controlling for potential confounders. When examined separately, higher scores on the CBCL scales were related to lower grades, regardless of sociodemographic factors. However, after controlling for the presence of other psychiatric symptoms, we found that students who reported more anxious/depressed and thought problems were less likely to perform poorly, while those with increased levels of attention problems and delinquent behavior had higher risk for academic underachievement. These associations remained mainly the same once stressful events and lifestyle were taken into account. This investigation demonstrates that anxious/depressed symptoms, thought problems, attention problems, and delinquent behavior are independently associated with academic performance, which emphasize the need for preventive and treatment interventions targeted at students’ mental health to improve their psychological well-being and functioning at school.

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“…In terms of sleep, some epidemiological studies have already identified that sleep pattern and sleep problems are closely associated with academic performance of children and adolescents [32,33]. Similarly, previous longitudinal studies have also demonstrated that emotional and behavioral problems are significant inducements for poor academic outcomes [34,35]. Therefore, synthesizing relevant evidence, it can be properly speculated that sleep quality and emotional and behavioral problems may play a mediation role on association between ACEs exposure and academic achievement.…”

Section: The Potential Mediation Roles Of Sleep Problems and Emotiona...mentioning

confidence: 99%

Association between adverse childhood experiences and sleep quality, emotional and behavioral problems and academic achievement of children and adolescents

Liu

Han

et al. 2023

Eur Child Adolesc Psychiatry

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The impact of adverse childhood experiences (ACEs) on adult health has been extensively examined, but the association between ACEs and sleep, emotion, behavior and academic outcomes of children and adolescents is not well known. A total of 6363 primary and middle school students were included to examine the effect of ACEs on sleep quality, emotional and behavioral problems and academic achievement and further explore the mediation role of sleep quality and emotional and behavioral problems. Children and adolescents with ACE exposure had 1.37 times risk of poor sleep quality (adjusted odds ratio [OR] = 1.37, 95% confidence interval [CI]: 1.21–1.55), 1.91 times risk of emotional and behavioral problems (adjusted OR = 1.91, 95%CI: 1.69–2.15) and 1.21 times risk of self-reported lower academic achievement (adjusted OR = 1.21, 95%CI: 1.08–1.36). Most types of ACEs were significantly associated with poor sleep quality, emotional and behavioral problems and lower academic achievement. There were dose-response relationships between cumulative ACE exposure and risk of poor sleep quality, emotional and behavioral problems, and lower academic achievement. Sleep quality and emotional and behavioral performance mediated 45.9% of the effect of ACEs exposure on math scores and 15.2% of the effect of ACEs exposure on English scores. Early detection and prevention of ACEs among children and adolescents are urgent and essential, and targeted interventions for sleep and emotional and behavioral performance as well as early educational interventions are recommended for children with ACEs exposure. Supplementary Information The online version contains supplementary material available at 10.1007/s00787-023-02185-w.

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Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school

Cited by 9 publications

References 33 publications

Bidirectional associations between mental health problems and language ability across 8 years of childhood

Bidirectional associations between mental health problems and language ability across 8 years of childhood

The impact of psychopathology on academic performance in school-age children and adolescents

Association between adverse childhood experiences and sleep quality, emotional and behavioral problems and academic achievement of children and adolescents

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