Kindergarten Obesity and Academic Achievement: The Mediating Role of Weight Bias

Abstract

This study draws the attention towards the importance of reducing weight discrimination against children for their educational success, as an issue of social justice. We investigate the consequences of early-onset obesity identifying the mediating mechanisms in the relationship between childhood obesity and academic achievement. To do so, we employ the Early Childhood Longitudinal Study-Kindergarten Cohort (kindergarten to fifth grade) in the US (ECLS-K: 2011) and apply a parallel process latent growth model with a combination of quasi-experiments and econometrics. The results of this study suggest that teachers may serve as a significant source of weight bias, especially for girls (B = −0.09, 95% BC CI [−2.37 to −0.46]).

Longitudinal associations between weight status and academic achievement in primary school children

“…Four studies (from the US and Canada) reported no association 15–18 . The final study of the eight showed sex differences, 8 which have also been demonstrated in a further study published since the systematic review 19 . Developing overweight between kindergarten and primary school was associated with lower scores in math and reading tests for US girls, but not boys 8 .…”

“…We also found that weight status was more strongly associated with future academic achievement for girls, compared with boys. Similarly, Yu and colleagues indicated those who were affected by overweight and obesity in kindergarten had poorer reading and math achievement in primary school among US children, particularly for girls 19 . Datar and Sturm 8 also found that girls (but not boys) who became affected by overweight between kindergarten entry and end of Year 3 had lower Year 3 math and reading scores, compared with those who remained healthy weight.…”

“…Developing overweight between kindergarten and primary school was associated with lower scores in math and reading tests for US girls, but not boys 8 . Children in kindergarten with overweight or obesity had poorer reading and math achievement in primary school among US children, particularly girls 19 …”

“…8 Children in kindergarten with overweight or obesity had poorer reading and math achievement in primary school among US children, particularly girls. 19 Combined, findings from these nine studies published to date indicate that the association between weight status and academic achievement in the transition from preschool/kindergarten to primary school remains unclear and warrants further investigation. There are several possible reasons for these inconsistencies, including the children were not tracked through primary school, geographical and age differences in the study populations, choice of covariates, follow-up duration (1-8 years) and differences in measures of academic achievement, and classification of weight categories, where some studies combined overweight and obese weight categories, 14,15,18 while others separated categories.…”

“…Combined, findings from these nine studies published to date indicate that the association between weight status and academic achievement in the transition from preschool/kindergarten to primary school remains unclear and warrants further investigation. There are several possible reasons for these inconsistencies, including the children were not tracked through primary school, geographical and age differences in the study populations, choice of covariates, follow‐up duration (1–8 years) and differences in measures of academic achievement, and classification of weight categories, where some studies combined overweight and obese weight categories, 14,15,18 while others separated categories 19 . Some compared children experiencing obesity (BMI > 95 percentile) with children not experiencing obesity (BMI < 95 percentile), effectively placing healthy weight and overweight children in the same category 8,12,13,16,17 .…”