Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes

Abstract

Background: Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. Methods: This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. Results: This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. Conclusions: This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes.

Epilepsia Infantil: Principais Impactos No Ambiente Escolar

“…Os artigos aqui expostos têm como foco de estudo os seguintes tipos de epilepsia: epilepsia idiopática infantil (Cheng et al, 2022), epilepsia idiopática infantil com ou sem IEDs (Cheng et al, 2020), Epilepsia de Ausência na Infância associada a Epilepsia Benigna de Pontas Centrotemporais ( Jakubi et al, 2022) e Epilepsia Benigna com Pontas Centrotemporais (Vetri et al, 2023). O trabalho de Jakubi et al (2022) confirmou isso, pois descreveu que houve algum aspecto negativo no aprendizado nos pacientes analisados, como resultados de quociente de inteligência (QI) abaixo da média, presença de TDAH ou algum tipo de distúrbio de aprendizagem.…”

“…Ademais, o estudo realizado por Vetri et al (2023) afirmou que a discalculia e a dislexia são muito frequentes em crianças com BECTS. Além disso, de acordo com o estudo de Cheng et al (2022), crianças com epilepsia idiopática tiveram uma taxa de prevalência mais alta de discalculia e dislexia em comparação aos outros escolares.…”

“…Por meio da pesquisa realizada por Vetri et al (2023) Tais fatos exemplificam a importância do diagnóstico preciso do tipo de epilepsia, para que, dessa forma, o tratamento seja adequado, assim como ressaltado por Scheffer et al (2017), visto que cada tipo de epilepsia possui…”

“…Segundo o estudo de revisão conduzido porVetri et al (2023), crianças diagnosticadas com Epilepsia Benigna com Pontas Centro-Temporais (BECTS) apresentaram pior desempenho em funções cognitivas como memória auditivoverbal, aprendizagem e funções executivas quando comparadas ao grupo controle. Nessa perspectiva, Hermann (2002) investigou a influência da idade da primeira crise sobre a cognição e concluiu que crianças cuja primeira crise epiléptica foi manifestada em uma idade mais jovem apresentaram um desempenho intelectual inferior em comparação com aquelas que tiveram a EPILEPSIA INFANTIL: PRINCIPAIS IMPACTOS NO AMBIENTE ESCOLAR ____________________________________________________________________________ primeira crise em uma idade posterior.…”

Stigma and psychosocial problems in patients with epilepsy

“…Negative beliefs, such as the misconception that people with epilepsy have low intelligence, pose a danger to other students, or should be educated separately, are still prevalent [14,30,31,35,48,51]. It has been reported that individuals with epilepsy have a higher rate of dropping out of school or a lower rate of continuing to higher education, compared to their healthy peers or siblings [74,75]. The psychosocial burden of the fear of exclusion and stigmatization by peers and educators compounds the medical burden of seizures, significantly impacting the educational lives of patients.…”