Predictors of high school dropout, anxiety, and depression in genetic generalized epilepsy

Abstract

Affective disorders are overrepresented in epilepsy, and people with epilepsy may be at risk of dropping out from school. The aim of the present study was to assess factors influencing high school dropout, anxiety, and depression in genetic generalized epilepsy (GGE). One hundred and ten people with GGE aged 19‐40 years underwent a clinical interview, including the Hospital Anxiety and Depression Scale (HADS) questionnaire. Potential predictors of high school dropout were analyzed with logistic regression, and factors influencing total HADS score were analyzed with linear regression. Having felt excluded because of epilepsy was significantly associated with high school dropout (odds ratio 7.80, P = .009), as was total HADS score (odds ratio 1.22, P = .005). If a participant was currently employed or undergoing education, previous high school dropout was less likely (odds ratio 0.07, P = .005). High school dropout was associated with increased current anxiety and depression (β = 0.32, P = .005). Epilepsy severity (current drug resistance, current polytherapy, and active generalized tonic‐clonic seizures) was not associated with high school dropout, nor with total HADS score. The issue of stigma in epilepsy must be thoroughly addressed in comprehensive care and may be as important as seizure control when it comes to education and quality of life.

Perceptions of teachers regarding the inclusion of epilepsy education in life skills for primary learners and teachers in Limpopo and Mpumalanga provinces (South Africa)

“…There is a high prevalence of dropouts of learners from schools, and a high number of dropouts are those learners living with epilepsy. According to M. Syvertsen et al [9], most learners living with epilepsy dropped out of school because of being isolated and discriminated against due to misconceptions and stigma that surround epilepsy. Therefore, this means that knowledge regarding epilepsy is of great importance to decrease the misconceptions and myths that are associated with [10].…”

Exploring the Potential for Music Therapy to Support 21st Century Education Goals

“…Similar concern has been expressed globally, with scholars in countries such as Australia (Pascoe et al, 2020), and India arguing for better initiatives to address the issue (Maheshwari et al, 2020). Such calls include increased support for marginalised groups at higher risk of dropout, such as young people from low socioeconomic backgrounds (McFarland et al, 2018), youth in institutional care (Ozawa & Hirata, 2020), young people of colour (Brown & Rodríguez, 2009), and neurodivergent or disabled youth (Plasman & Gottfried, 2018;Syvertsen et al, 2020).…”

Analyzing the factors affecting the high school dropout in Ca Mau

“…This cause was an objective cause that students, parents, teachers, and schools did not expect. However, if it happened, it would be a direct cause of dropping out of high school as introduced in (Vaughn et al, 2014;Hjorth, et al, 2016;Ramsdal et al, 2018;Syvertsen et al, 2020).…”

“…Besides, different problems from schools were introduced in Ralph (1997), such as focusing on academic achievement, focusing on teaching, in Rumberger and Lim (2008) attributed to factors related to students' individual characteristics. On the other hand, some reasons could be from serious diseases infections, as presented in Vaughn et al (2014), Hjorth et al (2016), Ramsdal et al (2018) and Syvertsen et al (2020).…”