The Extent and Specificity of Relative Age Effects on Mental Health and Functioning in Early Adolescence

Patalay, Praveetha; Belsky, Jay; Fonagy, Peter; Vostanis, Panos; Humphrey, Neil; Deighton, Jessica; Wolpert, Miranda

doi:10.1016/j.jadohealth.2015.07.012

Cited by 36 publications

(60 citation statements)

References 28 publications

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“…Children who are relatively young within their academic year were more likely to score higher on a well‐established measure of child mental health, the SDQ, but at group level, the differences were such that they would be unlikely to make a difference in isolation at an individual level. Our findings do replicate other studies (Ford et al ; Crawford et al ; Patalay et al ), which implies that there may be a number of relatively young children for whom the additional stress of trying to keep up with older, more developmentally advanced children at school may compound other adversities. Relative age may become more important when there are other challenges to mental health and learning.…”

Section: Discussionsupporting

confidence: 90%

“…Thompson et al 1999), which could plausibly be associated with unhappiness. Additionally, Patalay et al (2015) found a small but significant effect of relative age on the emotional symptom subscale of the SDQ in students aged 11-13 years. Children may not experience an emotional effect of relative age in school until they are older than our sample (4-9 years) and more able to compare themselves with others.…”

Section: Discussionmentioning

confidence: 84%

“…Previous research has suggested that relatively young children are more likely to have lower levels of self‐esteem (Fenzel ; A. Thompson et al ), be bullied at school (Department for Education ) and commit suicide (A. Thompson et al ), which could plausibly be associated with unhappiness. Additionally, Patalay et al () found a small but significant effect of relative age on the emotional symptom subscale of the SDQ in students aged 11–13 years. Children may not experience an emotional effect of relative age in school until they are older than our sample (4–9 years) and more able to compare themselves with others.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, in a large sample of African American and European American children, the prevalence of psychiatric disorders was higher among children who were youngest within their academic year (Polizzi et al ). Patalay et al () also found that relatively younger adolescents had more emotional symptoms and peer problems when compared with relatively older peers using SDQ data from a large population‐based sample (born 1996–1998).…”

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confidence: 96%

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Examining the psychological and social impact of relative age in primary school children: a cross‐sectional survey

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Allen

Ukoumunne

et al. 2017

Child

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 96%

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Examining the psychological and social impact of relative age in primary school children: a cross‐sectional survey

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Allen

Ukoumunne

et al. 2017

Child

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“…1,10,11 Poor attainment is associated with lower lifetime earnings, 2 self-esteem, 3 and poorer mental health. 4,5 The disparities in academic attainment associated with birth date are so large and persistent that they cannot be explained solely by differences in chronological age or maturity. 1 There is evidence that relatively older students receive higher grades in physical education.…”

Section: Introductionmentioning

confidence: 99%

Maturational and social factors contributing to relative age effects in school sports: Data from the London Youth Games

Reed

Sandercock

2016

Scandinavian Med Sci Sports

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Background Few studies have investigated whether Relative Age Effects (RAE) exist in school sport. None have sought to test the competing maturational and social-agent hypotheses proposed to explain the RAE. We aimed to determine the presence of RAEs in multiple school sports and examine the contribution of maturational and social factors in commonplace school sports. Methods We analysed birth dates of n=10645 competitors (11-18 years) in the 2013 London Youth Games annual inter-school multisport competition and calculated odds ratio (OR) for students competing in based on their yearly birth quarter (Q1-Q4). Multivariate logistic regression was used to determine the relative contribution of constituent year (Grade) and relative age in netball and football which used multi-year age groupings. Results In girls, RAEs were present in the team sports including hockey, netball, rugby union, cricket and volleyball but not football. In boys RAEs were stronger in common team sports (football, basketball cricket) as well as athletics and rowing. In netball and football teams with players from two constituent years, birth quarter was better-predicted selection than did constituent year. Relatively older players (Q1) from lower constituent years were overrepresented compared with players from Q3 and Q4 of the upper constituent years. Conclusions RAEs are present in the many sports commonplace in English schools. Selection of relatively older players ahead of chronologically older students born later in the selection year suggests social agents contribute to RAEs in school sports.

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Association of Relative Age in the School Year With Diagnosis of Intellectual Disability, Attention-Deficit/Hyperactivity Disorder, and Depression

et al. 2019

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IMPORTANCE Young relative age within the school year has previously been associated with attention-deficit/hyperactivity disorder (ADHD) diagnosis and, based on limited evidence, diagnosis of intellectual disability. No study to date has examined the association between relative age and diagnosis of depression. OBJECTIVES To estimate the associations with intellectual disability and ADHD and investigate a potential novel association between relative age and childhood depression. DESIGN, SETTING, AND PARTICIPANTS This population-based cohort study of 1 042 106 children aged 4 to 15 years used electronic record data collected before January 3, 2017, from more than 700 general practices contributing to the UK Clinical Practice Research Datalink. Multivariable Cox proportional hazards regression modeling was used to explore the association between relative age and the incidence of intellectual disability, ADHD, and depression before age 16 years. Data were analyzed between July 2017 and January 2019. EXPOSURES Relative age within school year determined by month of birth and categorized into four 3-month groups. MAIN OUTCOMES AND MEASURES Intellectual disability, ADHD, and depression. RESULTS In the total cohort of 1 042 106 children, 532 876 were male (51.1%) and the median age at study entry was 4.0 years (interquartile range, 4.0-5.0). There was evidence that being born in the last quarter of the school year (ie, being the youngest group in a school year) was associated with diagnosis of intellectual disability (adjusted hazard ratio [aHR], 1.30; 95% CI, 1.18-1.42), ADHD (aHR, 1.36; 95% CI, 1.28-1.45), and depression (aHR, 1.31; 95% CI, 1.08-1.59) compared with being born in the first quarter. A graded association was seen with intermediate age groups at a smaller increased risk of each diagnosis compared with the oldest group, with aHRs for intellectual disability for those born in the second quarter of 1.06 (95% CI, 0.96-1.17) and for those born in the third quarter of 1.20 (95% CI, 1.09-1.32); aHRs for ADHD for those born in the second quarter of 1.15 (95% CI, 1.08-1.23) and for those born in the third quarter of 1.31 (95% CI, 1.23-1.40); and aHRs for depression for those born in the second quarter of 1.05 (95% CI, 0.85-1.29) and for those born in the third quarter of 1.13 (95% CI, 0.92-1.38). CONCLUSIONS AND RELEVANCE In this study, relative youth status in the school year is associated with an increased risk of diagnosis of ADHD, intellectual disability, and depression in childhood. Further research into clinical and policy interventions to minimize these associations appears to be needed.

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The Extent and Specificity of Relative Age Effects on Mental Health and Functioning in Early Adolescence

Cited by 36 publications

References 28 publications

Examining the psychological and social impact of relative age in primary school children: a cross‐sectional survey

Examining the psychological and social impact of relative age in primary school children: a cross‐sectional survey

Maturational and social factors contributing to relative age effects in school sports: Data from the London Youth Games

Association of Relative Age in the School Year With Diagnosis of Intellectual Disability, Attention-Deficit/Hyperactivity Disorder, and Depression

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