The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil

Detalhes bibliográficos
Autor(a) principal: Hoffmann, Maurício Scopel
Data de Publicação: 2021
Outros Autores: McDaid, David, Salum Junior, Giovanni Abrahão, Ribeiro, Wagner Silva, Ziebold Jorquera, Carolina Andrea, King, Derek, Gadelha, Ary, Miguel, Eurípedes Constantino, Mari, Jair de Jesus, Rohde, Luis Augusto Paim, Pan, Pedro Mario, Bressan, Rodrigo Affonseca, Mojtabai, Ramin, Evans-Lacko, Sara E.
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFRGS
Texto Completo: http://hdl.handle.net/10183/250379
Resumo: Aims. Mental health problems early in life can negatively impact educational attainment, which in turn have negative long-term effects on health, social and economic opportunities. Our aims were to: (i) estimate the impacts of different types of psychiatric conditions on educational outcomes and (ii) to estimate the proportion of adverse educational outcomes which can be attributed to psychiatric conditions. Methods. Participants (N = 2511) were from a school-based community cohort of Brazilian children and adolescents aged 6–14 years enriched for high family risk of psychiatric conditions. We examined the impact of fear- (panic, separation and social anxiety disorder, specific phobia, agoraphobia and anxiety conditions not otherwise specified), distress- (generalised anxiety disorder, major depressive disorder and depressive disorder not otherwise specified, bipolar, obsessive-compulsive, tic, eating and post-traumatic stress disorder) and externalising- related conditions (attention deficit and hyperactivity disorder, conduct and oppositional- defiant conditions) on grade repetition, dropout, age-grade distortion, literacy performance and bullying perpetration, 3 years later. Psychiatric conditions were ascertained by psychiatrists, using the Development and Well-Being Behaviour Assessment. Propensity score and inverse probability weighting were used to adjust for potential confounders, including comorbidity, and sample attrition. We calculated the population attributable risk percentages to estimate the proportion of adverse educational outcomes in the population which could be attributed to psychiatric conditions. Analyses were conducted separately for males and females. Results. Fear and distress conditions in males were associated with school dropout (odds ratio (OR) = 2.76; 95% confidence interval (CI) = 1.06, 7.22; p < 0.05) and grade repetition (OR = 2.76; 95% CI = 1.32, 5.78; p < 0.01), respectively. Externalising conditions were associated with grade repetition in males (OR = 1.66; 95% CI = 1.05, 2.64; p < 0.05) and females (OR = 2.03; 95% CI = 1.15, 3.58; p < 0.05), as well as age-grade distortion in males (OR = 1.66; 95% CI = 1.05, 2.62; p < 0.05) and females (OR = 2.88; 95% CI = 1.61, 5.14; p < 0.001). Externalising conditions were also associated with lower literacy levels (β = −0.23; 95% CI = −0.34, −0.12; p < 0.001) and bullying perpetration (OR = 3.12; 95% CI = 1.50, 6.51; p < 0.001) in females. If all externalising conditions were prevented or treated, we estimate that 5.0 and 4.8% of grade repetition would not have occurred in females and males, respectively, as well as 10.2 (females) and 5.3% (males) of age-grade distortion cases and 11.4% of female bullying perpetration. Conclusions. The study provides evidence of the negative impact of psychiatric conditions on educational outcomes in a large Brazilian cohort. Externalising conditions had the broadest and most robust negative impacts on education and these were particularly harmful to females which are likely to limit future socio-economic opportunities.
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spelling Hoffmann, Maurício ScopelMcDaid, DavidSalum Junior, Giovanni AbrahãoRibeiro, Wagner SilvaZiebold Jorquera, Carolina AndreaKing, DerekGadelha, AryMiguel, Eurípedes ConstantinoMari, Jair de JesusRohde, Luis Augusto PaimPan, Pedro MarioBressan, Rodrigo AffonsecaMojtabai, RaminEvans-Lacko, Sara E.2022-10-26T04:50:18Z20212045-7979http://hdl.handle.net/10183/250379001148399Aims. Mental health problems early in life can negatively impact educational attainment, which in turn have negative long-term effects on health, social and economic opportunities. Our aims were to: (i) estimate the impacts of different types of psychiatric conditions on educational outcomes and (ii) to estimate the proportion of adverse educational outcomes which can be attributed to psychiatric conditions. Methods. Participants (N = 2511) were from a school-based community cohort of Brazilian children and adolescents aged 6–14 years enriched for high family risk of psychiatric conditions. We examined the impact of fear- (panic, separation and social anxiety disorder, specific phobia, agoraphobia and anxiety conditions not otherwise specified), distress- (generalised anxiety disorder, major depressive disorder and depressive disorder not otherwise specified, bipolar, obsessive-compulsive, tic, eating and post-traumatic stress disorder) and externalising- related conditions (attention deficit and hyperactivity disorder, conduct and oppositional- defiant conditions) on grade repetition, dropout, age-grade distortion, literacy performance and bullying perpetration, 3 years later. Psychiatric conditions were ascertained by psychiatrists, using the Development and Well-Being Behaviour Assessment. Propensity score and inverse probability weighting were used to adjust for potential confounders, including comorbidity, and sample attrition. We calculated the population attributable risk percentages to estimate the proportion of adverse educational outcomes in the population which could be attributed to psychiatric conditions. Analyses were conducted separately for males and females. Results. Fear and distress conditions in males were associated with school dropout (odds ratio (OR) = 2.76; 95% confidence interval (CI) = 1.06, 7.22; p < 0.05) and grade repetition (OR = 2.76; 95% CI = 1.32, 5.78; p < 0.01), respectively. Externalising conditions were associated with grade repetition in males (OR = 1.66; 95% CI = 1.05, 2.64; p < 0.05) and females (OR = 2.03; 95% CI = 1.15, 3.58; p < 0.05), as well as age-grade distortion in males (OR = 1.66; 95% CI = 1.05, 2.62; p < 0.05) and females (OR = 2.88; 95% CI = 1.61, 5.14; p < 0.001). Externalising conditions were also associated with lower literacy levels (β = −0.23; 95% CI = −0.34, −0.12; p < 0.001) and bullying perpetration (OR = 3.12; 95% CI = 1.50, 6.51; p < 0.001) in females. If all externalising conditions were prevented or treated, we estimate that 5.0 and 4.8% of grade repetition would not have occurred in females and males, respectively, as well as 10.2 (females) and 5.3% (males) of age-grade distortion cases and 11.4% of female bullying perpetration. Conclusions. The study provides evidence of the negative impact of psychiatric conditions on educational outcomes in a large Brazilian cohort. Externalising conditions had the broadest and most robust negative impacts on education and these were particularly harmful to females which are likely to limit future socio-economic opportunities.application/pdfengEpidemiology and psychiatric sciences. Cambridge. Vol. 30 (2021), e69, 10 p.Risco atribuívelEscolaridadeSaúde mentalEvasão escolarAge-grade distortionAttributable risk fractionEducational attainmentGrade repetitionMental healthSchool dropoutThe impact of child psychiatric conditions on future educational outcomes among a community cohort in BrazilEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSTEXT001148399.pdf.txt001148399.pdf.txtExtracted Texttext/plain59357http://www.lume.ufrgs.br/bitstream/10183/250379/2/001148399.pdf.txt9806dcdf0c578c6b15bd9c7e399ff172MD52ORIGINAL001148399.pdfTexto completo (inglês)application/pdf231540http://www.lume.ufrgs.br/bitstream/10183/250379/1/001148399.pdf2cc5388c4bf7f00f2200d38cdaadac77MD5110183/2503792023-05-13 03:27:35.401863oai:www.lume.ufrgs.br:10183/250379Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2023-05-13T06:27:35Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.pt_BR.fl_str_mv The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
title The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
spellingShingle The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
Hoffmann, Maurício Scopel
Risco atribuível
Escolaridade
Saúde mental
Evasão escolar
Age-grade distortion
Attributable risk fraction
Educational attainment
Grade repetition
Mental health
School dropout
title_short The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
title_full The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
title_fullStr The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
title_full_unstemmed The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
title_sort The impact of child psychiatric conditions on future educational outcomes among a community cohort in Brazil
author Hoffmann, Maurício Scopel
author_facet Hoffmann, Maurício Scopel
McDaid, David
Salum Junior, Giovanni Abrahão
Ribeiro, Wagner Silva
Ziebold Jorquera, Carolina Andrea
King, Derek
Gadelha, Ary
Miguel, Eurípedes Constantino
Mari, Jair de Jesus
Rohde, Luis Augusto Paim
Pan, Pedro Mario
Bressan, Rodrigo Affonseca
Mojtabai, Ramin
Evans-Lacko, Sara E.
author_role author
author2 McDaid, David
Salum Junior, Giovanni Abrahão
Ribeiro, Wagner Silva
Ziebold Jorquera, Carolina Andrea
King, Derek
Gadelha, Ary
Miguel, Eurípedes Constantino
Mari, Jair de Jesus
Rohde, Luis Augusto Paim
Pan, Pedro Mario
Bressan, Rodrigo Affonseca
Mojtabai, Ramin
Evans-Lacko, Sara E.
author2_role author
author
author
author
author
author
author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Hoffmann, Maurício Scopel
McDaid, David
Salum Junior, Giovanni Abrahão
Ribeiro, Wagner Silva
Ziebold Jorquera, Carolina Andrea
King, Derek
Gadelha, Ary
Miguel, Eurípedes Constantino
Mari, Jair de Jesus
Rohde, Luis Augusto Paim
Pan, Pedro Mario
Bressan, Rodrigo Affonseca
Mojtabai, Ramin
Evans-Lacko, Sara E.
dc.subject.por.fl_str_mv Risco atribuível
Escolaridade
Saúde mental
Evasão escolar
topic Risco atribuível
Escolaridade
Saúde mental
Evasão escolar
Age-grade distortion
Attributable risk fraction
Educational attainment
Grade repetition
Mental health
School dropout
dc.subject.eng.fl_str_mv Age-grade distortion
Attributable risk fraction
Educational attainment
Grade repetition
Mental health
School dropout
description Aims. Mental health problems early in life can negatively impact educational attainment, which in turn have negative long-term effects on health, social and economic opportunities. Our aims were to: (i) estimate the impacts of different types of psychiatric conditions on educational outcomes and (ii) to estimate the proportion of adverse educational outcomes which can be attributed to psychiatric conditions. Methods. Participants (N = 2511) were from a school-based community cohort of Brazilian children and adolescents aged 6–14 years enriched for high family risk of psychiatric conditions. We examined the impact of fear- (panic, separation and social anxiety disorder, specific phobia, agoraphobia and anxiety conditions not otherwise specified), distress- (generalised anxiety disorder, major depressive disorder and depressive disorder not otherwise specified, bipolar, obsessive-compulsive, tic, eating and post-traumatic stress disorder) and externalising- related conditions (attention deficit and hyperactivity disorder, conduct and oppositional- defiant conditions) on grade repetition, dropout, age-grade distortion, literacy performance and bullying perpetration, 3 years later. Psychiatric conditions were ascertained by psychiatrists, using the Development and Well-Being Behaviour Assessment. Propensity score and inverse probability weighting were used to adjust for potential confounders, including comorbidity, and sample attrition. We calculated the population attributable risk percentages to estimate the proportion of adverse educational outcomes in the population which could be attributed to psychiatric conditions. Analyses were conducted separately for males and females. Results. Fear and distress conditions in males were associated with school dropout (odds ratio (OR) = 2.76; 95% confidence interval (CI) = 1.06, 7.22; p < 0.05) and grade repetition (OR = 2.76; 95% CI = 1.32, 5.78; p < 0.01), respectively. Externalising conditions were associated with grade repetition in males (OR = 1.66; 95% CI = 1.05, 2.64; p < 0.05) and females (OR = 2.03; 95% CI = 1.15, 3.58; p < 0.05), as well as age-grade distortion in males (OR = 1.66; 95% CI = 1.05, 2.62; p < 0.05) and females (OR = 2.88; 95% CI = 1.61, 5.14; p < 0.001). Externalising conditions were also associated with lower literacy levels (β = −0.23; 95% CI = −0.34, −0.12; p < 0.001) and bullying perpetration (OR = 3.12; 95% CI = 1.50, 6.51; p < 0.001) in females. If all externalising conditions were prevented or treated, we estimate that 5.0 and 4.8% of grade repetition would not have occurred in females and males, respectively, as well as 10.2 (females) and 5.3% (males) of age-grade distortion cases and 11.4% of female bullying perpetration. Conclusions. The study provides evidence of the negative impact of psychiatric conditions on educational outcomes in a large Brazilian cohort. Externalising conditions had the broadest and most robust negative impacts on education and these were particularly harmful to females which are likely to limit future socio-economic opportunities.
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dc.relation.ispartof.pt_BR.fl_str_mv Epidemiology and psychiatric sciences. Cambridge. Vol. 30 (2021), e69, 10 p.
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