Educational Outcomes in Children and Adolescents With Type 1 Diabetes and Psychiatric Disorders
Authors' conclusion
In this cohort study of Swedish-born children and adolescents, those with T1D alone had minor difficulties with their educational outcomes, whereas those with both T1D and psychiatric disorders had universal long-term educational underachievement. These findings highlight the importance of identifying psychiatric disorders in pediatric patients with T1D and the need for targeted educational intervention and support to minimize the education gap between the affected children and their peers.
Study context
- Population
- Individuals born in Sweden 1973–1997, followed from birth through December 31, 2013; T1D median (IQR) age at diagnosis 9.5 (6.0–12.5) years13,294 with T1D
- Participants
- 2,454,862 individuals
- Exposure
- T1D with and without psychiatric disorders vs healthy individuals
- T1D + psychiatric disordern = 1,012
- Outcome
- Achieving educational milestones (completing compulsory school, eligibility for and finishing upper secondary school, starting and finishing university) and compulsory school performances
Methodological detailsmultiple Swedish registers, sibling comparison analyses, Data analyses March 1 to June 30, 2022
- Multiple Swedish registers
- Sibling comparison analyses
- Data analyses March 1 to June 30, 2022
Main finding
As reported in the abstract
Observational data: associations, not effects.
Further findings
Compulsory school grade point averages
- Lower grade point averages with T1D + psychiatric disorder
Sibling comparison analyses
- Findings remained similar in sibling comparison analyses
Original publication
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