Longitudinal associations between weight status and academic achievement in primary school children
Authors' conclusion
Associations between being affected by overweight/obesity and poorer academic achievement were more pronounced in girls than boys, indicating potentially inequitable impacts of excess weight and highlighting the greater need for intervention among girls. However, stronger study designs are needed to confirm our findings.
Study context
- Population
- Australian school children, Healthy Active Preschool and Primary Years study; BMI measured in preschool (age 3–5 years; 2008/9) and primary school (age 6–8 years; 2011/12); academic achievement at age 9 years
- Exposure
- Childhood weight status and later academic achievement
- Outcome
- Academic achievement (NAPLAN scores)
- Follow-up
- Age 9 years
Methodological detailslongitudinal
- Longitudinal
Main finding
As reported in the abstract
Girls: higher preschool BMI z-score and lower language scores, B
−13.68 (−26.61, −0.76) (95% CI)
Girls: overweight in preschool and lower language scores, B
−33.57 (−61.50, −5.24) (95% CI)
Observational data: associations, not effects.
Further findings
Remaining overweight from preschool to primary school, girls
- Lower numeracy, B
- −25.03 (−49.74, −0.33) (95% CI)
- Lower spelling, B
- −33.5 (−63.43, −3.58) (95% CI)
- Lower language, B
- −37.89 (−72.75, −3.03) (95% CI)
- Lower total achievement, B
- −24.24 (−44.85, −3.63) (95% CI)
Becoming overweight, boys
- Lower spelling, B
- −38.76 (−73.59, −3.93) (95% CI)
- Lower total achievement, B
- −27.70 (−54.81, −0.58) (95% CI)
Original publication
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