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Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort

BACKGROUND: Educational difficulties are an important potential influence on both the onset and course of children's conduct problems. This study evaluated the association between school failure and children's conduct problems in Brazil, a context with high rates of both conditions, using...

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Autores principales: Martins‐Silva, Thais, Bauer, Andreas, Matijasevich, Alicia, Santos, Iná, Barros, Aluísio, Ekelund, Ulf, Tovo‐Rodrigues, Luciana, Murray, Joseph
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10242956/
https://www.ncbi.nlm.nih.gov/pubmed/37431415
http://dx.doi.org/10.1002/jcv2.12105
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author Martins‐Silva, Thais
Bauer, Andreas
Matijasevich, Alicia
Santos, Iná
Barros, Aluísio
Ekelund, Ulf
Tovo‐Rodrigues, Luciana
Murray, Joseph
author_facet Martins‐Silva, Thais
Bauer, Andreas
Matijasevich, Alicia
Santos, Iná
Barros, Aluísio
Ekelund, Ulf
Tovo‐Rodrigues, Luciana
Murray, Joseph
author_sort Martins‐Silva, Thais
collection PubMed
description BACKGROUND: Educational difficulties are an important potential influence on both the onset and course of children's conduct problems. This study evaluated the association between school failure and children's conduct problems in Brazil, a context with high rates of both conditions, using both observational and genetic approaches. METHODS: Prospective, population‐based, birth cohort study in Pelotas city, Brazil. Parents reported on conduct problems four times between ages 4–15 years, and group‐based trajectory analysis was used to classify 3469 children into trajectories of childhood‐limited, early‐onset persistent, adolescence‐onset, or low conduct problems. School failure was measured as having repeated a school grade up to age 11, and a polygenic risk score (PRS) predicting educational attainment was calculated. Multinomial adjusted regression models were used to estimate the association between school failure (observational measure and the PRS) and conduct problem trajectories. To consider possible variation in effects of school failure by social context, interactions were tested with family income and school environment (using both observational and PRS methods). RESULTS: Children repeating a school grade had increased odds of being on to childhood‐limited (OR: 1.57; 95% CI 1.21; 2.03), adolescence‐onset (OR: 1.96; 95% CI 1.39; 2.75), or early‐onset persistent trajectory (OR: 2.99; 95% CI 1.85; 4.83), compared to the low conduct problem trajectory. School failure also predicted increased risk for early‐onset persistent problems versus the childhood‐limited problems (OR: 1.91; 95% CI 1.17; 3.09). Using a genetic PRS approach, similar findings were observed. Associations varied according to the school environment: school failure had larger effects on children in better school environments. CONCLUSION: School performance, whether measured in terms of repeating school grades or genetic susceptibility, was consistently associated with trajectories of child conduct problems into mid‐adolescence. We also found a larger association for children in better school environments.
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spelling pubmed-102429562023-07-10 Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort Martins‐Silva, Thais Bauer, Andreas Matijasevich, Alicia Santos, Iná Barros, Aluísio Ekelund, Ulf Tovo‐Rodrigues, Luciana Murray, Joseph JCPP Adv Original Articles BACKGROUND: Educational difficulties are an important potential influence on both the onset and course of children's conduct problems. This study evaluated the association between school failure and children's conduct problems in Brazil, a context with high rates of both conditions, using both observational and genetic approaches. METHODS: Prospective, population‐based, birth cohort study in Pelotas city, Brazil. Parents reported on conduct problems four times between ages 4–15 years, and group‐based trajectory analysis was used to classify 3469 children into trajectories of childhood‐limited, early‐onset persistent, adolescence‐onset, or low conduct problems. School failure was measured as having repeated a school grade up to age 11, and a polygenic risk score (PRS) predicting educational attainment was calculated. Multinomial adjusted regression models were used to estimate the association between school failure (observational measure and the PRS) and conduct problem trajectories. To consider possible variation in effects of school failure by social context, interactions were tested with family income and school environment (using both observational and PRS methods). RESULTS: Children repeating a school grade had increased odds of being on to childhood‐limited (OR: 1.57; 95% CI 1.21; 2.03), adolescence‐onset (OR: 1.96; 95% CI 1.39; 2.75), or early‐onset persistent trajectory (OR: 2.99; 95% CI 1.85; 4.83), compared to the low conduct problem trajectory. School failure also predicted increased risk for early‐onset persistent problems versus the childhood‐limited problems (OR: 1.91; 95% CI 1.17; 3.09). Using a genetic PRS approach, similar findings were observed. Associations varied according to the school environment: school failure had larger effects on children in better school environments. CONCLUSION: School performance, whether measured in terms of repeating school grades or genetic susceptibility, was consistently associated with trajectories of child conduct problems into mid‐adolescence. We also found a larger association for children in better school environments. John Wiley and Sons Inc. 2022-10-17 /pmc/articles/PMC10242956/ /pubmed/37431415 http://dx.doi.org/10.1002/jcv2.12105 Text en © 2022 The Authors. JCPP Advances published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Articles
Martins‐Silva, Thais
Bauer, Andreas
Matijasevich, Alicia
Santos, Iná
Barros, Aluísio
Ekelund, Ulf
Tovo‐Rodrigues, Luciana
Murray, Joseph
Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort
title Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort
title_full Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort
title_fullStr Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort
title_full_unstemmed Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort
title_short Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort
title_sort educational performance and conduct problem trajectories from childhood to adolescence: observational and genetic associations in a brazilian birth cohort
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10242956/
https://www.ncbi.nlm.nih.gov/pubmed/37431415
http://dx.doi.org/10.1002/jcv2.12105
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