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Connecting the dots: social networks in the classroom and white matter connections in the brain
BACKGROUND: Peer connections in school classrooms play an important role in social–emotional development and mental health. However, research on the association between children's peer relationships and white matter connections in the brain is scarce. We studied associations between peer relati...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9796140/ https://www.ncbi.nlm.nih.gov/pubmed/35672035 http://dx.doi.org/10.1111/jcpp.13647 |
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author | Mulder, Rosa H. López‐Vicente, Mónica Cortes Hidalgo, Andrea P. Steenkamp, Lisa R. Güroğlu, Berna Tiemeier, Henning Muetzel, Ryan L. |
author_facet | Mulder, Rosa H. López‐Vicente, Mónica Cortes Hidalgo, Andrea P. Steenkamp, Lisa R. Güroğlu, Berna Tiemeier, Henning Muetzel, Ryan L. |
author_sort | Mulder, Rosa H. |
collection | PubMed |
description | BACKGROUND: Peer connections in school classrooms play an important role in social–emotional development and mental health. However, research on the association between children's peer relationships and white matter connections in the brain is scarce. We studied associations between peer relationships in the classroom and white matter structural connectivity in a pediatric population‐based sample. METHODS: Bullying and victimization, as well as rejection and acceptance, were assessed in classrooms in 634 children at age 7. White matter microstructure (fractional anisotropy (FA), mean diffusivity (MD)) was measured with diffusion tensor imaging at age 10. We examined global metrics of white matter microstructure and used Tract‐Based Spatial Statistics (TBSS) for voxel‐wise associations. RESULTS: Peer victimization was associated with higher global FA and lower global MD and peer rejection was associated with lower global MD; however, these associations did not remain after multiple testing correction. Voxel‐wise TBSS results for peer victimization and rejection were in line with global metrics both in terms of direction and spatial extent of the associations, with associated voxels (p (FWE) <.05) observed throughout the brain (including corpus callosum, corona radiata, sagittal stratum and superior longitudinal fasciculi). CONCLUSIONS: Although based only on cross‐sectional data, the findings could indicate accelerated white matter microstructure maturation in certain brain areas of children who are victimized or rejected more often. However, repeated measurements are essential to unravel this complex interplay of peer connections, maturation and brain development over time. |
format | Online Article Text |
id | pubmed-9796140 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-97961402022-12-30 Connecting the dots: social networks in the classroom and white matter connections in the brain Mulder, Rosa H. López‐Vicente, Mónica Cortes Hidalgo, Andrea P. Steenkamp, Lisa R. Güroğlu, Berna Tiemeier, Henning Muetzel, Ryan L. J Child Psychol Psychiatry Original Articles BACKGROUND: Peer connections in school classrooms play an important role in social–emotional development and mental health. However, research on the association between children's peer relationships and white matter connections in the brain is scarce. We studied associations between peer relationships in the classroom and white matter structural connectivity in a pediatric population‐based sample. METHODS: Bullying and victimization, as well as rejection and acceptance, were assessed in classrooms in 634 children at age 7. White matter microstructure (fractional anisotropy (FA), mean diffusivity (MD)) was measured with diffusion tensor imaging at age 10. We examined global metrics of white matter microstructure and used Tract‐Based Spatial Statistics (TBSS) for voxel‐wise associations. RESULTS: Peer victimization was associated with higher global FA and lower global MD and peer rejection was associated with lower global MD; however, these associations did not remain after multiple testing correction. Voxel‐wise TBSS results for peer victimization and rejection were in line with global metrics both in terms of direction and spatial extent of the associations, with associated voxels (p (FWE) <.05) observed throughout the brain (including corpus callosum, corona radiata, sagittal stratum and superior longitudinal fasciculi). CONCLUSIONS: Although based only on cross‐sectional data, the findings could indicate accelerated white matter microstructure maturation in certain brain areas of children who are victimized or rejected more often. However, repeated measurements are essential to unravel this complex interplay of peer connections, maturation and brain development over time. John Wiley and Sons Inc. 2022-06-07 2022-12 /pmc/articles/PMC9796140/ /pubmed/35672035 http://dx.doi.org/10.1111/jcpp.13647 Text en © 2022 The Authors. Journal of Child Psychology and Psychiatry 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 Mulder, Rosa H. López‐Vicente, Mónica Cortes Hidalgo, Andrea P. Steenkamp, Lisa R. Güroğlu, Berna Tiemeier, Henning Muetzel, Ryan L. Connecting the dots: social networks in the classroom and white matter connections in the brain |
title | Connecting the dots: social networks in the classroom and white matter connections in the brain |
title_full | Connecting the dots: social networks in the classroom and white matter connections in the brain |
title_fullStr | Connecting the dots: social networks in the classroom and white matter connections in the brain |
title_full_unstemmed | Connecting the dots: social networks in the classroom and white matter connections in the brain |
title_short | Connecting the dots: social networks in the classroom and white matter connections in the brain |
title_sort | connecting the dots: social networks in the classroom and white matter connections in the brain |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9796140/ https://www.ncbi.nlm.nih.gov/pubmed/35672035 http://dx.doi.org/10.1111/jcpp.13647 |
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