TY - JOUR
T1 - Early emotional and behavioral difficulties and adult educational attainment
T2 - an 18-year follow-up of the TEMPO study
AU - Zbar, Ariella
AU - Surkan, Pamela J.
AU - Fombonne, Eric
AU - Melchior, Maria
N1 - Funding Information:
The TEMPO study is supported by the French Ministry of Health-IReSP (TGIR Cohortes), the French Inter-departmental Mission for the Fight against Drugs and Drug addiction (MILDeCA), the French Institute of Cancer (INCa) and the Pfizer Foundation.
Publisher Copyright:
© 2016, Springer-Verlag Berlin Heidelberg.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - Children who experience behavioral difficulties often have short and long-term school problems. However, the relationship between emotional difficulties and later academic achievement has not been thoroughly examined. Using data from the French TEMPO study (n = 666, follow-up 1991, 1999, 2009, mean age = 10.5, sd = 4.9 at baseline), we studied associations between internalizing and externalizing symptoms in: (a) childhood and (b) adolescence and educational attainment by young adulthood (< vs. ≥ high school degree), accounting for participants’ age, sex, juvenile academic difficulties, and family income. High levels of childhood (but not adolescent) internalizing and externalizing symptoms were associated with low educational attainment; however, in multivariate models only the association with childhood internalizing symptoms remained statistically significant (OR = 1.75, 95 % CI 1.00–3.02). Supporting children with internalizing problems early on could help improve their long-term educational attainment.
AB - Children who experience behavioral difficulties often have short and long-term school problems. However, the relationship between emotional difficulties and later academic achievement has not been thoroughly examined. Using data from the French TEMPO study (n = 666, follow-up 1991, 1999, 2009, mean age = 10.5, sd = 4.9 at baseline), we studied associations between internalizing and externalizing symptoms in: (a) childhood and (b) adolescence and educational attainment by young adulthood (< vs. ≥ high school degree), accounting for participants’ age, sex, juvenile academic difficulties, and family income. High levels of childhood (but not adolescent) internalizing and externalizing symptoms were associated with low educational attainment; however, in multivariate models only the association with childhood internalizing symptoms remained statistically significant (OR = 1.75, 95 % CI 1.00–3.02). Supporting children with internalizing problems early on could help improve their long-term educational attainment.
KW - Cohort study
KW - Educational attainment
KW - Emotional difficulties
KW - Epidemiology
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U2 - 10.1007/s00787-016-0858-x
DO - 10.1007/s00787-016-0858-x
M3 - Article
C2 - 27143178
AN - SCOPUS:84965041816
SN - 1018-8827
VL - 25
SP - 1141
EP - 1143
JO - European Child and Adolescent Psychiatry
JF - European Child and Adolescent Psychiatry
IS - 10
ER -