#Asthma and #school performance in urban children
Today’s blog post is about a study conducted by Dr. Noinis Mitchell et al. and focuses on asthma and academic performance in urban children. The study was conducted in Providence, Rhode Island.
Why did the authors conduct the study?
Urban minority children are at increased risk for asthma morbidity.
Children with asthma are more prone to school absences than their healthy peers; urban minority children with asthma are at even greater risk.
Factors that place individuals in urban living at risk for asthma:
Exposure to urban stressors and violence
Environmental irritants and allergens
Poorer medication adherence
Cultural factors related to racial/ethnic background
Frequency of absences is an important indicator of asthma morbidity in children and has been used as a proxy for academic performance in studies including children with asthma.
The extent to which asthma affects urban children’s academic performance across multiple academic indicators is not well documented.
How did the authors conduct their study?
Data were collected within a larger 5-year study, Project Nocturnal Asthma and Performance in School, that assessed the co-occurrence of asthma, allergic rhinitis, sleep quality, and academic functioning in urban children and healthy controls across an academic year.
Participants were recruited from the 4 largest urban school districts in an urban Northeast US city and form hospital based ambulatory pediatric clinics.
Age between 7-9 years old.
Legal guardian was willing to participate and self-identified as Latino (Dominican/Puerto Rican), black/African American, or non-Latino white.
Attends an urban public school in 1 of the 4 targeted school districts that are identified as being high-risk for asthma prevalence and asthma-related health care utilization.
Physician-diagnosed asthma or caregiver-reported asthma symptoms in the previous 12 months.
Each child was initially evaluated for persistent asthma either by caregiver report of a current prescription for asthma controller medication
OR report of recurrent daytime or nighttime symptoms, activity limitation, rescue medication use
OR 2 or more oral steroid burst in the prior 12 months
Assessment of academic indicators occurred concurrently with asthma monitoring; each child’s teacher was asked to complete a 2-week short term academic performance assessment that dovetailed with the last 2 weeks of the monitoring period.
Caregivers reported how often missed doses of daily controller medication on a scale from 1 (misses doses all of the time) to 5 (never misses doses).
At the end of the monitoring period, families completed the Childhood Asthma Control Test (ACT).
Each participant’s primary classroom teacher reported on the participants academic performance during 2 weeks within the monitoring period in which the child’s asthma was assessed.
What did the authors find?
Asthma severity was negatively associated with quality of school work.
Among children with asthma, better lung function was associated with teacher reports of better quality of school work and less careless work.
Better asthma control was significantly associated with higher quality of work and fewer absences and borderline associated more work completed and higher math scores.
Significant associations were found between asthma and academic indicators stratified by ethnicity.
Among Latinos better lung function was associated with less careless school work as well as higher math and reading scores.
Among black children, more daily reported symptoms were associated with more school absences.
Among non-Latino white children, there were borderline associations between better lung function and better quality of work.
More daily reported symptoms were significantly associated with worse quality of work, worse math scores, and more school absences.
Poor asthma control can affect children’s daily functioning. Children’s optimal school performance, a key factor in their future learning and academic trajectory is at stake.
Asthma management education for students, caregivers, and school staff is needed to provide clear asthma response plans for students experiencing symptoms at school.
Increased communication between caregivers, teachers, and school nurses about the asthma care of children can ensure that students’ asthma response plan in school is clear and that they have available rescue medications at school.
Asthma control is modifiable urban school are faced with barriers that may limit optimal asthma management at school; interventions designed to increase parent-provider-school partnerships should be encouraged to address these barriers.