Chronic Illnesses and Student Academic Performance

Abstract

Innovations in healthcare have improved survival in children with illnesses previously considered fatal. Chronic illnesses in school-age children are increasing significantly, and these children are at higher risk for school problems than their healthy peers. To review the state of research on the impact of chronic illnesses on student academic performance, we reviewed original studies that investigated the relationship of child development, cognitive abilities, and academic achievement with common chronic illnesses. Research reveals evidence that chronic illnesses have both direct (educational impacts) and indirect (social and psychological impacts) impacts on education. Specifically, epilepsy, asthma, diabetes mellitus, cancer, congenital heart diseases, and Human Immunodeficiency Virus infection affect student achievement and some specific areas of cognitive ability. Success at school for the chronically ill student requires the coordinated efforts of educators, parents, students, and medical professionals. This review also proposes ways to assess and assist children with chronic illnesses in different educational settings. Hospital schooling, homebound instruction, and school-based interventions are examined. The critical aspects of each educational service are discussed with recommendations for educators and healthcare practitioners.

Perceived stress and anxiety among medical students at Helwan University: A cross-sectional study

“…Chronic illness has a negative impact on the physical, psychological, and academic performance of medical students. 32,33 The current study demonstrated that having chronic mental, neurological and other medical illnesses was correlated with a higher perception of stress and anxiety among the studied medical students.…”

“…The total score ranges from 0 to 56. Overall items were summed to determine the level of stress as follows: low level of stress ranged from (0-18), moderate level of stress (19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37), and high level of stress (38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50)(51)(52)(53)(54)(55)(56). 18 The validated Arabic version of PSS was used in the present study, 19 21 and is widely used to assess anxiety among students.…”

Sleep quality as a mediating role in general health and academic performance in the context of sustainable education

“…Lastly, the physical, mental and psychological elements of an individual are related to their quality of life [23]. However, poor habits and ways of life can lead to serious issues for an individual but not limited to obesity, diabetes, hypertension, anxiety and depression [24]. Chronic diseases would negatively impact the school performance of students.…”

Promoting Medication Adherence in Children with Attention Deficit Hyperactivity Disorder: A Mixed-Methods Systematic Review with Meta-analysis and Qualitative Comparative Analysis

“…This non-adherence can manifest in heightened academic struggles, making learning and concentration more challenging, leading to potential academic underachievement (Hechtman et al, 2016; Wang et al, 2016). Moreover, behavioral issues can become more pronounced, complicating social interactions and possibly resulting in disciplinary actions at school or home (Barkley et al, 2004; Molina et al, 2009; Thongseiratch & Chandeying, 2020). There is an associated increased risk of developing co-morbid mental health disorders, further complicating the overall wellbeing of these children (Fischer et al, 2002).…”