Educational outcomes associated with childhood obesity in the United States: cross-sectional results from the 2011–2012 National Survey of Children’s Health

Abstract

BackgroundPast research examining the effects of childhood obesity has largely focused on its projected effects into adulthood. However, there is emerging evidence that childhood obesity may have more immediate effects on school-related outcomes. We examine a range of educational attainment indicators to examine the possible pathway between obesity status and academic performance, while investigating the proximal effects of childhood obesity on health and utilization of health services, and whether these variables attenuate the relationship between obesity status and educational outcomes.MethodsData for the current study come from the 2011-2012 National Survey of Children’s Health, which details the impacts of childhood obesity on a range of outcomes among a nationally representative sample of children and adolescents aged 10-17 years (N=45,255). Educational outcomes (school absences, school problems, repeating a grade and school engagement) were modeled by logistic regression as a function of BMI, overall health status, health care utilization, and a range of sociodemographic variables.ResultsBMI status was significantly associated with all educational outcomes (p<0.001 for all), overall health status (p<0.001), and health care utilization (p=0.016). Prior to adjustment for covariates, obese children were significantly more likely to have school absences and school problems, to repeat a grade, and to have lower school engagement than non-overweight children. After adjustment for sociodemographic and health/healthcare variables, these outcomes remained significant for all but repeating a grade. The odds of having school problems, repeating a grade, and low school engagement that were associated with obesity were attenuated by the addition of sociodemographic variables into the model, while the addition of health and health care variables in the model decreased the odds of school absences.ConclusionsThis study provides evidence that increased weight status in children is associated with poorer educational outcomes. While recognizing that these are cross-sectional data, we suggest that 1) health-related and sociodemographic factors should be a focus point of intervention, and 2) a socio-structural approach including Coordinated School Health intervention is crucial to reducing childhood obesity and improving educational outcomes in this population.

Overnutrition and Scholastic Achievement: Is There a Relationship An 8-Year Follow-Up Study

“…These results are not in agreement with other studies and systematic reviews which reported a negative and significant association between overnutrition of children or teenagers and SA [29,30,31,32,33,34,35]. It is unclear why overnutrition did not show a significant correlation with SIMCE 2009 outcomes in our study where most part of the sample presented with overnutrition (56.7% and 51.8% of men and women, respectively).…”

School‐Based Weight Management Program Curbs Summer Weight Gain Among Low‐Income Hispanic Middle School Students

“…Thus, obesity and obesity‐related comorbidities are a significant concern for Hispanics. Because of the significant health and social consequences associated with obesity, identifying time periods when children are at increased risk for gaining weight is essential. Identifying critical time periods may facilitate the development of more targeted programs to address the obesogenic behaviors specifically, when they are more likely to occur.…”

Mentoring, Bullying, and Educational Outcomes Among US School‐Aged Children 6‐17 Years

“…Children in receipt of natural or informal mentoring were defined as children whose parents/guardians responded positively to the survey question on whether there is at least one other adult in child's school, neighborhood, or community, other than the child's parents or adults in the child's home, who knows the child well and who the child can rely on for advice or guidance. Our definitions and operationalization of study variables were consistent with prior studies and the literature on natural mentoring, bullying, and educational outcomes …”

“…Logistic regression was used to examine the bivariate and adjusted associations between mentoring and the 3 outcome variables. Using the social‐determinants‐of‐health (SDH) framework, drawing upon the social cognitive theory (SCT), and past research as guides, we developed a conceptual framework for explaining the relationship between our study variables underscoring the proximate and distal roles of sociodemographic and natural mentoring relationships in influencing bullying and educational outcomes (Figure ) . The SDH refer to the conditions in which people are born, grow, live, work, and age, all of which are shaped by the distribution and availability of human and material resources to individuals living at the local to the global levels .…”