Executive Function Deficits Mediate Poverty’s Effects on Academic Achievement: Target for Intervention in At-Risk Children

Abstract

Aim: Determine whether effects of poverty on academic achievement are mediated by effects of poverty on executive cognitive functions. Methods: Web-based classroom-administered tests assessed executive function in 5717 children grades k-8 in 40 schools, and poverty level and academic achievement for each school were drawn from US Department of Education data. Boot-strapping procedures were used to evaluate mediation by executive function of the association between poverty and academic proficiency. Results: Executive function and academic achievement were both related to school poverty (pearson r −0.50 to −0.65, p = 0.0009 to <0.0001). Estimated indirect effects of poverty on reading (−0.26, 95% CI: −0.47, −0.07) and math (−0.23, 95% CI: −0.44, −0.06) through effects on executive function were significant. Controlling for executive function, effects of poverty on reading (−0.58 to −0.31) and math (−0.59 to −0.35) were diminished, indicating partial mediation of effects of poverty on reading and math via effects on executive function. Conclusion: Interventions that enhance executive function in children in impoverished and/or violent environments could mitigate damaging effects of these environments on neurocognitive and associated life and health outcomes. Without intervention, many young adults in troubled areas of the world will be ill-prepared for productive function in society. Key Notes: Analysis in 5717 children shows that poverty compromises academic proficiency in large part by compromising executive cognitive skills necessary for learning, health and work. Worldwide nearly 400 million children live in impoverished circumstances that often include high levels of violence and domestic instability. Without interventions to improve executive functions, a large number of young adults are likely to have health problems and be ill-prepared for productive function in their communities.

Strategi Guru Pembimbing Khusus Untuk Meningkatkan Fungsi Eksekutif Peserta Didik Berkebutuhan Khusus Autis

“…Intervensi dapat meningkatkan FE pada anak yang tinggal di lingkungan miskin dan yang pernah mengalami kekerasan pada lingkungan. Oleh karena itu, intervensi FE membantu untuk menyiapkan banyak orang untuk produktif dalam masyarakat (Wexler et al, 2020).…”