Is relatively young age within a school year a risk factor for mental health problems and poor school performance? A population-based cross-sectional study of adolescents in Oslo, Norway

Abstract

Background: Several studies have shown that children who are relatively young within a school year are at greater risk for poorer school performance compared with their older peers. One study also reported that relative age within a school year is an independent risk factor for emotional and behavioral problems. The objective of this study was to test the hypothesis that relatively younger adolescents in the multiethnic population of Oslo have poorer school performance and more mental health problems than their relatively older classmates within the same school year.

The Extent and Specificity of Relative Age Effects on Mental Health and Functioning in Early Adolescence

“…Their analyses also indicate that the negative impact of relative age decreases with age [9]. Finally, Lien et al [10] documented RAEs on specific domains of mental health at the end of secondary schooling (aged 15e16 years) in a Norwegian sample and they found younger children manifesting fewer emotional difficulties and greater peer problems. Consideration of moderating effects of gender revealed, however, that younger girls had fewer depressive symptoms than their older classmates, whereas younger boys had more peer problems [10].…”

“…Consideration of moderating effects of gender revealed, however, that younger girls had fewer depressive symptoms than their older classmates, whereas younger boys had more peer problems [10]. No effects were observed for externalizing symptoms, hyperactivity, and prosocial behavior, highlighting the relevance of investigating whether relative age is associated with specific types of psychopathology symptoms [10].…”

“…A focus on the moderating role of genderdand also deprivationdin the Lien et al work builds on such a focus in prior RAE research on academic outcomes [11e13], some of which highlights RAEs in educational outcomes moderated by both gender (e.g., RAEs larger in boys [10]) and deprivation (e.g., RAEs larger in higher socioeconomic status [SES] [10]). Although the effect of gender and deprivation on mental health is well documented [14], it remains unclear whether these factors moderate RAEs in the case of mental health.…”

“…Finally, Lien et al [10] documented RAEs on specific domains of mental health at the end of secondary schooling (aged 15e16 years) in a Norwegian sample and they found younger children manifesting fewer emotional difficulties and greater peer problems. Consideration of moderating effects of gender revealed, however, that younger girls had fewer depressive symptoms than their older classmates, whereas younger boys had more peer problems [10]. No effects were observed for externalizing symptoms, hyperactivity, and prosocial behavior, highlighting the relevance of investigating whether relative age is associated with specific types of psychopathology symptoms [10].…”

“…Lien et al [10] highlighted the importance of considering downstream or knock-on effects of mental health RAEs on aspects of childhood and adolescent functioning, such as home life, classroom behavior, and friendships. Such potential derivative effects of mental healtherelated RAEs are thus also a focus of the research reported herein.…”